| Goal 8: To assist in the desegregation of schools served by local educational agencies. |
| Objective 1 of 2: FEDERALLY FUNDED MAGNET PROGRAMS ELIMINATE, REDUCE, OR PREVENT THE INCIDENCE AND THE DEGREE OF MINORITY STUDENT ISOLATION IN TARGETED SCHOOLS. |
| Indicator 8.1.1 of 1: Minority group isolation: Increasing percentages of targeted schools will eliminate, reduce, or prevent minority group isolation according to their individual objective. | ||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||
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Status: No current data but progress toward target is likely.
No 2000 data but progress toward the 2000 target is likely. Explanation: Preliminary data indicate that MSAP projects targeted 295 schools with desegregation objectives in 1999-00. The data suggest that a total of 139, or 47%, of the 295 schools for which data are available either achieved their benchmarks (34 schools) or showed some progress toward achieving their desegregation objective (105 schools). In 2001, a new cohort of grant recipients includes 60 school districts implementing projects to support 289 magnet schools. |
Source: NCES Survey/Assessment Survey/Assessment: Common Core of Data. Additional Source Information: NCES and Common Core Data, 1997-98, 1998-99 and 1999-00. Frequency: Annually. Collection Period: 2002. Data Available: January 2003. Validated By: NCES/Federal Statistical Agencies. Limitations: Most student recruitment occurs at the entry grade of a school. The data presented in "Assessment of Progress" does not address the extent to which progress being made toward the achievement of desegregation objectives is being masked by other factors. Thus the 1999-00 data shows only whether projects met benchmarks or made progress toward meeting their objectives based solely on the comparison of the total enrollment of a school between the base year and the 1999-00 school year. |
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| Objective 2 of 2: FEDERALLY FUNDED MAGNET PROGRAMS OR INNOVATIVE PROGRAMS STRENGTHEN STUDENTS' KNOWLEDGE OF ACADEMIC SUBJECTS AND SKILLS NEEDED FOR SUCCESSFUL CAREERS IN THE FUTURE. |
| Indicator 8.2.1 of 1: Improved student achievement: Students will show achievement gains in core subjects, as well as in applied learning skills, that meet or exceed the gains for students in the district as a whole. | |||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||
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Status: Unable to judge.
Information contained in the first year report of a program evaluation being conducted by the American Institutes of Research indicates that more than 80 percent of MSAP districts report that they place a major emphasis on establishing high standards for students and on aligning curricula with standards. When compared with large high-poverty districts in 1998-99, MSAP districts appear to place somewhat more emphasis on new approaches to curriculum and instruction (technology and reform models). Explanation: A variety of factors have impeded progress in conducting an analysis of student achievement gains. These factors include imprecision in some objectives; substantial changes in the state and district assessment programs upon which objectives were based; grantee reliance on alternative assessments; and the delayed submission of student achievement results that were not available until after performance reports were submitted. |
Additional Source Information: Analysis of 1998 Magnet Schools Assistance Program applications; Magnet Schools Assistance Program annual performance reports; Magnet Schools Assistance Program. Evaluation. Frequency: Annually. Collection Period: 2002. Data Available: January 2003. Validated By: No Formal Verification. |
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