The Desegregation Efficiency of Magnet Schools

Rossell, Christine H.

doi:10.1177/1078087403038005004

Cited by 21 publications

(22 citation statements)

References 13 publications

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“…The original research was funded by the U.S. Department of Education from 1990 to 1993 with Christine Rossell and David Armor as co-principal investigators and Roger Levine and Lauri Steele, American Institutes for Research, as contract managers. Published works using this data file are Rossell (2003), Rossell (2002), Armor and Rossell (2002), Rossell and Armor (1996) and Steel, Levine, Rossell and Armor (1993). The sampling frame for the survey data was the set of U.S. school districts in which two or more schools offer at least one grade level (K-12) in common.…”

Section: Rossell and Armor Survey Datamentioning

confidence: 99%

Post Brown vs. the Board of Education: The Effects of the End of Court-Ordered Desegregation

Lutz

2005

FEDS

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In the early 1990s, nearly forty years after Brown v. the Board of Education, three Supreme Court decisions dramatically altered the legal environment for court-ordered desegregation. Lower courts have released numerous school districts from their desegregation plans as a result. Over the same period racial segregation increased in public schools across the countrya phenomenon which has been termed resegregation. Using a unique dataset, this paper finds that dismissal of a court-ordered desegregation plan results in a gradual, moderate increase in racial segregation and an increase in black dropout rates and black private school attendance. The increased dropout rates and private school attendance are experienced only by districts located outside of the South Census region. There is no evidence of an effect on white student dropout rates or private school attendance rates.

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Section: Rossell and Armor Survey Datamentioning

confidence: 99%

Post Brown vs. the Board of Education: The Effects of the End of Court-Ordered Desegregation

Lutz

2005

FEDS

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“…The approach was simple: draw white students to predominantly black schools in the inner city by offering well‐funded themed schools, such as performing arts or science and technology, which combined innovative learning with an integrated school. Recently, there are more than 3,000 magnet or theme‐based schools (Rossell, 2003). Magnet schools differ in how they implement their programs.…”

Section: Research Objectives and Methodologymentioning

confidence: 99%

Benchmarking the impacts of US magnet schools in urban schools

Green

Davis²

2010

Benchmarking: An International Journal

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PurposeThe purpose of this paper is to explore the range of benchmark applications associated with US magnet schools in urban areas.Design/methodology/approachThe collection and critical analysis of secondary data from relevant publications are used to evaluate the results of America's magnet schools. Analysis of organizational and leadership theory has been utilized in order to benchmark future successful efforts.FindingsThe paper finds the following key issues: magnet schools have numerous mission goals that prevent them for having a clear strategy, magnet school structures should be customized for the specific communities and promote parental involvement, and magnet schools instruct students who are heavily influenced by pop culture values and challenge traditional values in the school culture.Research limitations/implicationsThe paper examines benchmarking applications that are exclusively relevant in US urban schools.Practical implicationsThere are several implications for researchers and practitioners related to improving the academic success of low‐performing schools in urban areas in America.Originality/valueThis paper is significant because it presents a theoretical framework for interpreting the impacts of magnet schools in urban schools.

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“…Mandatory magnet programs decreased minority students' exposure to their White peers, but they promoted racial balance within these schools. In another quantitative study on desegregation and magnet school programs, Rossell (2003) also reported that school districts with voluntary magnet programs decreased interracial exposure and produced more White flight. However, school desegregation plans with majority to minority schools resulted in more interracial exposure and less White flight, but a higher number of school districts serving predominantly African American students.…”

Section: Magnet Programs In Public Schoolsmentioning

confidence: 96%

Moving From Separate, to Equal, to Equitable Schooling: Revisiting School Desegregation Policies

McPherson

2010

Urban Education

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For over a century after the 1896 Plessy v. Ferguson decision, researchers have been grappling with how to effectively implement educational reform policies to provide students with an equal education in American schools. This literature review examines previous school desegregation cases and school desegregation plans to investigate how schools have been unsuccessful in fully implementing desegregation plans. The paper discusses the role that social and political factors played in prohibiting schools from fully desegregating in the South. It ends with some suggestions on moving from equal to equitable schooling inside and outside of the Southern region of the United States.

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The Desegregation Efficiency of Magnet Schools

Cited by 21 publications

References 13 publications

Post Brown vs. the Board of Education: The Effects of the End of Court-Ordered Desegregation

Post Brown vs. the Board of Education: The Effects of the End of Court-Ordered Desegregation

Benchmarking the impacts of US magnet schools in urban schools

Moving From Separate, to Equal, to Equitable Schooling: Revisiting School Desegregation Policies

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