An historical analysis of the role of magnet schools in the desegregation of Riverview School District

Peters-Lambert, Betty Ann

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https://hdl.handle.net/2142/78378 Copy

Description

Title

An historical analysis of the role of magnet schools in the desegregation of Riverview School District

Author(s)

Peters-Lambert, Betty Ann

Issue Date

2015-04-15

Director of Research (if dissertation) or Advisor (if thesis)

Alexander, Kern

Doctoral Committee Chair(s)

Alexander, Kern

Committee Member(s)

• Shields, Carolyn M.
• Parsons, Marilyn A.
• Sloat, Linda

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Ed Organization and Leadership

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• magnet schools
• desegregation
• White flight
• equity

Abstract

This historical study provides a concise history of desegregation in public schools in the United States and the subsequent establishment of magnet schools. An historical timeline from the establishment of the first magnet schools to current magnet schools models of excellence was presented. Equity theory framed this study as educational practitioners continue to strive for equal access to educational programs for all students. This study examined historical, racial, and socio-economic data from a school district in central Illinois that established magnet programs in 1979 to stop White flight. The results of the study included information regarding the historical and political events that led to the establishment of magnet programs. Additional data examined if the magnet programs led to improved integration in the school district and if there were differences between students enrolled in both the magnet classes and the non-magnet classes in terms of race and socio-economic status. The study found that there were many factors which led to the establishment of the magnet programs in Riverview. Additionally, the study found that the magnet programs did not accomplish their initial task, and that there are some significant racial and socio-economic differences between students enrolled in magnet and non-magnet classes. Recommendations for further study were provided.

Graduation Semester

2015-5

Type of Resource

text

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http://hdl.handle.net/2142/78378

Copyright and License Information

Copyright 2015 Betty A. Peters-Lambert

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