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This report traces a 50-year history of magnet schools as a voluntary desegregation strategy, showing how changing funding policies and legal conditions alternately supported and weakened their mission. It highlights court erosion by the 1990s and especially around 2007, then describes post-2007 shifts toward innovative academic programs and outlines remaining research questions.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/50-years-of-magnet-schools-an-overview-of-desegregation-efforts/585685/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/50-years-of-magnet-schools-an-overview-of-desegregation-efforts/585685.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the report describe the role of magnet schools in desegregation?","Question",{"text":113,"@type":114},"Magnet schools are presented as a voluntary desegregation mechanism that recruited White and/or high-income students to attend lower-income schools serving students of color. 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In response, magnet schools broadened their approaches to include additional focus on innovative academic programs.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},585685,1792062171,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","50 YEARS OF MAGNET SCHOOLS: AN OVERVIEW OF DESEGREGATION EFFORTS  \nRolf J . Straubhaar, Jia Wang, and Roxanne M . Sylvester  \nOCTOBER 2021 CRESST REPORT 868  \nCopyright © 2021 The Regents of the University of California.  \nThe work reported herein was jointly supported by American Education Solutions, Pasadena Unified School District, and the School District of Lee County with funding to the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) .  \nThe findings and opinions expressed in this paper are those of the authors and do not necessarily reflect the positions or policies of American Education Solutions, Pasadena Unified School District, or the School District of Lee County.  \nTo cite from this paper, please use the following as your APA 7th edition reference: Straubhaar, R. J., Wang, J., & Sylvester, R. M. (2021) . 50 years of magnet schools: An overview of desegregation efforts (CRESST Report 868) . UCLA/CRESST.  \nTable of Contents  \nIntroduction ............................................................................................................................1  \nOrigins of Segregation in Schools .............................................................................................2  \nThe Effects of Geographical Segregation on Schools ................................................................. 4  \nThe Effects of Segregation on Teacher Turnover, School Resources, and Quality Coursework. 5  \nThe Effects of Desegregation on Academic Achievement.......................................................... 6  \n1972–2020: The Law, Targeting Funding, and Desegregation ...................................................7  \n1970–2009: Magnet School Desegregation in Local Communities .......................................... 10  \nPost-2007: Magnet Schools Minus Race-Focused Admissions................................................. 12  \n2010–2020: No National Magnet Schools Desegregation Studies ........................................... 12  \nRecommendations for Future Magnet School Research ......................................................... 14  \nEndnotes ............................................................................................................................... 16  \nReferences ............................................................................................................................ 17  \n50 Years of Magnet Schools: An Overview of Desegregation Efforts 1  \nRolf J. Straubhaar  \nTexas State University, San Marcos  \nJia Wang  \nCRESST/University of California, Los Angeles  \nRoxanne M. Sylvester  \nSylvester Analysis Management International, Inc., Los Angeles  \nAbstract: Geographically based racial and economic segregation in the United  \nStates has resulted in unequal funding for schools and therefore unequal  \neducational opportunities for students. In this report, we discuss the 50-year history of magnet schools as a voluntary desegregation mechanism. During these years, the funding policies and legal landscapes shifted in ways that supported  \nand then undermined magnet schools’ desegregation mission. Throughout the 1990s and culminating in 2007, the courts eroded the ability of magnet schools to prioritize desegregation. Post-2007, in response, magnet schools broadened  \ntheir approaches to include an additional focus on innovative academic  \nprograms. We end the report with research questions that remain  \nunderexplored regarding magnet schools and their effectiveness as a  \ndesegregation mechanism.  \nIntroduction  \nSocial stratification based on income and race has been a constant throughout U.S. history (Rose, 2007), with the legacies of colonialism (Levy & Young, 2011), slavery (Kendi, 2017), Western expansion (Love, 2005), and Jim Crow (Alexander, 2020) still being reflected in segregated present-day school systems (Grant, 2009; Parcel & Taylor, 2015; Ryan, 2010) . On the whole, schools that predominantly serve high-income and/or ","cbCaipJCSGhYyQc2","https://ap.wps.com/l/cbCaipJCSGhYyQc2","pdf",904406,29,"English","# Introduction\n## Origins of Segregation in Schools\n## The Effects of Geographical Segregation on Schools\n## The Effects of Segregation on Teacher Turnover, School Resources, and Quality Coursework\n## The Effects of Desegregation on Academic Achievement\n## 1972–2020: The Law, Targeting Funding, and Desegregation\n## 1970–2009: Magnet School Desegregation in Local Communities\n## Post-2007: Magnet Schools Minus Race-Focused Admissions\n## 2010–2020: No National Magnet Schools Desegregation Studies\n## Recommendations for Future Magnet School Research\n## Endnotes\n## References","[{\"question\":\"How does the report describe the role of magnet schools in desegregation?\",\"answer\":\"Magnet schools are presented as a voluntary desegregation mechanism that recruited White and/or high-income students to attend lower-income schools serving students of color. They were designed to promote diversity through theme-based instruction and related approaches.\"},{\"question\":\"What historical factors shaped magnet schools over time?\",\"answer\":\"The report attributes major changes to shifts in funding policies and the legal environment, including the Magnet Schools Assistance program (MSAP) established in 1985. It also emphasizes how court rulings later eroded the ability of magnet schools to prioritize desegregation.\"},{\"question\":\"What changed after 2007, according to the report?\",\"answer\":\"After 2007, courts reduced the capacity of magnet schools to use race-focused admissions for desegregation. In response, magnet schools broadened their approaches to include additional focus on innovative academic programs.\"}]","50 Years of Magnet Schools - An Overview of Desegregation Efforts | PDF",1792055521,73]