Magnet School Research

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

I will contribute to the MSOE Community with my ambition and sense of civic duty; these characteristics were created by my passion for learning, my collaborative skills, awareness, and my assertive character.

The faculty and staff of Robert A. Cross share the same philosophy. We, the faculty and staff of Robert A. Cross Middle Magnet School, believe that all students can learn, and we are committed to providing students with the kind of learning opportunities that make school important, challenging, joyful, and fair. We also believe that adolescents are at a critical and unique stage in their lives; therefore, we will work cooperatively to help them develop physically, emotionally, socially, behaviorally and most important, intellectually. Our major focus is to promote academic excellence through core academic subjects and life connections programs.

According to the Pueblo Magnet High School webpage, the school is located on 3500 South 12th Avenue in Tucson, Arizona, and opened in 1956 (Pueblo Magnet High School-Information, 2015, p. 1). Pueblo Magnet High School is a community school and receives most its funding from the local government (Pueblo Magnet High School-Information, 2015, p. 1).

these programs do very little to improve and increase the productivity of the students that are in

Why would students want to attend a magnet school? The reason may be because magnet schools offer a variety of specialized programs that students can choose from. Programs such as visual and performing arts, mathematics, sciences, and many others are available for students to choose from. Similar to having a major in college, students at magnet schools have their own specialized area that they can take classes in, in addition to basic academic classes. They are encouraged to be creative and to hone their skills in their area of interest.

Here in Connecticut, we’ve witnessed de facto segregation, especially in the capital, Hartford. In Hartford public schools, during the 90’s, 90.5% of the student population (~25,000 students) were minority, yet the students were receiving far less funding per student then non-minority districts. Since then they’ve taken several steps solve the issues of de facto segregations. Steps they’ve taken in Hartford, is to increase integration within the school districts. This integration process was set to start in the early years of schooling such as during pre-school. Magnet schools have been opened up in areas surrounding Hartford, each school offers a special instruction and program that isn’t available elsewhere. These magnet schools specialize in technology, culinary and drama. They’re goal was to integrate minority students with non-minorities. The way you are accepted into these magnet schools is through a lottery process, each student is allowed to enter the lottery five times. In order to be considered integrated the school must not have more than 75% African American and/or Latinos enrolled in it. This can lead to problems where the lottery system is unfair because it appears there is a greater advantage if a white student were to apply to the magnet school of their choice in the lottery system they would get in.

the American population. These schools are some of the best high schools in the nation.

Yesterday the players were joined at practice by the fifth grade students from Williams Magnet School. The student had a chance to watch practice and then they were able to get on the ice and skate with a few of the players. The field trip was a reward for everyone's cooperation during their state testing this year. The RoadRunners wish everyone at Williams Magnet School good luck with the rest of their testing!

There is one thing that a lot of public schools do very well is make them magnet schools for arts, drama and science but they never come

Schools in general create places for students to learn about a wide variety of subject in a single area.

I attended Chattanooga School for the Arts and Sciences from my sixth grade year to my twelfth. According to their handbook, “ CSAS has the wonderful distinction of being the first magnet school in the district, opening its doors in 1986 embracing the overarching belief that all students can learn and at high levels”. Some of their common beliefs include: all students are teachable and deserve the same quality of teaching, school should prepare students for real life and help them become good citizens, a student’s achievements should be measured only on their capacity to learn and not others, learning is accomplished by the students and assisted by the teachers, the administrators and teachers should be leaders in the school community, as

When I googled the definition of a prep school before starting this assignment I learned a prep school is a private school that prepares students for college. With this in mind I began my research on Darlington Prep in Georgia. I had never known anything about what happens at prep schools besides a one year tuition is around the price of a new car.

Overall, magnet schools provide an opportunity for success to children of all ethnicities. It exposes them to diversity and broadens their views of greater society. Children are likely to perform well due to the extensive resources provided in these magnet schools such as the vivarium and planetarium in the magnet school for environmental sciences. Not only is it beneficial for the children, but it demonstrates to parents who grew up in white, suburban, areas with one or two black children that diversity is good, that these children are just like any others but with a different skin tone. Integration aids in ridding the idea of racism and stereotypes. Ultimately, it is the solution for a myriad of societal issues.

Those that support ability grouping in schools argue that it is not just gifted and talented students that benefit from this practice. Although students benefit slightly from ability grouping even when course content is not altered, they could gain much more when the curriculum is adjusted to suit their academic needs, according to Mary Ann Swiatek (1997). Swiatek argues, students with mathematical talented are ready to learn statistics/probability, geometry, and pre-algebra long before those topics are introduced in school. If the advanced material is presented, gifted students will learn it, thereby boosting their academic achievement. (Swiatek, 1997)