Emilie Spencer
EDU 202- Asherian
May 15,2011
Magnet Schools: Beyond Desegregation
When you drive up to the Las Vegas Academy of International Studies Performing and Visual Arts, you immediately see that this is no ordinary High School. Las Vegas Academy (LVA) does not have the typical High School design, of one large building and a football field. LVA is comprised of many buildings (see Fig. 2), including three theatrical venues and two historical buildings, which have been in use since the 1930’s, when LVA was the original Las Vegas High School and not a football field in site, however they do have tennis courts and a grass field. As you walk through campus you may have to ask for directions because the campus encompasses an entire city block of the downtown Las Vegas area. LVA is a special school; not only is it one of Clark County School Districts eight Magnet Schools, it also is nationally acclaimed:
The Academy has received national, state, and local accolades, including those from the White House, Senators Reid, Bryan, and Ensign, former Governor Bob Miller and former Las Vegas Mayor Jan Jones. The Academy has received eight Grammy Signature School awards for excellence in music programs and has been recognized by the International Network of Performing and Visual Arts schools as a STAR school. In addition, in 2000, the U.S. Department of Education recognized the Academy as a New American High School. In 2002, the U.S. Department of Education honored the Academy as a U.S. Blue Ribbon School, making it one out of only 17 high schools in the country to have received both prestigious awards (Las Vegas Academy of International Studies Performing and Visual Arts, 2011).
Students take core academic courses such as Math, English, Science, Health, and Social Studies on campus as well as major in one of eight areas including “dance, vocal music, instrumental music, international studies, piano, theatre or theatre technology, and visual arts” (Las Vegas Academy of International Studies Performing and Visual Arts, 2011). Magnet schools, like LVA, not only desegregate schools but also provide educational choices for parents and students, extend the students ability by providing challenging curricula, and are an ensign of school innovation.
So what is a Magnet School? Sadker and Zittleman define Magnet School as “A specialized school open to all students in a district on a competitive or lottery basis” (Sadker & Zittleman, 2009). Because LVA is a Magnet School, students wishing to attend must pass an audition in order to be admitted, with the exception of International Studies majors. Students are regularly recruited at the many public middle schools between 7th and 8th grades. Magnet schools, like a magnet, draw students from all parts of the district. Students at LVA describe the recruitment process as their first glance of the school. Many of the students further describe their auditions as nerve racking but necessary and are proud of their auditions. Some students categorize International Study majors as the outsiders of the school, mostly because of the lack of an audition process and the lack of an outward display of talent (i.e. gallery showings, and performances). Research tells us that Magnet Schools have higher performance records in terms of “student achievement, student motivation and satisfaction with school, teacher motivation and morale, and parent satisfaction with the school of student achievement” (Flaxman, Guerrero, & Gretchen, 1999). I also observed excellent behavior, in the seven days that I observed LVA students, not once did I observe a disciplinary problem, or behavior correction by a teacher or an administrator. The students were anxiously engaged in their work in both the academic classroom and the specialized classroom. No classroom rules were posted in either of the classrooms I visited, with the exception of safety rules in the photo development area of the Photography class.
Magnet schools are an important option for parents and students. Originally in the 1970’s, Magnet schools were a tool used by districts to desegregate schools. Magnet schools provided an alternative to forced busing. These choice schools provided a way for students of many ethnic and racial backgrounds to come together and study specialized subjects. LVA’s student body is comprised of many ethnicities and races. In today’s world, the definition of Magnet school has expanded; to not only include a more diverse student body and specialized subjects, but also to provide a unique learning environment:
Today, school districts are using them, [Magnet Schools], to accomplish a range of important and related purposes: enhancing student learning and narrowing the achievement gap, giving public school parents more choice in their child’s education experience, and incubating innovative educational methods and practices that can raise the bar for all schools (Paige, Rees, Petrilli, Fiegel, & Brockhouse, 2004).
Magnet schools have changed over the last three decades, improving their vision. As parents and students research alternative public schooling, Magnet schools give them more choices providing a step ahead of the standard zoned school.
This was demonstrated in LVAs Honors English course, American Literature course and the Senior Photography course, all of which I was able to observe. Mrs. Rios, an exceptional English teacher, presented lesson plans that were well thought out, innovative, and challenging (see Fig.1). She presented classes that employed critical thinking, creativity, and enhanced learning. Her students contributed to complex discussions about the books they were studying, presented class presentations that were well coordinated and thought out, and followed through with homework expectations. Ms. Anderson, the Photography teacher, maintained a more student driven classroom. Where student expectations had been lined out at the beginning of the semester and students were able to freely go from station to station fulfilling their assignment obligations. While Ms. Anderson moved about the classroom providing input and grading work. Students were able to exercise creativity and subject selection, and utilized many photo techniques including: developing their own film, photo shopping images, creating image journals, and downloading and creating digital albums. Those who had completed assigned work were also able to work on outside course work. Both of these classes illustrate advanced and unique learning experiences.
| English Honors Reading 15 min. Vocab.: Sardonic (adj.) cynical, scornfully mocking 1) SSR/Journal (Journal ~ Prompt: What is your preferred form of escapism? Why this and how does it make you feel? 2) Continue F451 Discussion ~Utopia/Dystopia ~Review of 1st Part of Fahrenheit 451 ~Questions will be a great study guide for the test 3) Creative Imagery 1) Reread pg.94 2) Define “abstract concept” Due Mon. 3) Creative Imagery handout ~Brainstorming- Taste, touch, sight, sound ,smell | American Literature Turn in Sources/Notes for Research Paper Vocab.: Plummet (verb) Fall or drop straight down at high speed 1) H.F. groups 2) Review Research Paper ~requirements (packet) -Title –Thesis –Introduction –Outline -Citation Examples (CLC’s) -Quote helps -Topic sentences 3) Huckleberry Finn Presentation on Friday- 60 min *with your group, plan and implement a lesson plan designed to discuss the significance of your portion of H.F. to the class. Use thoughtful and meaningful activities to generate reader response from the class |
Fig. 1. A representation of Mrs. Rios’ daily agenda, she posted on her white board at the front of the classroom.
As my observation came to a close, I had the opportunity to discuss the uniqueness of LVA with the principal Andre Long. Our conversation started with a discussion on pending district wide budget cuts and how that could affect Magnet schools that rely on specialized classes, which are generally the first to go in budget reduction plans. Mr. Long commented that LVA is especially unique, even among Magnet schools, by being able to self-sustain their programs through exhibition sales and theatrical ticket sales. We then went on to discuss LVAs dropout rate as compared with regular public schools. Mr. Long stated that currently LVA has a significantly lower percentage, at 4 percent. “In addition to increasing student motivation, career magnet high schools can encourage students to stay in school. Heebner (1995) found there was a lower dropout rate among lottery winners in medium and high reading-test-score groups in public career magnet high schools in a large city, but, importantly, not in the lowest” (Flaxman, Guerrero, & Gretchen, 1999). Mr. Long felt that from LVAs inception in 1993, the school has stood as an example of exceptional education, each year they adjust and set goals; by looking at their long list of accolades one can see that LVA is truly an institution of outstanding teachers and learners.
LVAs mission statement says: “Las Vegas Academy promotes an interdisciplinary foundation for life long learning by motivating, empowering, and challenging our diverse student body to be academic, artistic, and compassionate individuals” (Las Vegas Academy of International Studies Performing and Visual Arts, 2011). Throughout the four years they attend LVA, they have an opportunity to work toward these goals. The seniors that I observed were ready to take on the world, with knowledge and talent as their guide. I was able to observe one student both in her English class and in her Photography class, as we visited she expressed her gratitude for LVA and how it has prepared her for the career of her choice. As she was coming up on graduation, she was excited about a forth coming career in photography and graphic design. She also expressed her excitement over her younger sister attending LVA next fall. LVA has become a legacy of success for their family.
Magnet schools all over the nation are setting and achieving goals, eliminating racial isolation, creating high-academic expectations, and providing creative outlets for students. Parents and students experience a choice from their regular zoned high schools and participate in a tailored public education. As students leave Magnet schools, enter college and pursue their careers, they have confidence in their abilities and talents. They know they can do what ever they set their minds to; they can reach for the stars. Magnet schools in today’s society are going beyond desegregation, moving into a world of academic achievement through innovation.
Fig. 2. Las Vegas Academy Campus Map 
Works Cited
Flaxman, E., Guerrero, A., & Gretchen, D. (1999). The Educational Benefits of Magnet Schools.
Retrieved May 10, 2011, from National Center for Research in Vocational Schools, University of California, Berkley: http://vocserve.berkeley.edu/abstracts/MDS-803/MDS-803-THE.html
Las Vegas Academy of International Studies Performing and Visual Arts. (2011, May 04).
Retrieved May 10, 2011, from Clark County School District: http://schools.ccsd.net/lva/Home.html
Paige, R., Rees, N. S., Petrilli, M. J., Fiegel, J., & Brockhouse, S. (2004). Creating Successful
Magnet School Programs. Jessup: Education Publications Center, U.S. Department of Education.
Sadker, D. M., & Zittleman, K. R. (2009). Teachers, Schools, and Society.
New York: McGraw-Hill.
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