Knox County Magnet Schools Evaluation
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Final Summative Evaluation Report

Findings and Conclusions

Findings and conclusions of the study are presented by research question:
Research Question 4.  What factors, if any, have contributed to the success, or lack thereof, of the magnet schools?

There appear to be several factors that have contributed to current conditions in the magnet schools.  Evidence of these factors emerged from several sources.

1. Lack of central office support and attention.
   
   Although there have been and currently are persons in the central office with responsibility and strong commitment to the magnet programs, that commitment does not appear to have permeated central administration over the years. 
2. Poor communication.
   
   Both magnet and non-magnet parents point to poor communication from both school system and individual schools as a source of frustration.  Their concerns cover areas such as communication about parent meetings, program activities and events, transportation, policy and procedural changes, information about other magnet programs in the county, and volunteer opportunities and responsibilities (magnet parents primarily).  While communication problems do not appear to be equally critical in all magnet schools, they are widespread.
3. Tension within the schools and their communities created by the school-within-a-school approach.
   
   The schools housing the magnet programs are trying to be both magnet schools and neighborhood schools.  In some of the schools there appears to be some lingering antagonism of in-zone, non-magnet parents toward the “invasion of out-of-zone students and families.”  (This antagonism is certainly far less than that reported by interviewees during the early years of magnet implementation.)  The tension is most reflected in efforts by educators within some of the schools to minimize distinctions between magnet and non-magnet programs and students, an effort that works against vigorous implementation of the magnet concept.
4. Changes in building level leadership.
   
   All of the principals in the magnet schools are relatively new in their positions (1-3 years).  All report that they want the magnet programs in their schools, but their reasons differ.  It does not appear that understanding of and commitment to the magnet concept was a primary factor in their appointments.  As one would expect, commitment to improving student achievement and overall school performance were probably seen as the greatest needs.  Some of the “new” school leaders appear to be strongly committed to the magnet programs; others indicate that they will do everything possible to minimize distinctions between programs and students in their schools.  (Representatives of some comparison magnet programs indicated in interviews that they have or are implementing criteria for selection of principals for magnet schools.
5. Lack of a coherent, cohesive magnet school plan.
   
   Review of magnet school programs in other school systems reveals several characteristics that are not present in the Knox County magnet initiative:
   
   
   • A carefully designed set of themes that track from elementary through high school; i.e., elementary, middle and high schools clearly designated as mathematics/science academies or performing arts academies, classical schools or whatever, enabling a student to move seamlessly through her/his K-12 experience in the chosen interest area.
   • Strategic geographic placement/location of magnet schools/programs.
     
     Review of maps of magnet school locations in several school systems and discussions with school system personnel clearly show that magnet schools have been carefully located to draw students from a variety of neighborhoods and communities.  Features easily seen in these maps are a) location between inner city (parameter of inner city) and suburban neighborhoods, b) elementary, middle, and high schools implementing similar themes/programs located in proximity to each other, and, c) in several larger school systems, school clusters with similar themes/programs duplicated in different geographic sectors of the school system.  (For example, there may be two sets of schools focusing on mathematics and science at different strategic locations.)
     

   School system personnel and community leaders interviewed in this study agreed that initial planning of the magnet school initiative was “quick and dirty,” with the primary focus being a response to OCR requirements.

6. Zoning issues and requirements.
   
   Many school systems have loosened zoning requirements or created magnet schools as open-zone schools.  In Knox County, current zoning requirements may be working against full implementation of the magnet concept.  Several interviewees raised that issue.
7. Recruitment, Selection, and Professional Development of Teachers.
   
   Not every teacher can or should teach in a magnet program.  Criteria for selection of teachers for these programs are in place in some school systems and are consistently utilized in recruitment and selection of teachers.  Further, there is extensive, ongoing professional development of teachers for their settings.  While there are clearly many excellent teachers in the Knox County magnet schools, it does not appear that there has been consistent emphasis over the years, on selecting teachers committed to and best suited for the magnet programs.

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.