Grooms, A. A., & Williams, S. M. (2015). The reversed role of magnets in st. louis: Implications for black student outcomes. Urban Education, 50(4), 454.

Magnet schools were originally created to attract a diverse student population. Using data from the 23 magnet schools in St. Louis, this longitudinal study is twofold: first, to review the performance outcomes of the magnet schools across a 5-year period, between 2005-2006 and 2009-2010, and second, to examine whether the magnet schools are fostering segregation among the city’s Black families. The relationship between a school’s demographics, its surrounding community, and student outcomes is investigated. Finally, these data are used to question whether student demographics should matter for Black students if appropriate academic outcomes are being met.

Full article can be found here:

http://journals.sagepub.com/doi/abs/10.1177/0042085913516131