What are magnetic schools?
During the 1960s and 1970s, the Federal Regulation forced public school systems to implement acceptable desegregation plans. Some school systems have chosen the controversial practice busy , in which students would be transported from mostly black school districts, often involuntarily, to richer white school districts to meet the conditions of federal desegregation orders. Other school systems, however, captivated a different approach, in the form of so -called magnetic schools , which allowed individual students of both races to attend school in an alternative district.
Because these early magnetic schools were politically satisfied with federal orders of desegregations, they often received other funds to make even more ached to parents and benefits. Many of the first magnetic schools have offered alternative curriculum and accelerated programs that are not available at regular primary or secondary schools. The intention was DSyr's gifted students to alternativa schools as a magnet, hence the name magnetic school .
As the popularity of magnetic schools grew, there have been several changes. The non -permeability of the forced bus has caused school systems to find different ways of desegration, including the complete overwork of the school district methodology. The focus of many magnetic schools has also moved from gifted programs to a more diverse selection of alternative programs such as creative art, mathematical/scientific courses or vocational education. The entry into the Magnet School program has become more competitive in recent years.
While racial and social economic diversity is still emphasized in magnetic schools, many programs are focused on students with similar interests and backgrounds. For example, students in Performing Arts spend many years and often form strong interpersonal bonds. This can lead to a different form of social segregation if students on magneTical schools are not encouraged to interact with those involved in other programs.
Critics of magnetic school programs claim that neighboring schools often suffer academically because their best and brightest students tend to convert to magnetic schools with more demanding programs. Many students with lower income or students with poor participation or disciplinary records may also be difficult to accept in magnetic school programs, even with acceptable academic records. Special education and immigrants with limited skills in English are also less admitted to magnetic school programs.
Many parents and students are quite satisfied with the level of education received at magnetic schools. Studies show that a student registered at a magnetic school is more likely to graduate from high school than other students enrolled in “regular” schools. Some educators are afraid that magnetic schools can draw too much financialCH resources and resources from common school districts already overworked and insufficiently financed. It seems that the future supports the continuing growth of magnetic school programs, but the debate is still on their overall efficiency.