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ERIC Number: ED402397
Record Type: RIE
Publication Date: 1996
Pages: 98
Abstractor: N/A
Reducing, Eliminating, and Preventing Minority Isolation in American Schools: The Impact of the Magnet Schools Assistance Program.
Steele, Lauri; Eaton, Marian
The Magnet Schools Assistance Program (MSAP) was begun in 1984 to provide Federal support for magnet schools that are part of an approved voluntary or court-ordered desegregation plan. This report examines the impact of federally supported magnet schools on school desegregation, focusing specifically on schools supported through the MSAP in fiscal years 1989 and 1991. The study examines school districts receiving MSAP grants in these two 2-year funding cycles using data obtained from grantee program performance reports and from the U.S. Department of Education Common Core of Data Nonfiscal Survey files. MSAP funds were typically used to foster desegregation in schools with high proportions of minority students and in districts with increasing minority enrollments. However, desegregation objectives that were consistent with the statutory goals of reducing, eliminating, or preventing minority isolation could only be determined for three-fifths of schools targeted for desegregation impact. About half the schools targeted for desegregation impact were able to meet their objectives within the grant period. Success in meeting desegregation objectives was strongly associated with the demographic conditions surrounding the targeted school. Overall success was highest at the end of the grant period, and declined somewhat after the MSAP grant ended. There were modest improvements in racial balance in targeted schools, but the number of targeted schools that were minority isolated increased slightly during the grant periods. Overall, school success in reducing or preventing minority isolation was rather modest for the two grantee cohorts. Appendixes discuss technical issues in data and coding and present supplementary analyses. (Contains 22 tables, 7 appendix tables, and 2 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC. Office of the Under Secretary.
Authoring Institution: American Institutes for Research, Washington, DC.
Grant or Contract Numbers: N/A