This document looks at the Kansas City, Missouri, Paseo Academy of Fine and Performing Arts Magnet High School's three-year implementation of the magnet theme of the Long-Range Magnet School Plan. In addition to the core curriculum, five theme strands (visual arts, music, theater, creative writing, and dance) were offered to 9th through 11th grade students. The focus of the report was on the impact and outcomes of enrollment, desegregation, and achievement. Evaluation data came from classroom observations; school visits, perceptual questionnaires administered to teachers, students, and parents; interviews with the school principal and administrators; and achievement data. Findings indicate success in implementing the fine and performing arts magnet theme. The demographic mix of 60% minority and 40% non-minority students exceeds the court-ordered desegregation goals. The improved student return rate and lower retention between 1st and 2nd year of implementation may reflect a selective filtering of those students wanting to be in the arts program. All Paseo Academy students scored above yearly district averages on the Tests of Achievement Proficiency, (TAP), in all but 11th grade mathematics. However, non-minority students outperformed minorities in every subtest. Both students and parents expressed satisfaction with the arts theme program, which was cited as the reason for enrollment in the school. Dissatisfaction was expressed in areas of school safety, classroom discipline, and length of the school day. Recommendations for improvement include: (1) making the eight-period day more appealing by making classes more difficult; (2) making efforts to improve student feelings of safety and strengthening discipline in the classroom; (3) addressing issues of school organization, atmosphere, attendance, and communication among staff; (4) improving the academic programs; and (5) improving timelines of communication from the school. The document includes 10 tables of statistical evaluation data, and 4 graphs. Appendix B concludes the document with tables of student, parent, and teacher perceptions for spring 1990, 1991, and 1992. (MM)