Magnet Schools Attract Wealthy, Lose Funding

Paint Branch Elementary School, under court order to desegregate, became a magnet school 2 1/2 years ago and attracted so many affluent children that it lost its federal funds to help the disadvantaged members of its original student body.

In solving one problem, the magnet system created another--how to retain services in the face of lost funds under the federal Chapter One program, which provides money for extra teachers and supplies to qualifying schools.

It is a predicament experienced by magnet schools around the country--including many of the 44 here in Prince Georges County outside Washington, D.C.

Magnet schools provide specialized instruction in math, science, foreign languages and other areas. The idea has been pushed by administrators as a way to desegregate by attracting students voluntarily to schools away from their homes.

President Bush is pushing to expand the concept nationwide as part of his effort to improve learning in America.

As of August, the Education Department awarded 54 grants totaling $113.6 million for magnet programs in 25 states. This compares to 38 federal grants totaling $75 million two years ago.

Education Undersecretary Ted Sanders acknowledged that some magnet schools are losing Chapter One funds but insisted that the problem is not widespread. He said there are no immediate plans to revise the law.

However, Bush and the nation’s governors pledged during the education summit to try to eliminate the stringent federal regulations attached to the Chapter One program.

Before becoming a magnet school, Paint Branch was declared eligible for the federal funds because a large percentage of its 350-member student body qualified for the school lunch program and scored poorly on academic achievement tests. But when it began offering specialized instruction in math or science, 200 students were bused in, the student body swelled to 540 and the percentage of disadvantaged, low achievers dropped.

Many of the old students were still at the school, but Paint Branch was told it was no longer eligible for Chapter One money.

Linda Dudley, the Paint Branch principal, has done some juggling with budget and staff assignments to offer the advanced instruction that magnet schools promise, while still providing for the low-income, low-achieving students in her classrooms.

“It’s very, very unfortunate,” said Dudley. “Chapter One is a support program, and we argue that support programs should be delivered one way or another.”

Dudley acknowledges, however, that a certain prestige comes with being a magnet school. The county school system has made these schools the cornerstone of its aggressive efforts to achieve academic success for all students.

Warren Simmons, director of instructional support programs for the county, sought guidance from the state on how magnet schools could fight the loss of funds. As a result, about 19 magnet schools--described as “non-dedicated” because not all of the youngsters receive the special courses--are allowed to exclude the more affluent students from the calculations that determine eligibility for Chapter One.

“In essence, Chapter One regulations still operate and assume the existence of neighborhood schools--schools attended by kids in the surrounding neighborhood,” said Simmons. “The money flows to the community and not the kid.”

Paint Branch was not among those non-dedicated schools.

To make up for the loss of federal funds, Dudley made staffing changes that resulted in larger physical education and music classes. An instructional aide was hired with the extra money.

Dudley said one benefit of hiring an instructional assistant without Chapter One money is that the school is not burdened by strict federal regulations and the instructors can be used more creatively.

She also instituted “dual assignment” team teaching, where classes are combined for certain activities so some teachers can be free to provide extra time to certain Chapter One-eligible students.

This year, eight second-graders were targeted for the school’s first quarter and “we expect those children to make a good half-year gain in a short period of time.” Under Chapter One, 100 youngsters received special educational services.

“We needed to create a different way to deliver services, extra intensive services to some of these children,” she said.