Magnet Schools and the Pursuit of Racial Balance

Goldring, Ellen; Smrekar, Claire

doi:10.1177/0013124500331003

Cited by 47 publications

(30 citation statements)

References 2 publications

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“…The premise of this design is to create some specialty program at a school that allows it to attract students from a variety of parts of a geographic region, giving priority to those students from a racial/ethnic group that is underrepresented. However, at some magnet schools, we observe the formation of two schools within the same building (Goldring & Smrekar, 2000). In a performing arts magnet in a western state we saw that the top floors of a high school building housed the magnet and the lower floors housed the "regular" school.…”

Section: Racial Liberalsmentioning

confidence: 84%

Chapter 15  The Meaning of Brown . . . for Now

Ladson‐Billings

2006

Yearbook Nat Soc Study Edu

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Section: Racial Liberalsmentioning

confidence: 84%

Chapter 15  The Meaning of Brown . . . for Now

Ladson‐Billings

2006

Yearbook Nat Soc Study Edu

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“…Magnet turnaround schools offer a natural opportunity to reconnect the current turnaround emphasis on improving teaching and learning to reconstitution-era efforts to diversify student enrollment. Magnets were originally created in the 1970s as a way to incentivize desegregation (Goldring & Smrekar, 2000). Because they are not tied to school attendance zones, which often reflect residential segregation, magnets can be used to attract students of different races across traditional school boundaries, reducing racial segregation and increasing student body diversity (Bifulco, Cobb, & Bell, 2009;Davis, 2014).…”

Section: Magnet Schools Desegregation and Outcomesmentioning

confidence: 99%

Magnets and school turnarounds: Revisiting policies for promoting equitable, diverse schools

Ayscue

Siegel‐Hawley

2019

EPAA

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This case study examines how magnet school and school turnaround processes can work together to promote desegregation and improvement. Based on cross-case analysis of three magnet schools undergoing turnarounds, this study draws on data from the 2010 federal Magnet Schools Assistance Program grant and qualitative fieldwork through observations, interviews, and focus groups. In academically struggling schools with high concentrations of students of color and lowincome students, successful magnet turnarounds involve changes across many aspects of the schools. While the local context is essential for shaping the magnet turnaround process, these three schools reveal common ways in which participants viewed their schools as successful turnarounds, the elements that supported success, and the challenges that magnets undergoing a turnaround are likely to face. Participants' perceptions of a successful turnaround were based on increasing family interest and increasing racial and economic diversity, as well as improvements in curriculum and instruction, school culture, and academic achievement. This study helps broaden our definition of a Education Policy Analysis Archives Vol. 27 No. 72 2 school turnaround beyond higher test scores and reminds us of the origins of the concept, which revolved around desegregation. Lessons from the sites suggest that rather than closing underperforming or under-enrolled schools, districts should consider magnet schools as a turnaround approach.Magnets y turnarounds escolares: Revisión de políticas para promover escuelas diversificadas y equitativas Resumen: Este estudio de casos examina cómo los procesos de turnaround (recuperación) de escuela y escuela de magnet pueden trabajar juntos para promover la desregulación y la mejora. Con base en el análisis cruzado de tres escuelas de magnet en recuperación, este estudio se basa en datos del subsidio federal del Programa de Asistencia de las Escuelas Magnet y en el trabajo de campo cualitativo por medio de observaciones, entrevistas y grupos focales. En escuelas con dificultades académicas, con altas concentraciones de alumnos de color y alumnos de bajos ingresos, los turnos de éxito exitosos de los asociados involucra cambios en muchos aspectos de las escuelas. Aunque el contexto local es esencial para moldear el proceso de recuperación del magnet, estas tres escuelas revelan maneras comunes por las cuales los participantes veían sus escuelas como retornos exitosos, los elementos que sostenían el éxito y los desafíos que los imanes pasando por un giro probablemente se enfrentaría. Las percepciones de los participantes de un giro exitoso se basaron en el interés creciente de la familia y en el aumento de la diversidad racial y económica, así como mejoras en el currículo y la enseñanza, la cultura escolar y el desempeño académico. Este estudio ayuda a ampliar nuestra definición de un giro en la escuela más allá de los resultados de las pruebas más altas y nos recuerda los orígenes del concepto, que giraba en torno a la decesión. Las lecciones...

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“…Specialized arts programs in Toronto (and in Canada more generally) share many of the characteristics of arts "magnet schools" and other such programs in the United States (Goldring & Smrekar, 2000;Gore, 2007;Metz, 2003;Wilson, 2001). They typically serve district-wide (and sometimes beyond-district) populations, have varying degrees of autonomy, and usually involve some kind of selection process through which students interested in pre-professional training in the arts are selected using various criteria revolving around notions of artistic "talent."…”

Section: Specialized Arts Programs In the Tdsbmentioning

confidence: 99%

Market “choices” or structured pathways? How specialized arts education contributes to the reproduction of inequality

Gaztambide‐Fernández¹,

Parekh²

2017

EPAA

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Located in one of the most diverse cities in the world, the Toronto District School Board (TDSB) offers several programs catering to a variety of student interests. Specialty Arts Programs (SAPs) have gained particular attention in part because of their reputation as excellent schools providing a unique opportunity for training in the arts. However, recently such programs have also raised concerns about who can access and who ultimately benefits from specialized programming in the arts. While the TDSB is committed to equal access for all families, the student populations at

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Magnet Schools and the Pursuit of Racial Balance

Cited by 47 publications

References 2 publications

Chapter 15  The Meaning of Brown . . . for Now

Chapter 15  The Meaning of Brown . . . for Now

Magnets and school turnarounds: Revisiting policies for promoting equitable, diverse schools

Market “choices” or structured pathways? How specialized arts education contributes to the reproduction of inequality

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Magnet Schools and the Pursuit of Racial Balance

Cited by 47 publications

References 2 publications

Chapter 15 The Meaning of Brown . . . for Now

Chapter 15 The Meaning of Brown . . . for Now

Magnets and school turnarounds: Revisiting policies for promoting equitable, diverse schools

Market “choices” or structured pathways? How specialized arts education contributes to the reproduction of inequality

Contact Info

Product

Resources

About

Chapter 15  The Meaning of Brown . . . for Now

Chapter 15  The Meaning of Brown . . . for Now