Grooms, A. A., & Williams, S. M. (2015). The reversed role of magnets in st. louis: Implications for black student outcomes. Urban Education, 50(4), 454.
Magnet schools were originally created to attract a diverse student population. Using data from the 23 magnet schools in St. Louis, this longitudinal study is twofold: first, to review the performance outcomes of the magnet schools across a 5-year period, between 2005-2006 and 2009-2010, and second, to examine whether the magnet schools are fostering segregation among the city’s Black families. The relationship between a school’s demographics, its surrounding community, and student outcomes is investigated. Finally, these data are used to question whether student demographics should matter for Black students if appropriate academic outcomes are being met.
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