Rural Magnet Programs at the Secondary Level
This research brief explores how to effectively establish a magnet program in a rural community. The brief examines institutions’ motivations for implementing magnet programs and reviews program components, such as business partnerships and industry certifications. Finally, the brief discusses enrollment and marketing approaches at profiled institutions.
Establish magnet programs to increase college and career readiness
Many rural communities in the U.S. struggle to increase economic development, maintain schools (e.g., recruit and retain teachers, grow student enrollment), and keep talented youth in the community. Research demonstrates that offering “high quality, relevant, affordable educational programs,” such as magnet programs, can help retain families in rural communities and attract people who live outside of these communities. For example, in response to flat or low enrollment, administrators at School B and School C established magnet programs to increase student choice, boost school appeal, and ultimately increase enrollment.
Analyze labor trends to align magnet themes with high-demand fields
Administrators at District A and School D established planning committees, which comprised school and district administrators, community stakeholders from different industries, and representatives from local economic and workforce development organizations (e.g., chamber of commerce). The planning committee at District A noted that major companies operate distribution centers located in or near the county—and that one additional company would soon build a new center. Thus, the committee recognized job growth in the logistics industry (e.g., supply chain management, storage, transportation). Administrators accordingly implemented Logistics-themed Career Academies at two of the district’s high schools.
Establish work-based learning experiences for students
Administrators at School C partner with a local hospital to provide paid internships for students in the Exercise Science magnet program. Students intern as a nurse’s assistant at the hospital during their senior year, while taking a reduced course load at school. Similarly, students in the Health Care program at School D intern at the local assisted-living facilities and with the fire-department paramedics team. Through these hands-on, experiential learning experiences, students gain valuable workplace skills and industry-specific knowledge.
Administrators at rural schools should consider establishing virtual internships to expand magnet students’ access to a diversity of industries.
Spotlight student learning to build program brand
Administrators and teachers at School B regularly showcase student learning through multiple channels, including social media platforms (e.g., Instagram, Twitter), the school website and blog, and student-led “TED-style” talks. At School C, the principal invites all rising eighth grade students and their families in the district to participate in small-group tours of the magnet program during or after school.
By creating a strong brand, administrators can generate prospective student and family interest in the magnet program
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