Abstract
Magnet schools have served as one of the most important and widely-used desegregation tools throughout the United States. Each district, region, and state have varying degrees of implementation, policies, and goals for such schools; however, robust evidence of their effectiveness is needed. This study examines a single school district in Minnesota that uses magnet schools to meet a state desegregation order where five elementary magnet schools and five control schools were identified to understand the impact the magnet “treatment” has on achievement for students of color, English learners, and students receiving special education services. This multivariate comparative study uses the Chi-square test of Independence with Yates continuity correction show a significant relationship between school type and achievement in reading, math, and science subjects. Students in magnet schools outperformed their non-magnet control group peers overall. Black, Latino, and Native American students, in particular, benefited from the magnet treatment in all subject areas. Students receiving English language and special education services also had a significant relationship between achievement and school type.
Advisor
Melissa Krull
Committee Member
Bernadeia Johnson
Committee Member
Courtney Bell-Duncan
Date of Degree
2022
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Program of Study
Educational Leadership
Department
Educational Leadership
College
Education
Recommended Citation
Thomas, S. A. (2022). Do they make a difference? Twin Cities magnet schools in the heart of metropolitan inequity and segregation [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1264
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