Magnet schools have been a remedy districts, including the district under study, use to create voluntary integration within school districts under court-ordered desegregation. The purpose of this study was to determine how district leaders can support magnet programs in districts not receiving Magnet Schools Assistance Program grant funding and to identify the challenges new magnet programs face. The context of this study was a large school district transforming seven existing schools into new magnet programs. My study pointed to the importance of secured funding and the support of a wide range of district level leaders. My study highlighted the many challenges new magnet programs face when funding is not secured prior to initiation. I suggest the creation of a Magnet Advisory Team to participate in the planning of new programs, including committing to fiscal support for critical school-based positions and principal selection. Additionally, I recommend when these criteria cannot be met, districts postpone the introduction of new programs until such time that full support can be secured.
","abstract_html":"<p>Magnet schools have been a remedy districts, including the district under study, use to create voluntary integration within school districts under court-ordered desegregation. The purpose of this study was to determine how district leaders can support magnet programs in districts not receiving Magnet Schools Assistance Program grant funding and to identify the challenges new magnet programs face. The context of this study was a large school district transforming seven existing schools into new magnet programs. My study pointed to the importance of secured funding and the support of a wide range of district level leaders. My study highlighted the many challenges new magnet programs face when funding is not secured prior to initiation. I suggest the creation of a Magnet Advisory Team to participate in the planning of new programs, including committing to fiscal support for critical school-based positions and principal selection. Additionally, I recommend when these criteria cannot be met, districts postpone the introduction of new programs until such time that full support can be secured.</p>","abstract_has_math":false,"creators":["Tierney, Sarah Byrd"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Carla Sparks","Dr. Lori Butler"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-09-01T07:00:00Z","date_published":"2020-09-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["Magnet Schools","District Level Support","School Choice","Change Leadership","Magnet Schools Assistance Program","Equitable Access","Curriculum and Instruction","Education","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/502","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Carla Sparks","Dr. Lori Butler"]},{"key":"dc:creator","label":"Author","values":["Tierney, Sarah Byrd"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-08-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Magnet Schools","District Level Support","School Choice","Change Leadership","Magnet Schools Assistance Program","Equitable Access","Curriculum and Instruction","Education","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/502"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Magnet schools have been a remedy districts, including the district under study, use to create voluntary integration within school districts under court-ordered desegregation. The purpose of this study was to determine how district leaders can support magnet programs in districts not receiving Magnet Schools Assistance Program grant funding and to identify the challenges new magnet programs face. The context of this study was a large school district transforming seven existing schools into new magnet programs. My study pointed to the importance of secured funding and the support of a wide range of district level leaders. My study highlighted the many challenges new magnet programs face when funding is not secured prior to initiation. I suggest the creation of a Magnet Advisory Team to participate in the planning of new programs, including committing to fiscal support for critical school-based positions and principal selection. Additionally, I recommend when these criteria cannot be met, districts postpone the introduction of new programs until such time that full support can be secured.
"]},{"key":"dc:title","label":"Title","values":["Critical District Supports for New Magnet Programs"]}]}],"canonical_facts":{"dc:contributor":["Dr. Carla Sparks","Dr. Lori Butler"],"dc:creator":["Tierney, Sarah Byrd"],"dc:date.available":["2020-08-19T07:00:00Z"],"dc:description.abstract":["Magnet schools have been a remedy districts, including the district under study, use to create voluntary integration within school districts under court-ordered desegregation. The purpose of this study was to determine how district leaders can support magnet programs in districts not receiving Magnet Schools Assistance Program grant funding and to identify the challenges new magnet programs face. The context of this study was a large school district transforming seven existing schools into new magnet programs. My study pointed to the importance of secured funding and the support of a wide range of district level leaders. My study highlighted the many challenges new magnet programs face when funding is not secured prior to initiation. I suggest the creation of a Magnet Advisory Team to participate in the planning of new programs, including committing to fiscal support for critical school-based positions and principal selection. Additionally, I recommend when these criteria cannot be met, districts postpone the introduction of new programs until such time that full support can be secured.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/502"],"dc:subject":["Magnet Schools","District Level Support","School Choice","Change Leadership","Magnet Schools Assistance Program","Equitable Access","Curriculum and Instruction","Education","Educational Leadership"],"dc:title":["Critical District Supports for New Magnet Programs"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}