The magnet schools program in St. Louis supported seven elementary and three secondary level programs. In addition, three pilot programs on the secondary level were established. The programs were evaluated in terms of basic skills achievement and social relations (defined as decreased racial isolation). Statistical analyses of achievement data showed varying but high levels of achievement on the primary level. Elementary magnet school students were shown to achieve at the same level as students in regular school programs. Real differences were not found in comparisons of achievement levels between magnet and regular secondary programs. However, differences were found among individual secondary level magnet programs. Comparisons of pilot and regular school programs showed significantly higher levels of achievement in pilot schools. Social relations data points to differences in opposite directions in black and white students' perceptions of relationships among students and between students and school administrators. Variability of experiences was reflected in teachers' responses to social relations scales, with differences seen between perceptions of black and white teachers. Analysis of enrollment retention rates showed a 50.4% rate for magnet schools with no comparable information from regular programs. Tables and graphs of statistical data are included. (MK)