This report presents a study of issues involving magnet schools in big city school districts. The study consisted of three parts: (1) an analysis of the attitudes of educators familiar with part-time desegregation; (2) an investigation of the role of magnet schools that have been making a positive contribution to the redevelopment of big city neighborhoods; and (3) a comparison of the social status and home environment of inner city students who attended magnet schools outside their neighborhood and those who attended local neighborhood schools. The first part of the report examines desegregation policies and practices at both the elementary and secondary level. The report's second section presents case studies of magnet schools in three cities. Finally, the third part deals with the question of whether inner city students who enroll in magnet schools are higher in social class and/or home environment than are students from the same neighborhood who do not elect magnet options. (Author/APM)