Because magnet schools restructure school and district attendance area boundaries in order to achieve racial heterogeneity, they attempt to disassemble the very unit towards which the Education Consolidation and Improvement Act Chapter 1 program targets its resources--neighborhood schools attended by poor children. A nine-district survey of the relationship between magnet schools and the Chapter 1 program revealed the following findings: (1) the definition of school attendance areas of magnet schools is not, in and of itself, a critical issue as far as school targeting is concerned; (2) survey respondents did not express concern over the effect of magnet school designs on Chapter 1 school targeting; (3) variables affecting the degree to which magnet schools alter schools' poverty concentration often operate in concert; (4) concern was more often expressed about students losing Chapter 1 instruction than about schools losing Chapter 1 status; (5) comparability requirements were not viewed as an impediment to magnet school development; (6) further study is needed to determine what interrelationships exist between desegregation efforts beyond the magnet schools component; (7) the receipt of extra services through either the Chapter 1 program or a magnet school program does not affect eligibility for the other program; and (8) resources supplied for Chapter 1 use did not appear to be used for creation of a magnet school. A list of references is included. Appendices provide the survey instruments, tabulate summary data, and profile the districts surveyed. (BJV)