The Reversed Role of Magnets in St. Louis: Implications for Black Student Outcomes

Autor/inn/en	Grooms, Ain A.; Williams, Sheneka M.
Titel	The Reversed Role of Magnets in St. Louis: Implications for Black Student Outcomes
Quelle	In: Urban Education, 50 (2015) 4, S.454-473 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085913516131
Schlagwörter	Magnet Schools; Longitudinal Studies; School Effectiveness; Program Effectiveness; Racial Segregation; Demography; Outcomes of Education; Urban Education; Academic Achievement; School Choice; Desegregation Litigation; Court Litigation; Socioeconomic Status; Comparative Analysis; Family Income; Missouri + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schuleffizienz; Rassentrennung; Demografie; Lernleistung; Schulerfolg; Stadtteilbezogenes Lernen; Schulleistung; Choice of school; Schulwahl; Rechtsstreit; Socio-economic status; Sozioökonomischer Status; Familieneinkommen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01