The Reversed Role of Magnets in St. Louis: Implications for Black Student Outcomes. (June 2015)

• Record Type: Journal Article
• Authors: Grooms, Ain A.; Williams, Sheneka M.
• Is Part Of: Urban education. Volume 50:Number 4(2015:Jul.)
• Page Start: 454
• Page End: 473
• Publication Date: 2015-06
• Subjects: school choice -- academic achievement -- urban education -- desegregation; Education, Urban -- Periodicals; Enseignement en milieu urbain -- Périodiques; Éducation; Milieu urbain; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.91732
• DOI: 10.1177/0042085913516131
• Languages: English
• ISSNs: 0042-0859

Abstract

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.