Knox County Magnet Schools Evaluation
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Final Summative Evaluation Report

Findings and Conclusions

Summary of Conclusions

Conclusions drawn by the evaluation team from the information and data collected have been presented throughout this report in relationship to the several research questions guiding the study.  They are presented again here to make it easy for the reader to review them.  In addition, six overarching conclusions are provided.  There is some redundancy in conclusions because of nature of the research question by research question approach and the nature of the information used to answer a question.

Research Question 1.  To what extent has the magnet program met its objectives under OCR?

1. The Knox County magnet school program has met its objectives under OCR.  Additional needs are being addressed through other initiatives; e.g., Project Grad.
2. The scope of this study did not include evaluation of the success of Project Grad.  However, the evaluation team wishes to note that it is too early to determine the success of that project, although there are recent indicators that the initiative is having positive impact.

Research Question 2.  How has the magnet school program impacted student achievement?

1. Achievement patterns of students in mathematics and reading in schools housing magnet programs have not changed much over the past five years.  NCE scores remain substantially below the state average.  In every magnet school, the NCE scores show consistent negative variations from state scores
2. Achievement of out-of-zone students in mathematics and reading in the magnet schools has been substantially higher at all grade levels than that of in-zone students over the five-year period with one or two exceptions.
3. Estimated NCE score averages for the three-year period 2003-2005 for the magnet schools are lower than the scores for comparison schools.  However, the averages for both groups of schools are substantially lower than the state average.
4. Students in comparison schools tended to score higher (higher NCE values) in mathematics and science during the five-year period of analysis than did students in the magnet schools.  However, that pattern does not hold true for every grade level every year.  There are a few exceptions.
5. Analysis of TVASS gains indicates that magnet schools and comparison schools have, for the most part, made expected gains over the past three years, thereby demonstrating academic progress..
6. It is still too early to determine what long-term impact Project Grad will have on achievement in the schools housing magnet programs.  However, the results of the TVASS gains analysis and the very recent State Department of Education report that removed several magnet schools from the high priority schools list are encouraging.
7. The often heard idea that the presence of higher achieving magnet students or out-of-zone students in magnet schools will “pull up” achievement of all students does not seem to have been validated to date in Knox County.  However, there may be other factors that have mitigated against this  (See other findings and conclusions in this report.)  Future plans for activities in the implementation of the magnet concept may show different results.
   
   NOTE: The reader should be aware that there could be several factors impacting achievement data in the magnet schools.  For examples, declining enrollments over the past few years could influence results either positively or negatively.

Research Question 3.  How have the magnet school concept and programs changed/evolved since the program’s inception?

There is little evidence that the magnet programs have experienced positive change or expansion over time.  While the efforts of many magnet teachers, program facilitators, program coordinators, and others have been heroic, the programs have been “limping along” with little system-wide support and vision.  However, the undertaking of this study may be a positive step.

Research Question 4.  What factors, if any, have contributed to the success, or lack thereof, of the magnet schools?

Several factors appear to be contributing to the current status of the magnet programs.  It is likely that all or most will have to be addressed, if magnet schools/programs are to be a dynamic part of the school system’s efforts to address issues such as diversity, improvement of student achievement, and student/family interests.

Research Question 5.  How do stakeholders (students, parents, teacher, administrators, board members, community leaders) perceive the magnet schools?

1. Commonly perceived strengths of the magnet schools as they currently exist are opportunity
        for students to experience diversity, enhanced programmatic opportunities, greater academic
        challenges for participating students, and availability of additional resources.
2. The vast majority of parents and students (magnet and non-magnet) interviewed like and
         support the magnet programs with which they are familiar, although some parents (also
         some teachers) identify tensions between the dual existence of the neighborhood school
         and magnet concepts.
3. The vast majority of teachers surveyed are satisfied with their teaching positions.
4. In several magnet schools, parents and students perceive little difference between the magnet and ongoing programs.
5. Parents and educators perceive the existence of Project Grad in the magnet schools to be an asset, although there is some concern among parents and educators in a few schools regarding perceived instructional and curricular rigidity.
6. Common concerns across all adult stakeholder groups are lack of recruitment for and marketing of the magnet programs and lack of communication with key stakeholder groups (parents, community, educators and other schools within the Knox County system).
7. Many elementary parents and students have concern about enrolling in the magnet middle school.  This concern includes perceived lack of discipline, violence, and quality of programs.  Parents and students currently participating in the middle school program do not share these concerns.
   
   NOTE:  Some concerns may be alleviated by the recent State Department of Education report which removes Vine Middle from the list of high priority schools.
8. There is consensus across adult stakeholder groups that the quality of the magnet programs needs to be improved.  Greater academic rigor (higher standards), greater uniqueness, and inclusion of more or different themes were identified.
9. There is consensus across adult stakeholder groups that the magnet programs need to attract more out-of-zone students and admit more in-zone students.
10. Consistent with the previous concern (attract more out-of-zone students, admit more in-zone students) were recommendations from several groups that zoning, enrollment formulas, and application procedures be re-examined and changed.
11. Magnet program articulation (continuity of themes/curricula) from elementary to middle school, to high school is a common concern among magnet parents, educators, and some high school students.
12. Some magnet parents and older students express concern about teacher turnover in the magnet programs, not so much the amount of turnover as the loss of key teachers to other schools within the system.
13. Out-of-zone magnet parents, former parents, and students express concern about transportation to the magnet schools.
14. All educator groups (central office, building administrators, program facilitators, teachers) and individuals in other groups participating in the data collection support transition from school-within-a-school to full school magnet programs.

Research Question 6.  How are current programs in the magnet schools similar to/different from programs in other Knox County Schools?  Are current programs best serving student participants?

1. The current magnet programs which may once have been unique within the school system are no longer that unique.
2. If magnet programs are to remain an integral part of the school system, either new programs or major enhancement of current programs is needed – perhaps both

Research Question 7.  How do Knox County magnet schools compare to/contrast with other selected magnets across the country in design and program offerings?

1.  In the school districts chosen as comparison districts, magnet schools/programs appear to be an integral part of their educational master plans, not just a means of meeting Federal requirements.  This may not always have been the case; the concept and initiative may have evolved over time.  In contrast, Knox county magnet programs/schools appear to be peripheral.
2. Strategic planning of magnet school program locations and vertical articulation (continuity) of themes are characteristic of all four districts studied in depth.  Programs/schools have been geographically placed for relatively easy access of families throughout the district, and magnet themes/curricula are usually duplicated in different geographic areas.  These are not features of the Knox County initiative.
3. Open zone (unzoned) schools are common.  Where zones exist, they have been reconstructed to become transportation zones accommodating clusters of specialty schools and programs.  This is not the case in Knox County.
4. Provision of transportation within broad transportation zones is the most common means of addressing the transportation problem, accompanied by transportation to “sole source” magnet programs/schools from points throughout the district.  Transportation schedules and systems are clearly communicated.
5. Three of the four school systems studied in depth employ a whole school magnet/academy/school of choice concept.  However, some magnet schools offer more than one magnet theme/curriculum.  The fourth system (Charlotte-Mecklenburg) has both whole magnet schools and school-within a school magnet programs.  All Knox County magnet programs are school-within-a-school programs.
6. While magnet schools/programs in several districts have received additional, budgeted resources in the past, there is a movement to provision of local assistance grants (application process) primarily to enhance accountability in use of resources.  There is also an increasing emphasis on securing external grants.  Knox County magnet programs receive some additional budgeted resources.
7. There is no one pattern in teacher selection in the four districts.  However, there is provision of extensive professional development in theme areas.  Knox County provides limited professional development for magnet teachers.
   
   NOTE:  Savannah-Chatham County, Georgia is now requiring a 3-year teacher commitment in their federally-funded magnet schools.
8. There is an increasing emphasis on selection criteria for magnet school principals because of increasing awareness that the success of the program(s) is directly related to thematic knowledge and commitment and leadership skills of the principal.  Knox County does not have special criteria for principal selection.
9. The common pattern of admission to magnet programs in these districts is application and lottery selection with some programs having more extensive admission criteria.  However, priority is given in most cases to siblings of students already enrolled in a school.
10. Several districts have criteria for student continuation in their magnet programs and for transfer to another program.  However, students who meet continuation criteria and desire to continue in a program do not have to reapply.
11. Two of the four districts studied (Chattanooga, Savannah) require parent volunteer hours and/or other commitments.  A signed parent agreement or contract is a requirement for student admission and continuation.  Knox County has no parental contracts, agreements, or requirements.
12. All four school systems studied have aggressive recruitment and promotion procedures, as well as extensive communication with parents, students, and community.  Websites, newsletters, radio, television, and newspaper advertising, flyers, brochures, showcases in malls, and meetings with parents and others in key settings (e.g., day care centers) are vehicles.  Knox County has not aggressively promoted the magnet programs, and communication is reported to be less than adequate.
13. The most common magnet themes/curricula offered in these four systems and others investigated are:
    • International Baccalaureate,
    • Montessori
    • International Studies,
    • Languages (Language Immersion),
    • Mathematics/Science/Pre-Engineering/Engineering,
    • Technology,
    • Service Learning,
    • Paideia,
    • Communications/Humanities/Broadcasting,
    • Careers (Various),
    • Museum (2 of 4),
    • Specialized Instructional Delivery Systems, (Renzuilli, Multiple Intelligences, Classical),
    • Performing Arts,
    • Fine Arts/Visual Arts.
      
      NOTE:  Two of four systems featured dual enrollment programs.  Others offered Advanced Placement and advanced courses (college level).
      
      Knox County’s magnet themes currently are Honors, math and science, technology, and performing arts.
14. Since the four systems are large systems, a substantial number of schools have been designated magnet schools, and a substantial number of themes/curricula are offered.  There are five schools designated as magnet schools in Knox County.
15. There is a strong emphasis on academics, regardless of magnet theme, in all four systems.  Interviewees in this study question the academic rigor in some Knox County magnet programs; student achievement data are disappointing, and all programs are housed in low- performing schools.  (However, three of the schools have recently been removed from the State’s high priority schools list.

Research Question 8.  How do operational costs of the magnet schools compare with those of other Knox County schools?

• Financial support of the magnet schools and programs over and above other schools in the system is minimal.

• Strengthening current magnets and/or developing new ones will require a commitment of resources.

Research Question 9.  What is Knox County Schools’ vision for the magnet schools over the next 15 years?

There is not yet a coherent vision for future implementation of the magnet concept in the Knox County Schools.  However, there is widespread desire to maintain and enhance that educational component.