The concept of an Interdistrict magnet school is one that has played a significant role in the field of educational studies, especially when discussing desegregation. \u00a0Congress announced its support for the funding of magnet schools as options for desegregated education with the Emergency School Aid Act of 1972. \u00a0These schools were proposed as a means of integrating the learning environment by attracting students from many different districts into a school with a quality curriculum that focuses on a specific theme.\u00a0 The federal government continues to grant funding to magnet schools that choose to apply for the aid, as long as these schools meet specific eligibility requirements, such as desegregation. \u00a0For magnet schools to achieve their goal of desegregation, they need to attract high percentages of students from suburbs into their location in the city. \u00a0The idea is that because these schools are drawing from many different districts, across designated boundaries, they are therefore appealing to students of many different races and socioeconomic statuses while also aiding desegregation within the school. \u00a0Because some magnet schools struggle to attract a diverse body of students, they need to adjust their marketing strategies to appeal to a broad audience of students.<\/p>\n
As the concept of the magnet school has evolved over time, so have the marketing strategies for schools. \u00a0My research question is, has magnet school marketing in the Hartford region changed over time to attract a diverse student body, in order to be eligible for federal aid? \u00a0There has been an expected shift from simple marketing pamphlets, to a technology-based advertising strategy. \u00a0Furthermore, developers have added magnet schools with themes revolving around the arts to attract students of higher socioeconomic status. \u00a0Therefore, magnet school marketing in the Hartford Region has changed overtime, and this change can be explained by the increased pressure to prove desegregation in the school.<\/p>\n
Magnet schools are public schools that attempt desegregation by enrolling students from across many different district lines. \u00a0The goal of this type of desegregation was to integrate segregated schools without requiring forced busing (Rossell, 303). \u00a0Congress announced its support for \u00a0federal magnet school funding through the Emergency School Aid Act of 1972. \u00a0This act provided choice for families, rather than demanding integration (Rossell, 303). \u00a0Research says, \u201cdesegregation was the primary reason for the creation of magnet programs and schools\u201d (Arcia, 2). \u00a0Magnet schools are designed with a thematic curriculum, which allows an opportunity for high-quality education to a broad range of students (Arcia, 3). \u00a0Christine Rossell interprets this as; \u201cProponents claim that their implementation and operation will significantly reduce overall hostility to desegregation by providing quality education in an integrated setting. \u00a0Rather than viewing school desegregations as a threat, white parents will view it as an opportunity\u201d (Rossell, 304). \u00a0The federal government declared it\u2019s support for magnet schools because the goal to offer a peaceful chance for educational integration.<\/p>\n
More recently, the government has continued to grant funding to magnet schools for the purpose of desegregation and as assistance for schools with high concentrations of poverty (Civil Rights Project, 7).\u00a0 Through the US Department of Education, the Magnet School Assistance program provides funding to schools every three years.\u00a0 \u201cThe U.S. Department of Education reviews grant applications, typically selecting 30 to 50 school districts per cycle to receive funding\u201d (Civil Rights Project 7).\u00a0 In 2010, the Obama Administration declared that for schools to be eligible for a federal grant, they need to prove that they are actually integrating students by reducing minority isolation (Civil Rights Project, 9).\u00a0 The process of the federal government providing magnet schools with grants has continued since the 1970s, with the goal of equity in mind.\u00a0 However, the process of grant eligibility has become stricter as racial and socioeconomic segregation has increased within schools.<\/p>\n
Typically, urban public schools consist widely of minority students, while suburban schools are predominantly white. \u00a0In order to for magnet schools to receive federal funding, they need to enroll students from both the city and the suburbs, which will allow for both racial and social class integration in the school. \u00a0For example, in the wake of great opposition to segregation in Hartford in 1989 arose the lawsuit Sheff v O\u2019Neill<\/i> filed by a mother, Elizabeth Horton Sheff in the name of her son and other students against segregation of schools (Dougherty, Esteves, Wanzer, Tatem, Bell, Cobb, Esposito, 1). \u00a0Their belief was that the segregation was unlawful, and that integration would provide all students with a better education. \u00a0In a 2003 settlement of Sheff, <\/i>magnet schools and a Hartford School choice program were designated as tools to attract students from the city and from suburbs (Dougherty et al., 2). <\/i>\u00a0\u00a0Usually, there is a trend of students wanting to leave the urban schools, and enroll in schools outside the city. \u00a0However, this is rarely reversed meaning that it is not as common for suburban students to be drawn to urban schools.<\/p>\n
One way magnet schools attract suburban students into the city is through marketing strategies. \u00a0Promotional tools of magnet schools exist to attract potential students towards applying to the school. \u00a0Through research of magnet school marketing tools such as pamphlets and websites from a variety of different years, it is clear that some strategies have remained the same. \u00a0For example, promotional tools hark on the quality of education that students at the school receive, while expressing the goals of the school. \u00a0This may be a result of sources online that provide outlines for how marketing of magnet schools should look. \u00a0At the top of one such outline from Omaha Magnet Schools, a line reads \u201cThe School that Tells the Best True Story Wins\u201d (Magnet School Marketing Plan, 1). \u00a0This template stresses the importance of expressing the goals of the magnet school in promotion, while highlighting attractive aspects about the school that will draw applicants in. \u00a0Based on research, these are themes that have existed in many promotional tools over time.<\/p>\n
While the basic themes of magnet school marketing tools have remained the same, there are many inherent differences as well. \u00a0Within Hartford, magnet school marketing tools have been adapted to expand audiences. \u00a0In 2004, magnet schools were promoted through pamphlets that provided an overview of Hartford\u2019s Interdistrict magnet school program. \u00a0The booklet is designed in a bright yellow background with bolded letters on the front that read: “Hartford Host Interdistrict Magnet Schools”. \u00a0There is a graphic of a multicolored H and rising sun below the title. \u00a0The pamphlet opens up into a booklet, and the eye is immediately drawn to a large blue text that says \u201clearning for life.\u201d \u00a0Following this slogan are statements about the goals of Hartford magnet schools that express the benefits of the magnet program, such as no tuition cost for parents, or the home school districts. \u00a0The booklet expands to a map of the Greater Hartford Region and a list of the eligible magnet schools. \u00a0Text on these pages reveal that the schools are dedicated to academic excellence, as well as providing application dates, information on the enrollment process, and a reminder that there is no tuition cost. \u00a0The pamphlet opens once more to become a poster size where each magnet school is described individually. \u00a0In 2004, there were 8 Hartford magnet schools promoted in this booklet. \u00a0Descriptions of each school provided the theme of the curriculum, information on how many seats were available in each school and for which grades, and claims regarding a desegregated learning environment. \u00a0The application is provided on the far right side of this page. \u00a0It is a very simple, straightforward application that would be mailed back to the Hartford Magnet School Office. \u00a0This process seems very simple, the system of mailing these pamphlets out makes it difficult to reach a broad audience of people.<\/p>\n
Today, Hartford Magnet Schools as well as CREC magnet schools that are located in the Greater Hartford Region, are promoted together online. \u00a0Simply searching the web for “choice education” will take a potential applicant directly to the Regional School Choice Office (RSCO) for the Greater Hartford Region website. \u00a0The homepage provides links to many different informational pages such as latest news and events, RSCO lottery information, and even a link that simply states \u201cwhat you need to know.\u201d\u00a0 Included in the homepage is a video called \u201cIt\u2019s a GO.\u201d\u00a0 The video offers student perspectives by explaining their personal reasons for choosing to take part in and why they appreciate the help of RSCO.\u00a0 It also shows opinions of staff members form a variety of choice schools from the Greater Hartford Region.\u00a0 Each member boasted about the diversity of the schools, the academic rigor, and the friendly environment that is welcoming of students from across the entire region.\u00a0 This video adds to the promotion of magnet schools what paper pamphlets could not.\u00a0 It offers viewers a look at how choice schools affect real people, giving the marketing process a personal, relatable feel.<\/p>\n
The website also highlights links to lists of different options for magnet schools.\u00a0 Following these links will take the viewer to a page that lists individual magnet school options as well as link to data about performance reports from each school.\u00a0 With a wide array of schools to choose from, the addition of performance reports allows a student to narrow their options by offering factual statistics about the successes and failures of certain schools.\u00a0 This page also offers links for specific magnet schools wich describe the themes, programs, special features, and lottery placement procedures exclusively for that school.\u00a0 The website offers a seemingly endless stream of information for potential applicants which is far more than a pamphlet can do. \u00a0Although the goal of transferring marketing information onto the internet may not explicitly be to efficiently inform students in the suburbs, this is a positive consequence of the change.<\/p>\n
Based on the evidence provided, from 2004 to 2014, there has been a shift in the type of marketing magnet schools use.\u00a0 Although the content within promotional packages has remained relatively the same, highlighting what makes certain magnet schools successful and answering all the questions about why an applicant should attend, the strategies for publicizing this information has changed.\u00a0 Marketing in 2004 consisted of paperback pamphlets mailed to the homes of potential applicants.\u00a0 Naturally, this technique has changed, and all of this information is available on the Internet. \u00a0Interestingly, the time period of this shift has been almost bisected by the 2010 change in federal grant eligibility. \u00a0Perhaps, the shift is due to the fact that the Internet can be accessed more quickly by larger aggregates of people, specifically the families in suburbs who are likely to have Internet access.\u00a0 By providing this cohort of people simple, readily available information, magnet school supporters may believe that these people will be more likely to apply to choice schools.\u00a0 By attracting these students, magnet schools are more likely to become desegregated and therefore applicable for grants.<\/p>\n
Furthermore, there has been an increase in the amount of arts themed magnet schools from 2004 to 2014. \u00a0Students from higher socioeconomic status are more likely to have exposure to art, museums, or theatre at a younger age and thus may be more interested in pursuing these fields in secondary schooling. \u00a0Some students may be drawn to urban schools if it offers them a chance to learn in an environment geared to their interests more so than a traditional high school. \u00a0The 2004 Hartford manget schools pamphlet does not advertise for any schools with curricula specifically focused in the arts. \u00a0However, today schools such as Journalism and Media Academy Magnet School, RJ Kinsella Magnet School of Performing Arts, Greater Hartford Academy of the Arts, and Pathways Academy of Technology and Design (RSCO) exist which all have arts based focus. \u00a0This increase in arts and performance based schools may be a marketing technique to draw middle and upperclass students into urban area schools, by providing certain students with educational options they may value.<\/p>\n
The idea that implementation of arts focused curricula as a way of attracting a variety of students is especially convincing when comparing magnet schools to Hartford district schools. \u00a0The majority of district schools offer average high school curricula, teaching math, english, and science. \u00a0However, district schools are more likely to be vocational than magnet schools. \u00a0Although some magnet schools may be related to occupations, it is more common to see this in district schools. \u00a0For example, Hartford offers the Culinary Arts Academy, HPHS Academy of Nursing and Health Sciences, and the HPHS Law and Government Academy (HPS). \u00a0The number of vocational schools may be related to class differences, because typically more urban students are likely to pursue a vocational education. \u00a0It is hard to argue that their interest causes magnet schools to add arts based themes, however this addition certainly helps them to attract a variety of students from the suburbs and the city who do not wish to attend traditional or vocational schools. \u00a0This indeed would help desegregate a school looking for federal grants.<\/p>\n
Ultimately, it is difficult to understand if changes in marketing strategies have attracted more suburban students without analyzing data.\u00a0 To continue this research, I wish to access data on the numbers of suburban students who apply for magnet school enrollment in Hartford, and whether or not this has altered along with the changes in marketing techniques.<\/p>\n
Works Cited<\/p>\n
<\/p>\n
Arcia, E. (2006). Comparison of the enrollment percentages of magnet and non-magnet schools in a large urban school district. Educational Policy Analysis Archives<\/i>, 14<\/i>(33), 1-16. Retrieved from http:\/\/files.eric.ed.gov\/fulltext\/EJ806067.pdf<\/a><\/p>\n <\/p>\n Dougherty , Jack, Naralys Estevez, Jesse Wanzer, David Tatem, Courtney Bell, Casey Cobb, and Craig Esposito. “A Visual Guide to Sheff vs. O’neill School Desegregation.” trincoll.edu<\/i>. N.p., n.d. Web. 16 Apr 2014. <http:\/\/www.trincoll.edu\/depts\/educ\/css\/research\/Sheff_Report_July2006.pdf<\/a>>.<\/p>\n <\/p>\n “Greater Hartford Regional School Choice Office.” Regional School Choice Office for the Greater Hartford Region<\/i>. Web. <http:\/\/www.choiceeducation.org>.<\/p>\n <\/p>\n Magnet Schools of America, . “15 Annual International Conference.” . N.p., n.d. Web. 16 Apr 2014. <http:\/\/web.archive.org\/web\/19970112060010\/http:\/\/magnet.edu\/magnet11.htm<\/a>>.<\/p>\n <\/p>\n Magnet Schools of America, . “32nd National Conference .” . N.p., n.d. Web. 16 Apr 2014. <http:\/\/www.magnet.edu\/conferences-and-events\/2014-msahartford-schedule<\/a>>.<\/p>\n <\/p>\n Omaha Magnet Schools, . “Magnet School Marketing Plan 2010-2011.” . N.p.. Web. 16 Apr 2014. <http:\/\/www.magnet.edu\/files\/pdf\/dr_marketing-plan.pdf<\/a>>.<\/p>\n <\/p>\n Rossell, C. H. (1979). Magnet schools as a desegregation tool. Urban Education<\/i>, 302-320. Retrieved from http:\/\/uex.sagepub.com\/content\/14\/3\/303.full.pdf html<\/p>\n <\/p>\n The Civil Rights Project. “Reviving Magnet Schools: Strengthening a Successful Choice Option.” .1 Feb. 2002. Web. . <http:\/\/civilrightsproject.ucla.edu\/research\/k-12-education\/integration-and-diversity\/reviving-magnet-schools-strengthening-a-successful-choice-option\/MSAPbrief-02-02-12.pdf>.<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" The concept of an Interdistrict magnet school is one that has played a significant role in the field of educational studies, especially when discussing desegregation. \u00a0Congress announced its support for the funding of magnet schools as options for desegregated education with the Emergency School Aid Act of 1972. \u00a0These schools were proposed as a means … Continue reading Marketing the Magnet School<\/span><\/a><\/p>\n","protected":false},"author":609,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1,71],"tags":[],"_links":{"self":[{"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts\/5918"}],"collection":[{"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/users\/609"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/comments?post=5918"}],"version-history":[{"count":20,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts\/5918\/revisions"}],"predecessor-version":[{"id":5959,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts\/5918\/revisions\/5959"}],"wp:attachment":[{"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/media?parent=5918"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/categories?post=5918"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/tags?post=5918"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}