The 1993-94 school year marked the first year of the federally-assisted magnet program implemented by Charlotte-Mecklenberg (North Carolina) Schools (CMS). This paper presents the program's goals, the measurable objectives developed to meet the goals, and first-year outcomes. The goals were to reduce, eliminate, or prevent minority group isolation and to ensure academic excellence in each of the magnet schools while not adversely affecting the minority and nonminority population at other schools. Results of the first-year evaluation show that each of the 25 magnet schools made major progress toward achieving the goals set forth in the magnet grant. They reduced racial isolation, implemented diverse strategies that fostered interaction among different ethnic groups, improved academic achievement, and increased parental involvement in their children's education. However, magnet and middle schools need new strategies to increase the percentage of black students performing at or above grade level in mathematics, reading, and social studies. In addition, the number of feeder schools not in compliance has grown even though the proportion of black students attending predominantly black schools is smaller than would be the case if magnet schools were not in place. (LMI)