A Refining of Magnet Schools: The Segregated System :: Research Papers

A Refining of Magnet Schools The Segregated SystemMagnet schools atomic number 18 knowing to promote voluntary school desegregation and to enhanceeducational tonus by means of thematic teaching of uniform curriculum (www. attracter.edu). Partially funded by the federal government through grants and assistance programs, attractive force schools essentially permit choice to p atomic number 18nts and students across America to gain a more vary education.Intrinsically, attraction schools allow students from many different districts to unite in mavin school in hopes of creating a racially diverse learning environment. scorn the attempt made by the federal government to desegregate schools, Jonathon Kozol points prohibited that, in fact, the magnet schools have even further isolated the short(p) urban student and that magnet schools have indeed failed to meet initial expectations as a de single out environment. Yet desegregation is apparent in the areas of school of thought and purpose, admission and entrance to the schools, and curriculum.The initial proposal of the magnet school as a means to create racial equity among schools has been unsuccessful condescension its statement of philosophy and purpose. By shifting focus toward academic interestsmagnet schools are attempting to bring together students who have common interests regardless of induce (www.liberalparty.com). However, despite its attempts, the system of magnet schools has failed to overcome racial segregation. Kozol notes that very abject children, excluded from this magnet system, says the Chicago Tribune, are even more isolated as a consequence of the removal of the more successful students from their midst (Kozol 59). According to Kozol and theTribune, the magnet system is further segregating the school systems by worsening the regular humankind schools in neighboring areas. What must not be forgotten are the existing schools that the less successful and less motivated students are od d to attend, and the damaging effects that they face as a result of the magnet school system. In addition, in an evaluation of the Magnet Schools Assistance political program between 1989 and 1991, researchers Steel and Eaton discovered that only half the schools met theirdesegregation objectives (www.eric.uoregon.edu). some other study providing evidence thatracial equity has failed to be realized through the use of magnet schools is in a recent statecommissioned evaluation of new York terra firmas magnet school program for 1993-94. The study put in that schools did not completely achieve their academic or desegregation goals (New York State 1994- www.eric.urogen.edu). Legal critic Kimberly West has also concluded that magnet schools are a desegregation tool that backfired, are rife with racially segregated classes, and minority students are too often treated as lowly by the very system that was designed to help them (www.