Magnet school
From Wikipedia, the free encyclopedia
In education in the United States, magnet schools are public schools with specialized courses or curricula.
Although the term is mostly used in the United States, other countries have similar types of schools, such as specialist schools in Britain. "Magnet" refers to how the schools draw students from across the normal boundaries defined by authorities (usually school boards) as school zones that feed into certain schools. The school a student would attend if he or she were not attending the magnet school is often referred to as the home school (not to be confused with homeschooling, though it could be a homeschool as well) or the base school,sending school, or zone school.
There are magnet schools at the elementary school, middle school, and high school levels. In the United States, where education is decentralized, some magnet schools are established by school districts and draw only from the district, while others (such as Maine School of Science and Mathematics and Commonwealth Governor's Schools in Virginia) are set up by state governments and may draw from multiple districts. Other magnet programs are within comprehensive schools, as is the case with several "schools within a school." In large urban areas, several magnet schools with different specializations may be combined into a single "center," such as Skyline High School in Dallas.
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[edit] History
Magnet schools emerged in the United States in the 1960s as a way of dealing with racial segregation in schools. Many white parents started moving into suburban areas. To reduce this attempted racial isolation, voluntary school integration plans were developed to curb this phenomenon. The concept of magnet schools was first expounded in 1971 by educator Nolan Estes, superintendent of Dallas Independent School District.[1]
The Magnet Schools Assistance Program was developed in the early 1980s as a way to encourage schools to address de facto racial segregation. Funds were given to school districts that implemented either voluntary desegregation plans or court orders to reduce racial isolation.[2] At first, districts tried using involuntary plans which involved court-ordered attendance, the busing of children far from their homes, and building closer schools to achieve the required balance. Later, districts started embracing the magnet school models in the hope that their geographically open admissions would end racial segregation in "good" schools, and decrease de facto segregation of schools in poorer areas by offering a more enticing educational program. One of the goals of magnet schools is to eliminate, reduce, and prevent minority group isolation while providing the students with a stronger knowledge of academic subjects and vocational skills. [3] Magnet schools still continue to be models for school improvement plans and provide students with opportunities to succeed in a diverse learning environment. [4]
To encourage the voluntary desegregation, districts started developing magnet schools to draw students to specialized schools all across their districts. Each magnet school would have a specialized curriculum that would draw students based on their interests. Competitive entrance processes have since been put into effect to encourage good grades and behavior from students who wish to be admitted into a magnet school.
Additional information regarding, what influenced the creation of the magnet school. According to Lange and Sletten (2002), educators within the public school system were looking for their own “alternatives” to address the inequality in their schools. The idea they came up with was open schools. During the Open Schools movement of the 1970’s several ideas designed to influence public education were put into practice. Lange and Sletten (2002) list some of the alternative education ideas from the Open Schools movement: Schools without Walls, Schools within a School, Multicultural Schools, Continuation Schools, Learning Centers, Fundamental Schools, and Magnet Schools. “These schools were characterized by parent, student, and teacher choice, autonomy in learning and pace, non-competitive evaluation, and a child centered approach”(Langer & Sletten, 2002, p. 4. [5] Magnet schools have been the most successful of the ideas that originated from the Open Schools movement.
Within a few years, in locations such as Richmond, Virginia, additional magnet school programs for children with special talents were developed at facilities in locations that parents would have otherwise found undesirable. This effort to both attract voluntary enrollment and achieve the desired racial balance met with considerable success, and helped improve the acceptance of farther distances, hardships with transportation for extracurricular activities, and the separation of siblings. Even as districts such as Richmond were released from desegregation court orders, the parental selection of magnet school programs has continued to create more racially diverse schools than would have otherwise been possible. With a wide range of magnet schools available, a suitable program could be found for more children than only the "bright" ones for whom the earliest efforts were directed.
Some school districts have one designated magnet school, while still offering magnet programs at the other high schools.
[edit] Enrollment and curricula
Some magnet schools have a competitive entrance process, requiring an entrance examination, interview, or audition. Other magnet schools select all students who apply or use a lottery system, or a system combining some elements of competitive entrance and a lottery.
Most magnet schools concentrate on a particular discipline or area of study, while others (such as International Baccalaureate schools) have a more general focus. Magnet programs may focus on academics (mathematics, natural sciences, and engineering; humanities; social sciences; fine or performing arts) or may focus on technical/vocational/agricultural education.
The Paideia philosophy is one used by magnet schools in the United States. “The Paideia philosophy celebrates the fundamental notion that to be fully educated is a lifelong adventure that only begins with an individual's formal schooling” (Roberts, 2006, p. n/a).[6] Philosopher, Mortimer Adler, founded this philosophy in 1984. The Three Columns of Instruction are used to teach Paideia students: 1) didactic instruction of factual information; 2) intellectual coaching of skills; and 3) seminar discussion of ideas, concepts, and value” (Roberts, 2006). [7]
[edit] See also
- Alternative school
- Charter school
- Education reform
- Exceptional education
- Public education
- National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology (NCSSSMST)
- School choice
[edit] References
- ^ "Super Highs Sought: Estes Unveils Plan for Specialty Schools." The Dallas Morning News, 29 August 1971.
- ^ Magnet Schools of America (2007). Magnet schools in America: A brief history. Retrieved February 20, 2009, from http://www.magnet.edu/modules/content/index.php?id=1
- ^ U.S. Department of Education. Magnet school assistance. Retrieved February 27, 2009, www.ed.gov
- ^ Magnet Schools of America. About MSA. Retrieved February 27, 2009, www.magnet.edu
- ^ Lange, C. M. & Sletten, S. J. (2002, February). Alternative education: A brief history and research synthesis (Project FORUM). Alexandria, VA: National Association of State Directors of Special Education. Retrieved March 2, 2009, from http://www.projectforum.org/docs/alternative_ed_history.pdf
- ^ Roberts, T. (2006). The National Paideia Center. Retrieved March 2, 2009, from http://www.paideia.org/content.php/system/index.htm
- ^ Roberts, T. (2006). The National Paideia Center. Retrieved March 2, 2009, from http://www.paideia.org/content.php/system/index.htm
[edit] External links
- Magnet Schools of America
- Magnet Schools Assistance - U.S. Department of Education
- Public school Review - What is a Magnet School?
- Innovative magnet programs attract new attention, lots of students/ Special classes soaring in number and popularity - Houston Chronicle November 26, 1994
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