Magnet Schools of America

The 2008 Technical Assistance Leadership Conference was rated a huge success by conference participants!

Click here for the conference program and related resources.

The Federal Register has made available Department of Education Regulations on NCLB Relating to Improving the Academic Achievement of the Disadvantaged. To view this information, click here.

Newsweek has published the list of the top 1,300 high schools in America, many of which are magnet schools. To see the article and rankings, click here.

The CDROM publication "Public School Choice In a Post-Desegregation World: What Have We Learned and Where are We Going?" is now available through Magnet Schools of America. The CD publication includes video of research presentations from top researchers in the field. Topics include:

• The Real Scoop on the Supreme Court's Seattle/Louisville Decision
• Same-Race Affinities, Out-group Aversion, Or Economic Determinism?: Private School Choice and Racial Segregation in Public Schools
• Public School Choice and Integration: Evidence from Durham, North Carolina
• Magnet Schools and Peers: Effects on Student Achievement
• And more!

The creation of this CDROM was sponsored by Magnet Schools of America, the University of Connecticut, and the Connecticut State Department of Education.

 To receive a copy of this invaluable research publication, contact communications@magnet.edu. The publication is free for MSA members and is for sale to non-members at a $75 fee.

Magnet Schools of America

2008 Legislative Advocacy Leadership: 

Key Facts and Legislative Priority Issues 

1.    The Magnet Schools Assistance Program (MSAP) was established in 1984.

2.    MSAP provides funding to local school districts to establish, expand, or operate Magnet Schools.

3.    Magnet Schools reduce minority group isolation, and promote diversity and systemic reform in academic and career-oriented coursework.  Grant recipients are expected to (a) improve diversity by reducing minority group isolation; (b) plan and implement systemic reforms in academic and career-related coursework, as well as participate in mathematics and science to increase student achievement; and (c) plan and implement theme-based, high quality public school programs.

4.    Magnet Schools provide choice through high-quality, specialized curriculum in public school programs.

5.    Magnet Schools are addressing American job skill needs to ensure students  are competitive in a global economy by offering specialized curriculum which include: mathematics, science, technology, foreign language immersion, medical science, finance, media communications, performing and visual arts, International Baccalaureate (IB) and others.

6.    The Magnet Schools Assistance Program is authorized under No Child Left Behind.

7.    There are currently more than 5,000 Magnet Schools serving approximately 2.5 million children.

8.    Because of the great demand for Magnet Schools, admission is almost always determined by lotteries.9.    Magnet Schools market their Magnet Programs describing their theme(s) and specialized curriculum, high quality teachers, parental involvement, and partnerships with higher education and community agencies, and related businesses.  Magnet schools demonstrate how their programs assist students to achieve and schools to meet their AYP requirements, providing greater accountability and connections to the purposes set out in NCLB.   

Talking Points

1.    After the across the board reductions in the FY 2008 Omnibus Package passed by Congress, the Magnet Schools Assistance Program was reduced to $104.83 million as compared to the FY 2007  funding levels of $106.69 million, a difference of -1.76%.

2.    Without funding increases or even adjustments for inflation, the MSAP is unable to meet the demand for more Magnet School programs.

3.    MSA is supporting FY 2009 appropriations for MSAP of a $50 million increase to support an additional 20 more school districts. In the  2007-2010 cycle, only 41 school districts were funded in 17 states—a reduction of almost 20% below the previous cycle, which continues a significant downward spiral of over 33% in the number of grant awards over the last three cycles.

Impact of the President’s Budget on Magnet Programs

The President’s FY09 budget for MSAP is level funded at $104.823 million (FY08).   These funds will continue to support the current 41 MSAP grantees for FY09, recognizing the importance of federal support for new and expanding magnet programs and a commitment to diversity, public school choice, and academic excellence.  The President's request, however, is a cut from FY07 which was $106.69 million which represented a freeze on funding from FY06. As this level funding continues each year with the impact of rescissions, there has been a steady decrease in the amount of funding for the Magnet Schools Assistance Program. This reduction in funds significantly impacts the number of grantees able to compete and the number of students these programs impact.  Given the popularity and growth of magnet programs in our nation, level funding impedes the academic progress and diversity benefits that may be achieved via MSAP for a significant number of districts.      

Questions for Use When Meeting With Legislators

1.    Magnet Schools are a critical part of our community’s education system.  Program funding has not met the continued demand for participation in the Magnet Schools Assistance Program (MSAP).   Will you support an increase for the Magnet School Assistance Program for FY 2009 to fund an increase of 20 more school districts? This would ensure Magnet Schools meet the demand for these high-quality, public choice programs.

2.    Reauthorization of the Magnet Schools Assistance Program is under consideration under No Child Left Behind.  Will you work with Magnet Schools of America, the National Association of Magnet and Theme-Based Schools, to ensure legislation is passed that will reauthorize and strengthen Magnet Schools programs? 

Finally, it is important to note that MSAP funds would also support Justice Kennedy’s opinion in the Louisville and Seattle cases that “diversity” is a compelling educational goal school districts may pursue in avoiding racial isolation.