Magnet Schools: How the Forgotten Choice Has Held its Ground

Dr. Robert Brooks, President, R&J Consulting, Warwick, RIBill Magnotta, Consultant, Magnet Institute at Goodwin College – East Hartford, CTDoreen Marvin, LEARN Director – Old Lyme, CTScott Thomas, Executive Director, Magnet Schools of America – D.C.

Who & What?• Magnet Schools of America is a 501c(3) membership organization

that represents nearly 2000 magnet and theme-based schools nationally• National Institute for Magnet School Leadership• Technical assistance and national conferences• Advocacy, outreach and support for magnet schools

• Approximately 3,600 magnet schools in 48 states serving approximately 2.8 million students• Fine & Performing Arts, STEM, International Baccalaureate, and Career

magnet schools are most represented.

• Definition: Magnet Schools are public schools with a unique curricular or instructional focus that attracts students from outside the traditional attendance area.

CRITICAL LEARNING: What Are The Essential Characteristics of Magnet

Schools? • A comprehensive:• Magnet school plan includes mission and vision• Statements, educational goals, objectives and

strategies for curricular and instructional design and implementation• Marketing and recruitment strategies designed to

attract a diverse student body• Community partnerships and family engagement• Assessment and continuous improvement

Theory Behind Magnet Schools• All students have interests, talents and passions for learning• By offering a unique “theme” and/or instructional approach

to learning will attract a diverse student body• This diverse student body will prevent, eliminate or reduce

minority group isolation*• Students and teachers “opt in” to the school because of the

shared vision, interest, and environment contained in a magnet schools leading to higher engagement, meaningful student interaction, and higher academic outcomes.

* Minority groups are often locally defined and are not limited to racial background.

RESEARCH REFERENCES

• ACHIEVEMENT AND OPPORTUNITY GAPS

• US Department of Education• www.ed.gov/news/speches/closing

• John Hopkins University• www.jhu.edu• www.avid.org

• Magnet Schools of America• www.magnet.edu

• National Center for School Choice• www.vanderbuilt.edu/schoolchoice

Perceptions of School Climate

• Peer support for academic achievement is stronger in magnets than in non-magnet city schools;

• Magnet city students perceive more encouragement and support for college attainment than city students in non-magnets;

• Magnet students are less likely to be absent or skip classes than either non-magnet city or non-magnet suburban students;

• Overall, magnet schools provide an academic climate similar to that found in a wealthy, suburban non-magnet high school.

• Teacher-student relationships (ninth grade) and students’ sense of safety and belonging slightly weaker in magnet schools

Source: the High School Student Survey

EXEMPLARY SCHOOLS• Hartford, CONNECTICUT—K-8• Annie Fisher STEM School: 2012 National Blue Ribbon School• www.anniefishermagnet.shutterfly.com

• Miami –Dade, FLORIDA—K-8• Frank C. Martin, International Baccalaueate • (IB PYP/MYP) Florida “A” School • www.fcmartin.dadeschools.net

• Dallas, TEXAS—9-12• Booker T Washington High School for the Visual and

Performing Arts• www.dallasisd.org/bookert

The Connecticut Story• Statewide School Choice Data

SCIENCE & TECHNOLOGY MAGNET HIGH SCHOOL

Connecticut River Academy

School is 3 years old

Theme •Environmental Science•Early College

Location •Goodwin College•CT River

College and Career Readiness•Magnet Standards•Habits of Mind (Costa and Kalllick)•Kagan Cooperative Structures

CONNECTICUT RIVER ACADEMY

• Students from 42 towns

.33 White.33 Hispanic

.33 Black

90% of Seniors have at least one college course

40% of seniors will have 4 semesters worth of college

courses

Bio-Medical Sciences

curriculum

Expansion into a Sports

Medicine/Athletic Trainer curriculum

Addition of an All-New Early College

model

SCIENCE & TECHNOLOGY MAGNET HIGH SCHOOL

RECRUITMENT EFFORTS

2010 2011 20120

20

40

60

80

100

120

140

MinorityNon Minority

Comparison of CAPT reading within New London district

Comparison of CAPT Math within New London District

Comparison of CAPT science within new London district

Marine Science HighlightsCurriculum

12 A.P. and ECE* courses- 250 students

Awards

School of Distinction Award for Overall Performance in 2013 and 2014

Recognition

2012-2013 Cielukowski Outstanding First-Year Principal of the Year Award from the Connecticut Association of Schools

Percentile

Overall Reading

Math Writing

75% 1760 620 560 610

50% 1560 530 500 530

25% 1340 440 450 460

Class of 2014 SAT scores

Comparison of Magnet SchoolsCAPT Science

Bibliography• A Review of the Research on Magnet Schools, Miami Dade County Public Schools

The bulk of this report focuses on studies that have compared the academic achievement of magnet school students to those attending traditional public schools. Studies examining the following three issues are also summarized: ethnic and economic composition of schools; high school graduation rates; and students' academic attitudes and behaviors.

• Magnet Schools Provide Academic and Social Benefits, Study Reports, University of Connecticut Neag School of EducationBoth white and minority children in Connecticut’s magnet schools showed stronger connections to their peers of other races than students in their home districts, and city students made greater academic gains than students in non-magnet city schools, Casey Cobb and a team of colleagues found in this research commissioned by the state of Connecticut.

• Magnet School Student Outcomes: What the Research Says (Research Brief 6), National Coalition on School DiversityThis research brief outlines six major studies of magnet school student outcomes. The studies are located within a much broader body of research that documents the benefits of attending racially and socioeconomically diverse schools.

Bibliography• Reviving Magnet Schools: Strengthening a Successful Choice Option, UCLA Civil Rights

ProjectThis policy brief refocuses our attention on the longstanding magnet sector. It is issued during a time of complex political and legal circumstances and seeks to understand how a variety of factors—including theParents Involved ruling and the transition to a U.S. Department of Education led by the Obama Administration—have influenced federally-funded magnet programs.

• Turnaround Schools That Work: Moving Beyond Separate but Equal, The Century FoundationSenior Fellow Richard Kahlenberg details why “turnaround” approaches that focus on changing principals and teachers but fail to address issues related to parents and students, have fallen short of expectations. His report also includes a body of evidence that demonstrates that magnet schools with a socioeconomic mix can raise student achievement.

• The Forgotten Choice? Rethinking Magnet Schools in a Changing Landscape, UCLA Civil Rights ProjectHistorically, magnet schools have been an important part of school districts' efforts to improve equity and quality in our nation's schools. But as charters have become a central focus of school choice proponents, federal funds for magnet schools have been frozen. This report looks at the policy effects of neglecting magnet schools.

Bibliography• The Impact of Racially Diverse Schools in a Democratic Society (Research Brief 3), National

Coalition on School DiversityThis research brief is the third in a series. It summarizes the findings from the most rigorous research related to racial and socioeconomic diversity in public schools.

• What We Know About School Integration, College Attendance, and the Reduction of Poverty (Research Brief 4), National Coalition on School DiversityThis research brief details the effects of K-12 school integration on college attendance rates, college graduation, and intergenerational perpetuation of poverty.

• School Integration and K-12 Educational Outcomes: A Quick Synthesis of Social Science Evidence(Research Brief 5), National Coalition on School DiversityThis research brief outlines the positive effects of racial and socioeconomic diversity on K-12 educational outcomes.

• How Non-Minority Students Also Benefit from Racially Diverse Schools (Research Brief 8), National Coalition on School DiversityRecognizing that sustained support for school diversity on the part of white families is central to the creation of stable, integrated schools, this research brief outlines the best evidence to date on the benefits of racially diverse K-12 experiences for white students.

Discussion