Magnet schools show positive effects on achievement, graduation, motivation, intergroup relationships, and satisfaction, and well-integrated magnets attract high parental demand¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studies of magnet schools in California, Connecticut, and elsewhere found positive effects on student achievement, graduation rates, motivation and satisfaction, intergroup relationships, teacher morale, and parent satisfaction. → Darling-Hammond 2017 q2 i? Magnet schools reporting increasing racial diversity over a 10-year period had the highest levels of parental demand, and integration is more likely when attractive magnets are located to draw demographically diverse families. → Darling-Hammond 2017

Evidence¶

Darling-Hammond 2017¶

Darling-Hammond, L., Rothman, R. & Cookson, P. W., Jr. (2017). Expanding high-quality educational options for all students: How states can create a system of schools worth choosing. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/expanding-high-quality-options

q2 · i? · review · r2

The report's magnet schools section synthesizes multiple studies of magnet outcomes across several states, listing positive effects across achievement, attainment, and relational measures. A related study of neighborhood-to-magnet conversions found racial and income composition often remained the same.

"A number of studies of magnet schools in California, Connecticut, and elsewhere have found positive effects on student achievement, graduation rates, student motivation and satisfaction with school, intergroup relationships, teacher motivation and morale, and parent satisfaction with the school."

Discussion¶

Related Claims¶

• Racially integrated learning environments have positive impacts on academic achievement for students of all races, per the research the report synthesizes — related
• Magnet schools typically show positive effects on achievement, graduation, motivation, and integration, though integration varies widely by district — possibly the same claim (merge candidate)
• Lied magnet students in grades 6-8 attempted and completed significantly more STEM credits than matched comparison students — related
• NBCTs are more likely than other teachers to work in magnet schools and less likely to work in the poorest and predominantly African American schools — related
• Intergroup contact in diverse schools reduces prejudice and increases positive cross-racial relationships, alongside improved critical thinking and civic outcomes — related
• A recent research synthesis found positive effects of magnet schools on student achievement, attendance, and graduation rates in most studies — a narrower finding that bears on this claim
• Racially diverse schools show stronger achievement for historically underserved groups and positive effects on critical thinking, intergroup relationships, and civic engagement — related
• Whole school magnets and magnets without selective admissions policies have generally been found more effective at integration that supports achievement gains — a narrower finding that bears on this claim
• Recent evidence confirms teacher quality is a critical component of student achievement — related