MAGNETS SEEN AS DISTRICT'S SUCCESS STORY.

Byline: Terri Hardy Daily News Staff Writer

They are the gems of Los Angeles Unified School District, possibly its greatest success: magnet schools.

Magnets were created as a voluntary integration program, and most must maintain a set mix of students that are predominantly minorities. Because students do so well in these schools, magnets have exploded in popularity, so much so that the LAUSD is adding 10 and using them as models for other campuses.

If there is a secret to their success, it is that many magnet schools specialize in specific subjects and course work, for gifted students or those who want careers in math and science, law enforcement and medicine, among others.

``Children are treated as if they are special, and there is an expectation of success,'' said John Liechty, assistant superintendent for instruction. ``Put it together and you have a potential for a winning combination.''

On the recent Stanford 9 achievement test, the average scores for magnet students in all grades bested the LAUSD averages in traditional classrooms. And in most levels, magnet students outperformed their peers nationally.

Because of their proven track record, the programs are in great demand: Last year, 70,000 students vied for 12,000 seats. District officials say many parents believe if they can't get their child in a magnet program, they don't want them in the LAUSD.

So starting in 1999-2000, the district is adding 10 new magnets. They include two middle school campuses, each with 360 students, in the San Fernando Valley: The Frost Computer Math/Science Magnet in Granada Hills and Lawrence Gifted/Highly Gifted/High Ability Magnet in Chatsworth.

Caryn Young, whose youngest daughter attends Van Nuys Performing Arts Magnet, welcomes the new campuses.

``They're overcrowded,'' said the Panorama City mother, who had two other children graduate from magnets. ``Parents want to send their children to magnets. They want their kids in specialized programs, classes that are intense, not wishy-washy like normal schools.''

Amy Stuart Wells, associate professor of educational policy for the department of education at the University of California, Los Angeles, said magnets usually attract veteran teachers and get additional state and federal funds because they are an integration program.

``Parents think that these schools are better, and it becomes a self-fulfilling prophecy,'' Wells said.

Some, like Wells, argue that magnets attract above-average students who would perform as well in traditional classrooms. Others counter that the schools offer a motivating, challenging curriculum that may not be offered in mainstream courses.

Superintendent Ruben Zacarias has recognized the district has not done enough to educate its brightest children. By the end of October, the LAUSD will open 11 centers for gifted and highly gifted students modeled on techniques and curriculum in its most successful magnet schools.

With the creation of the advanced study centers, the district hopes to expand the magnet concept throughout the district - bypassing the complicated enrollment process of a magnet.

Liechty said the centers will allow more children to attend their neighborhood schools and stay off the bus, while their parents are able to feel confident that their child is getting a quality education.

But Wells said it would be difficult to duplicate a magnet program without all the additional state and federal funds. She said a similar experiment in St. Louis schools didn't work.

``Magnets were always seen as better; the district became stratified,'' she said. ``Educators in the centers were not as committed, and the programs did not take off.''