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According to the school's principal, the goal is to prepare all of its trainees for college. Since entering fruition, the number of magnet schools has increased drastically. Over 232 school districts housed magnet school programs in the early 1990s. By the end of the decade, almost 1,400 magnet schools were operating throughout the country.

They promote their unique academic curricula in order to attract white trainees who do not reside in the surrounding area. In this way, the schools act as a "magnet" pulling out-of-neighborhood trainees that would otherwise go to a school in their standard attendance zone. Enrollment and curriculum [edit] Some magnet schools have a competitive entrance process, requiring an entryway examination, interview, or audition.

Toquam Magnet Elementary School - Stamford Public Schools

Laurel Magnet School of the Arts - Laurel Magnet School of the Arts

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A lot of magnet schools focus on a particular discipline or area of research study, while others (such as International Baccalaureate schools) have a more general focus. Magnet programs might concentrate on academics (mathematics, lives sciences, and engineering; humanities; social sciences; fine or carrying out arts) or might concentrate on technical/vocational/agricultural education. Access to complimentary transportation is a crucial component in assisting in racial variety in magnet schools.

Moreover, 11. 9% of magnet schools that do not offer transport are largely one-race, while only 6. 4% of magnet schools with the provision of transportation are defined as one-race schools. Such services are integral in guaranteeing that potential out-of-neighborhood students have access to these schools of option. Ultimately, the existence of complimentary transport adds to more integrated magnet environments.

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In varied metropolitan contexts especially, these assumptions privilege some households over others. Parents who look for magnet schools tend to be white, educated, middle-class, and English-fluent. Thus, in order to break down the racial variations these schools were meant to take apart, magnet school programs have to be intentional in not just their outreach efforts, however likewise how they develop the application text itself.

Department of Education, Office of Innovation and Improvement, Developments in Education: Creating Successful Magnet Schools Programs, Washington, D.C., 2004. Charles T. Clotfelter. After Brown: The Increase and Retreat of School Desegregation. Princeton University Press, 2004. Diane Ravitch.  This Is Noteworthy , 1984. Kryczka, Nicholas (February 2019). "Building a Constituency for Racial Combination: Chicago's Magnet Schools and the Prehistory of School Choice".