Magnet schools are public schools that receive extra government funding, federal, state and/or local, to develop specialized programs aimed at a studentÆs interest in a particular area, such as science or the arts; most are located in urban areas. Students receive instruction not only in the schoolÆs specialty, but also in the basic subjects taught in non-magnet schools. Although magnet schools came into existence as a response to court mandated school desegregation, their attraction is grounded more in the concept of choice than desegregation. Magnet schools have a dual mission: ôto encourage voluntary desegregation of public schools and provide choice within the public education systemö (Checkley, 1997). According to Metz (1990), desegregation, parental choice and innovation are the chief characteristics of magnet schools. The schools are aimed primarily at lower socio-economic children.
Upper class parents and students have always had choice, whether it is private schools, boarding schools, parochial schools or good public schools in affluent neighborhoods. In some instances, there were excellent specialty public schools prior to magnet school movement, such as New York CityÆs High School of Music and Art, or Bronx High School of Science, that accepted studentÆs on merit and talent. But these options were essentially for the select few. In the more than three decades since the establishment of magnet schools, many opinions have been given regarding their effectiveness. Black (1996) cites the effectiveness of magnet schools in reducing racial isolation and providing high-quality educational programs. Metz (1988), on the other hand, criticizes magnet schools as elitist. This paper will address social and educational issues of magnet schools, as well as the strengths and weaknesses of these schools.
Historical Background/Socioeconomic Issues
Magnet schools cannot cure the basic ills of society, namely racism and ...