Policy implementation and nonacademic effects of magnet school programming

The decision to implement magnet school programming in an individual building or on a district-wide basis requires the consideration of many factors. With all the research on the academic benefits, this paper explores some of the nonacademic factors that must be explored when creating or sustain magnet programming initiatives. There are three separate articles, each addressing a different component to the magnet school process. The first research brief covers the essential elements that must go into the planning and preparation process of adopting a magnet program. It uses existing examples from successful magnet schools from around the United States. The second paper examines the desegregation components of magnet programming through a district case study surrounding the historical desegregation initiatives and the impact on integration through the creation of magnet schools. The third article addresses the impact of implementation on the educational culture and climate, specifically with regards to educator preparedness and satisfaction and how it relates to magnet sustainability. The three articles are meant to serve as a resource for proactive efforts in the creation, implementation, and sustainability of magnet school programs and policies.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2021

Author dc:creator

• Austin, Tatiana

Contributors dc:contributor

• Ward Hood, Denise
• Roegman, Rachel
• Alexander, S. Kern
• Welton, Anajale

• Magnet Programming
• Culture and Climate
• Desegregation
• Integration

Statement dc:rights

• Copyright 2021 Tatiana Austin

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/110547

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/110547