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Establishes historical context for school choice as a strategy to desegregate highly segregated cities, then contrasts magnet schools’ origins and federal incentives with charter schools’ rapid expansion amid political and legal shifts. Evaluates levels of segregation and diversity in both sectors, linking school diversity to educational gains and long-term life benefits.",{"@graph":69,"@context":122},[70,84,105],{"@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/segregated-choices-magnet-and-charter-schools-foreword/582967/",{"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/segregated-choices-magnet-and-charter-schools-foreword/582967.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of comparing magnet and charter schools in this report?","Question",{"text":112,"@type":113},"To analyze how both systems have grown and how their racial composition has changed, including what segregation and diversity levels reveal about possible improvements to choice programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why did school choice expand as a desegregation approach?",{"text":117,"@type":113},"Schools of choice became widespread as part of efforts to desegregate large, highly segregated cities and to create voluntary options that could cross racial lines.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report frame the relationship between diversity and student outcomes?",{"text":121,"@type":113},"It cites evidence that diverse schools produce educational gains and substantial lifelong benefits, including outcomes related to college, employment, and other key life goals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582967,1792061677,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","SEGREGATED CHOICES:  \nMAGNET AND CHARTER SCHOOLS  \nRyan Pfleger and Gary Orfield  \nAPRIL 11, 2024  \nSuggested Citation:  \nPfleger, R., and Orfield, G. (April 2024) . Segregated Choices: Magnet and Charter Schools. Los Angeles, CA: The Civil Rights Project/Proyecto Derechos Civiles, UCLA.  \n© 2024 Civil Rights Project/Proyecto Derechos Civiles, UCLA  \nSegregated Choices: Magnet and Charter Schools  \nCivil Rights Project/Proyecto Derechos Civiles, UCLA, April 2024 1  \nAcknowledgements  \nThe authors appreciate the insightful comments provided by Jenn Ayscue and Genevieve Siegel-Hawley. This report is based on research funded, in part, by the William and Flora Hewlett Foundation. The findings and conclusions contained within are those of the authors and do not necessarily reflect the positions or policies of the Civil Rights Project funders.  \nSegregated Choices: Magnet and Charter Schools  \nCivil Rights Project/Proyecto Derechos Civiles, UCLA, April 2024 2  \nForeword  \nSchools of choice became widespread in American education a half century ago as part of the effort to desegregate highly segregated big cities with large Black and Latino enrollments. The new system, magnet schools, became very popular with school district leaders as a solution to legal mandates and with many parents, who wanted the new choices. (Private schools, mostly religious schools, have always been a part of American education. They are now considerably smaller than they were a generation ago and serve about a tenth of American students.) Less than a quarter century later another, very different, system of choice schools—charter schools—emerged and rapidly grew. It was part of a movement highly critical of traditional public schools and deeply influenced by the Reagan era theories of testing and focus on traditional essentials, without the social goals of the magnets or the magnets’ commitment to highly distinctive schools with a citywide membership. Charter schools at their outset were concentrated in poor Black and Latino areas, promising better options because of the commitment of their founders and the freedom they were given from the school district bureaucracy. Magnets had received strong federal incentives in the 1970’s but government poured resources and bipartisan support into charters from 1991 through the Trump period.  \nMost of the original legal framework for magnet schools has now been stripped away by court decisions but magnets still enroll millions of children. Charter schools, supported by public vouchers, arose out of a period in which the public schools were under attack, civil rights policies were being reversed in the courts, market ideas were very important to the conservative movement, and there was bitter conflict over voucher proposals. The idea of publicly supported schools run by private educators drew bipartisan support and strong business endorsement when it surfaced in  \n1991. Conservatives saw it bypassing the public-school boards and the teachers’ unions. Opponents saw it as at least keeping public resources in nonsectarian schools in the public sector. Charters were  \nSegregated Choices: Magnet and Charter Schools  \nCivil Rights Project/Proyecto Derechos Civiles, UCLA, April 2024 3  \nsupported heavily by business groups and three Republican and two Democratic presidents. They spread very rapidly. Charters have been criticized for weak civil rights policies and high segregation.  \nThis report analyzes growth in both school sectors and their changing racial composition. It reports the levels of segregation and diversity in these two systems, important because of strong evidence that diverse schools produce educational gains and substantial lifelong benefits in terms of college, employment and other key life goals (reardon, Heewon & Weathers, 2022) . Segregation has been increasing in U.S. schools for more than three decades and choice is a possible way to cross lines of racial divisions. Is there a significant difference betwe","cbCaiimgZ9tMIPF3","https://ap.wps.com/l/cbCaiimgZ9tMIPF3","pdf",3471318,45,"English","# Foreword\n## Historical development of school choice\n## Magnet schools and charter schools: origins and policy context\n## Goals, public support, and research questions\n## Focus of the report","[{\"question\":\"What is the purpose of comparing magnet and charter schools in this report?\",\"answer\":\"To analyze how both systems have grown and how their racial composition has changed, including what segregation and diversity levels reveal about possible improvements to choice programs.\"},{\"question\":\"Why did school choice expand as a desegregation approach?\",\"answer\":\"Schools of choice became widespread as part of efforts to desegregate large, highly segregated cities and to create voluntary options that could cross racial lines.\"},{\"question\":\"How does the report frame the relationship between diversity and student outcomes?\",\"answer\":\"It cites evidence that diverse schools produce educational gains and substantial lifelong benefits, including outcomes related to college, employment, and other key life goals.\"}]","SEGREGATED CHOICES - Magnet and Charter Schools - Foreword | PDF",1792045166,113]