This research examined the changing role of magnet schools in promoting desegregation within U.S. public education. Phase one of this study consisted of a qualitative systematic review to identify trends across contexts, answering why findings diverge, where potential gaps exist, and how priorities have shifted. Phase one found no clear consensus on whether magnet schools promote desegregation. Given that desegregation outcomes of magnet schools depend on district demographics, admissions policies, federal mandates, and intentional implementation policies, an absolute answer is insufficient in capturing magnet school desegregation. Nonetheless, the literature indicates that magnet school desegregation is often limited in scope, unequal, and unsustainable. Phase two presented an empirical replication study to test whether past findings hold under contemporary conditions. Three replication studies provided insights into how magnet school desegregation manifests within individual contexts across the U.S. and the complexity associated with assessing equitable desegregation. Phase two results highlighted the paradoxical nature of measuring desegregation and showed that magnet schools are no longer a strong tool for promoting desegregation. Different desegregation measures reflected different levels of integration and exposure, expanding upon findings from phase one that desegregation in magnet schools depends on how it's defined and evaluated.
