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

The evaluation team was asked to study other magnet school/magnet program initiatives and compare and contrast them with the Knox County magnet schools.  The team, requested suggestions for comparison programs from Knox County educators and Board members and conducted a web search for programs that might be appropriate for comparison purposes.

After an initial, cursory search, school districts selected for further investigation of their magnet schools programs were restricted primarily to the Southeastern United States in order to focus on school, community, and cultural conditions, and timelines for inception (early to mid-90s) somewhat similar to those in Knox County Districts.  The districts selected for study included:  Charlotte-Mecklenburg, North Carolina; Chattanooga, Tennessee; Miami-Dade, Florida; Nashville, Tennessee; Savannah, Georgia; and Winston-Salem/Forsyth County, North Carolina.  After reviewing all magnet-related information and materials on the websites of these school systems, it was decided that four programs warranted follow-up telephone interviews with central office personnel responsible for magnet implementation and oversight:  Charlotte-Mecklenburg, Chattanooga, Miami-Dade, and Savannah. 

Findings of this investigation are presented by district, followed by a brief summary of a few findings from review of web information from other locations; e.g., Hillsborough County, Florida, Jackson-Madison County, Tennessee, San Mateo, California, Winston-Salem/Forsythe County, North Carolina, Nashville, Tennessee.  Findings from each school district are organized in eight categories to make it easy for the reader to compare policies, procedures and practices across the four selected districts.

1. Approximately one third of the schools in the district (148) are magnet schools.
2. Magnet schools have been geographically located to create ease of access for families throughout the county.  (See Appendix G.)
3. Both schools-within-a-school and whole school magnet organizations are used.  Most of the elementary programs are whole school programs.  Some schools contain multiple magnet programs.
4. There has been strategic planning for articulation of magnet themes/curricula across grade levels and schools. (See AppendixG.)
5. Every magnet theme offered is available in more than one elementary, middle, and/or high school, typically a school at each level in each of four zones.
   
   Themes/Curricula
6. Magnet Themes/curricula available in the district include:
   • Accelerated learning,
   • Center for Leadership and Global Economics,
   • Communication Arts (elementary; middle)
   • Early College (high schools),
   • International Baccalaureate (IB),
   • Foreign Languages (Spanish, French, German, Japanese, Chinese),
   • Learning Immersion/Talent Development,
   • Math, Science, and Environmental Studies,
   • Montessori (PreK-5),
   • Open/Paideia,
   • Technology (high schools),
   • Traditional (K-5),
   • Visual and Performing Arts.
     
     Admission, Assignment, Retention, Transfer
7. Student assignment to requested schools is by lottery.  There are priorities for admission; e.g., residence within 1/3 mile of a whole magnet school, students in Title I choice schools, students who live outside the transportation zone (certain schools), and others.
8. Once assigned, students may remain in a magnet program through the last grade of that school level and have a guaranteed seat at the next school for that program.
9. Students wishing to transfer from a magnet program can apply for a different magnet program or attend their home schools.
10. Any student admitted to a school that is a partial magnet on the basis of residence may choose to participate in the magnet program, if he/she meets the criteria (if any) for that program and space is available.
11. Siblings of students enrolled in a particular school will be accepted into the same school, if they meet specified criteria.
12. Some magnet programs have specific entrance requirements (e.g., IB, Early College, Math, Science and Environmental Studies, Talent Development, Northwest School of the Arts); others are interest based.
13. There are specified continuation requirements, including minimum course requirements, for all programs.
    
    Transportation
14. Transportation to a magnet school/program is provided only if the magnet school serves the student’s identified transportation zone or is a county-wide magnet program.
15. Students who move within a transportation zone may continue in their magnet programs and receive transportation.  Students who move out of a transportation zone may remain in their magnet programs if they provide their own transportation.
    
    Educator Selection and Training
16. There are no specific criteria for teacher selection, except in those programs requiring special credentials; e.g., Montessori, IB, language immersion (requires native speakers).
17. After selection, teachers are trained for each program.  There are monthly articulation meetings of teachers engaged in delivery of a theme/curriculum.
18. A policy regarding criteria for selection of principals is being instituted, as are more well-defined accountability requirements.
    
    Financial Support
19. Magnet programs/schools have received additional budget allocations in the $40,000 - $45,000 per year range, but not consistently.
20. The school system makes available magnet assistance grants (often from Federal funds), and schools/programs are expected to seek external grants.  Some grant writing assistance is available.
    
    Parent Involvement
21. Families must sign a Compact Agreement which includes volunteer service (a new requirement in 2006-2007).
    
    Communication and Recruitment
22. A Magnet newsletter (Magnet Messenger) is regularly produced and disseminated.
23. There is a magnet schools website which contains a great deal of information.
24. Additional resources are available to parents from the Magnet Schools office and individual schools.

1. Only a portion of the Chattanooga – Hamilton County Schools are magnet schools.  (There are 15 magnet schools.)
2. Magnet schools have been geographically located to create ease of access for families across the county.
3. Magnet schools are whole school magnets, no competing neighborhood school concept.  Zoned students attending a magnet school are participants in the magnet program(s).
4. There has been strategic planning for articulation of magnet themes/curricula across grade levels and schools.  Articulation is achieved through use of different grade level patterns in different locations; i.e., K-12, K-5, K-8, 6-12, 6-8, 9-12.  (See Appendix H.)
5. Some themes; e.g., Paideia, are offered in more than one school.
6. Some schools (Academies) offer multiple themes.
   
   Themes/Curricula
7. All magnet schools have a core curriculum that includes language arts, mathematics, science, and social studies.  Core curriculum is taught from the perspective of a school’s theme.
8. Magnet themes available in the district include:
   • Service Learning,
   • Fine Arts,
   • Multiple Intelligences,
   • Careers (Allied Health, Education, Hospitality and Tourism, Culinary Arts, etc.)
   • Classical Studies,
   • Liberal Arts,
   • Museum,
   • Paideia,
   • Math, Science, and Technology,
   • Freshman Academy (Grade 9 transition),
   • Communications,
   • Engineering (high school).
9. Some themes are more focused on instructional approach than curriculum content; e.g., Theory of Multiple Intelligences, Paideia.
   
   Admission, Assignment, Continuation, Transfer
10. Admission to magnet schools is by application.  Selection is by lottery except for two schools where selection is “first come, first served”.
11. Students are required to remain in their assigned magnet school for the year (no mid-year transfers).  They can apply for admission to a different magnet school the following year.
12. Students desiring to continue in a magnet school from year to year need not re-apply.
13. Students must apply for admission to the next school in a theme sequence and be admitted via the lottery process, if they are not zoned to that school.  If they are zoned to the next school in sequence, application is not necessary.
14. Students who move out of zone during the year must apply and be accepted through the lottery process in order to return to that school.
15. Having a sibling at a selected school does not automatically guarantee assignment to that school.
    
    Transportation
16. Transportation is provided to magnet schools (except downtown worksite schools) from magnet stops located throughout the county
    
    Educator Selection and Training
17. Principals in brand new buildings select teachers and are mindful of magnet themes.  In “conversion” schools, there is not that freedom.
18. Teachers receive special training pertinent to their themes.
    
    Financial Support
19. Magnet schools receive no additional budget allocations, but they may apply for magnet assistance grants.
20. Schools are expected to seek external funding.
21. In 2007, the school system has grant funds available to redesign high schools and make them all open zone schools.
    
    Parent Involvement
22. Parents are required to sign an agreement to provide 18 hours of volunteer service.
    
    Communication and Recruitment
23. There is a comprehensive magnet schools website.
24. Tours, video materials, a variety of print materials, open houses, and other communication/recruitment strategies are used.

1. Miami-Dade magnet schools are part of a larger district-wide “I Choose” initiative which includes charter schools, magnet schools, Advanced Academies, NAF Academies (national network of career academies), and traditional choice options.  In one sense, most of these choice options resemble magnet schools.
2. The school system (2000 square miles) has been subdivided into eight choice zones, with a range of choices available in each zone.  Typically, a choice zone contains 4 high schools, 6-12 middle schools, and 9-16 elementary schools.
3. Choice schools, including designated magnet schools are typically theme based (whole school magnet or theme).  However, some schools offer multiple themes/curricula.
   
   Themes/Curricula
4. Themes offered at the elementary level (magnet and I Choose schools) include:
   • International Studies (I Choose),
   • Creative and Expressive Arts,
   • Communications and Humanities,
   • Leap Frog Schoolhouse (I Choose),
   • Math, Science, and Technology,
   • Medical and Environmental Science,
   • International Baccalaureate,
   • Montessori,
   • Calvert Model (I Choose),
   • Literacy Through The Arts (I Choose),
   • Waterford Early Reading Program (I Choose),
   • International Ambassadors of Multiple Intelligences (I Choose),
   • International Education,
   • Visual and Performing Arts,
   • Medical Arts (I Choose),
   • Museum Partnership,
   • A Learning Village (I Choose),
   • Innovative Enhancement Programs.
5. Middle school themes include:
   • Media Arts,
   • Allied Health (I Choose),
   • Global Studies (I Choose),
   • Broadcast (I Choose),
   • Visual and Performing Arts,
   • International Education,
   • Aerospace Aviation,
   • Tourism,
   • International Baccalaureate,
   • Computer Technology,
   • Math, Science, and Computer Technology,
   • Communications/Humanities,
   • Music Industry (I Choose),
   • Museum.
6. Senior high school themes include:
   • Information Technology,
   • Sports Management,
   • International Baccalaureate,
   • Visual and Performing Arts,
   • Education,
   • Legal and Public Affairs,
   • Medical Science and Allied Health,
   • Finance,
   • Design and Architecture,
   • Aviation Technology,
   • Aerospace and Aviation,
   • Maritime Science,
   • Computer Technology,
   • Engineering,
   • Business and Finance,
   • Travel and Tourism,
   • Biomedical and Environmental Sciences,
   • International Affairs,
   • Career Academies (I Choose).
7. Through the Division of Advanced Academies, the following specialized programs are offered as discreet programs in several of schools:
   • Academic Excellence Program (K-5, 6),
   • Advanced Placement Academy (9-12),
   • Dual Enrollment Program (10-12),
   • Gifted Education (K-5, 6),
   • Partnership in Academic Communities (7-12),
   • Teaching Enrichment Activities to Minorities (K-5, 6).
8. Some themes, particularly in I Choose programs, are focused more on instructional approach than curriculum content; e.g., multiple intelligences, Leap Frog Academy.
   
   Admission, Assignment, Continuation, Transfer
9. Admission is by application and computer generated random selection (lottery).
10. Criteria for placement include a priority ordering system:
    
    1)  Siblings applying for the same school who have proximity to the school,
    2)  Siblings with no proximity,
    3)  Proximity with no siblings,
    4)  No siblings or proximity.
11. Wait lists are employed for families not placed in first choice schools.  Names remain on the list for first semester of the year.
12. Students moving into an area after the random selection process (Spring and Summer lotteries) has been completed can apply directly to school of choice and gain admission, if there are spaces available.
13. If a student/family wishes to transfer to another school, the student can be entered into the random selection process for the following year.
    
    Transportation
14. Transportation is provided within Choice Zones.
    
    Educator Selection and Training
15. Teachers apply for positions in relation to theme and are selected based on credentials (where applicable) and commitment to theme.
16. Teachers receive special training (professional development) related to theme.
    
    Financial Support
17. Choice and magnet schools receive no additional budget allocations.  However, assistance grants are available.
    
    Parent Involvement
18. There are no specific requirements for parental involvement.
    
    Communication and Recruitment
19. Dedicated website has a great deal of information, but is not as comprehensive or enticing as those in some other school districts.
20. There appear to be numerous communication strategies, but the I Choose initiative is in process.
    
    Appendix I contains more detailed information about schools and themes in Miami-Dade County.

1. Savannah – Chatham County, has a combination of whole school and school-within-a-school Academy/magnet programs which are also labeled Specialty Programs.
2. About half of the schools in the district are choice/magnet schools.
3. Academy/Magnet schools are spread across the district.  (See Appendix J)
4. The district has a combination of federally funded and locally funded magnet schools/programs.
5. There are some duplicate programs located in the inner city and outlying areas, but not all themes are duplicated.
6. Savannah’s magnet programs are attracting out of zone students; approximately 4,300 of 6,000 students enrolled in those programs are from out of zone.  District has found that open zone (unzoned) schools work best
7. There is vertical articulation (continuity) of themes/curricula.
8. Some themes are offered in more than one school, and most schools offer more than one theme.
   
   Themes/Curricula
9. Themes/curricula offered at the elementary level include:
   • Spanish Immersion,
   • Communication,
   • Humanities and Technology,
   • Fine arts,
   • Math, Technology, and Design,
   • Careers,
   • Multimedia,
   • Government and Cultural Affairs,
   • Montessori,
   • International Baccalaureate,
   • Core Knowledge,
   • Information Technology,
   • Engineering, Science, and Technology,
   • Marine Science,
   • Traditional/Latin Academy.
10. Middle school themes/curricula include:
    • Honors,
    • Renzulli
    • Enrichment (multiple areas),
    • Visual and Performing Arts,
    • Communications,
    • Technology,
    • International Baccalaureate,
11. High school magnet programs include:
    • Community service,
    • School-to-Career (Information Technology, Healthcare, Early Childhood Education, Construction, Automotive Technology),
    • International Baccalaureate,
    • Honors,
    • Pre-Engineering, Engineering, Technology
    • Visual and Performing Arts,
12. Some themes are focused more on instructional system than curriculum content; e.g., Renzulli. (See Appendix I for more detailed information.)
13. All Academy/Magnet schools had to apply for their themes.
    
    Admission, Assignment, Continuation, Transfer
14. Most of the magnet programs have entrance requirements; grades and conduct are common criteria.  Some programs have additional requirements.  (See Appendix J)
15. Admission is by application and lottery.
16. Adherence to code of conduct and school rules are criteria for continuation in Academy/Magnet programs.
17. Siblings of students already enrolled in an Academy/Magnet school have preference for admission to the same school.
18. Students who are not admitted to a magnet school or who withdraw during a given year must re-apply and meet eligibility criteria to enter the lottery process for the following year (same or different school).
    
    Transportation
19. Transportation to an Academy/Magnet school is provided to all students who live more than 1.5 miles from the school.
    
    Educator Selection and Training
20. Teacher turnover has been a problem.  In the Federally-funded magnet schools, teachers must now sign an agreement to remain for three years.  A like agreement cannot be initiated in the locally-funded schools.
21. All teachers in the school system are provided extensive training on the Georgia Performance standards.  Academy and magnet teachers also receive training (20-25 hours per year) in specialty themes; e.g., IB, Montessori, ProjectMind,
22. Over the years changes have been made in selection of building principals.  Effort is now made to select principals with background in the school themes and strong leadership skills.
    
    Financial Support
23. Historically, Academies received extra funding.  However, a grant program has been put in place to bring more accountability in expenditure of resources
    
    Parent Involvement
24. Locally funded programs typically require parent contracts.  Federally funded programs cannot impose this requirement.
25. All high schools require parent contracts which include commitment to students’ community service requirement.
26. A study conducted by the Academy/Magnet program director, Michelle Hartzell, revealed that parent involvement in excess of 10 hours per year has positive impact on student achievement.
    
    Communication and Recruitment
27. A concerted effort is made to market/promote Savannah’s specialty programs.  Strategies include mail out of flyers district wide in October, an Annual Expo (invitations mailed), visits to private school day care centers, newspaper and television advertisements, showcases, and school-by-school promotions.

Additional Findings From Web Search

As previously mentioned, magnet schools information from other school district websites was studied in the first phase of the search for comparison school systems.  Most of the information found adds little to the analyses of the four magnet school initiatives above.

1. Some of the magnet themes most often offered in these school districts, as well as those already profiled were International Baccalaureate (elementary, middle, secondary), visual and performing arts (all levels), technology in some form (all levels), technology in some form (all levels), and innovative instructional practices (e.g., multiple intelligences, Renzullis).
2. Magnet initiatives often feature one or more downtown schools available to students of parents who work downtown.
3. While there are attempts to provide transportation to “sole source” magnet schools within a school district, the transportation scheme more often features transportation within broad transportation zones where clusters of programs are located.

Conclusions

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 often 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:
    • Performing Arts,
    • Fine Arts/Visual Arts,
    • 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.