I 
118TH CONGRESS 
2D SESSION H. R. 10547 
To amend the Elementary and Secondary Education Act to expand the 
Magnet Schools Assistance Program. 
IN THE HOUSE OF REPRESENTATIVES 
DECEMBER 20, 2024 
Mr. COURTNEY (for himself, Mrs. HAYES, and Mr. BISHOP of Georgia) intro-
duced the following bill; which was referred to the Committee on Edu-
cation and the Workforce 
A BILL 
To amend the Elementary and Secondary Education Act 
to expand the Magnet Schools Assistance Program. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Magnet Schools Acces-
sibility, Growth, and Nonexclusionary Enrollment Trans-
formation Act’’ or the ‘‘MAGNET Act’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
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(1) Studies have found that the academic bene-
fits of attending integrated schools for students of 
color include— 
(A) higher achievement in mathematics, 
science, language, and reading; 
(B) school climates supportive of learning 
and studying; 
(C) increased likelihood of graduating from 
high school and entering and graduating from 
college; 
(D) higher income and educational attain-
ment; and 
(E) increased access to highly qualified 
teachers and leaders who are less likely to 
transfer to other schools. 
(2) The benefits of integrated schools extend to 
all students regardless of race or socioeconomic 
background. 
On 
average, 
students 
in 
socioeconomically and racially diverse schools have 
stronger academic outcomes than students in schools 
with concentrated poverty. Students in diverse 
schools have higher test scores, are more likely to 
enroll in college, and are less likely to drop out. Inte-
grated schools help reduce racial bias and counter 
stereotypes, as well as foster friendships across di-
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verse groups, improve students’ satisfaction and self- 
confidence, and enhance leadership skills. 
(3) Students of color attending schools that are 
highly segregated by race and poverty are deprived 
of the benefits of integrated education. These 
schools are characterized by resource inequities that 
translate into large proportions of inexperienced and 
underprepared educators and a lack of rigorous 
coursework, which have negative consequences for 
students’ academic outcomes as measured by per-
formance on standardized achievement tests and 
high school graduation rates. 
(4) A 2019 study of every school district in the 
United States found that higher racial segregation 
contributes to a greater magnitude of achievement 
gaps in 3rd grade, and increases the rate at which 
gaps grow from 3rd to 8th grade, for students of 
color. 
(5) A recent Government Accountability Office 
report found that more than a third of students in 
the United States attended a school where 75 per-
cent or more of students were of a single race or 
ethnicity and 14 percent of students attended 
schools where 90 percent or more of students were 
of a single race or ethnicity. The report also found 
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that 80 percent of schools that were predominantly 
Black, Hispanic, and American Indian or Alaska 
Native had a high percentage of students from low- 
income families. 
(6) A study reviewing 8 years of data from all 
United States school districts found that racial seg-
regation appears to undermine achievement, in part, 
because it concentrates minority students in high- 
poverty schools, which are, on average, less effective 
than lower-poverty schools and tend to be under- 
resourced. 
(7) Research shows that students’ exposure to 
other students from different backgrounds and the 
new ideas and opportunities that such exposure 
brings leads to improved critical thinking and prob-
lem-solving skills. Other benefits of attending diverse 
schools include increased civic participation in a di-
verse global economy and increased likelihood of liv-
ing in integrated neighborhoods and holding jobs in 
integrated workplaces as adults. 
(8) Research finds that magnet schools that 
most effectively foster school diversity share common 
features, including incorporation of integration into 
school design, ongoing family engagement, imple-
mentation of inclusive enrollment practices, and pro-
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vision of free transportation. In addition, whole 
school magnets in which all students in the school 
can participate in the programming can be more di-
verse than in-school magnet programs. 
SEC. 3. PURPOSE. 
The purpose of this Act is to amend the Magnet 
Schools Assistance Program under part D of title IV of 
the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 7231 et seq.)— 
(1) to create a supplemental diversity grant for 
aspiring magnet school programs to adopt effective 
practices designed to further desegregation aims and 
promote racial and socioeconomic diversity; and 
(2) to supplement voluntary State efforts to 
promote inter-district diversity. 
SEC. 4. AMENDMENTS TO MAGNET SCHOOLS ASSISTANCE 
PROGRAM. 
Part D of title IV of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7231 et seq.) is amend-
ed— 
(1) in section 4403, by striking ‘‘eligible local 
educational agencies, and consortia of such agen-
cies’’ and inserting ‘‘State educational agencies, eli-
gible local educational agencies, and consortia of eli-
gible local educational agencies’’; 
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(2) in section 4404— 
(A) in the matter preceding paragraph 
(1)— 
(i) by striking ‘‘local educational 
agency, or consortium of such agencies’’ 
and inserting ‘‘State educational agency, 
local educational agency, or consortium of 
local educational agencies’’; 
(ii) by inserting ‘‘(except as provided 
under section 4408A)’’ after ‘‘under this 
part’’; and 
(B) in paragraph (2), by striking ‘‘local 
educational agency, or consortium of such agen-
cies’’ and inserting ‘‘State educational agency, 
local educational agency, or consortium of local 
educational agencies’’; 
(3) in section 4405— 
(A) in subsection (a)— 
(i) by striking ‘‘An eligible local edu-
cational agency, or consortium of such 
agencies’’ and inserting ‘‘A State edu-
cational agency, eligible local educational 
agency, or consortium of eligible local edu-
cational agencies’’; and 
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(ii) by inserting ‘‘(except as provided 
under section 4408A)’’ after ‘‘under this 
part’’; and 
(4) in section 4406— 
(A) in the matter preceding paragraph 
(1)— 
(i) by striking ‘‘In awarding’’ and in-
serting the following: 
‘‘(a) IN GENERAL.—In awarding’’; and 
(ii) by inserting ‘‘(except as provided 
under section 4408A)’’ after ‘‘under this 
part’’; 
(B) by striking paragraph (3); 
(C) by redesignating paragraph (4) as 
paragraph (3); 
(D) in paragraph (3), as redesignated by 
subparagraph (C), by striking the period at the 
end; and 
(E) by adding at the end the following: 
‘‘(4) propose to establish whole-school magnet 
schools through proposing to design and implement 
schools that incorporate integration into school de-
sign, mission, structure, focus, and goals, over the 
placement of a specialized magnet program in a non- 
magnet public school; 
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‘‘(5) propose to newly implement or continue 
the implementation of inter-district public school 
choice programs, and propose magnet schools con-
structed or placed in a location that optimizes diver-
sity and accessibility to transportation for low-in-
come students; 
‘‘(6) propose to improve the diversity and per-
formance of the local educational agency, consortium 
of local educational agencies, or State as a whole 
versus focusing on improvements confined to an in-
dividual school; or 
‘‘(7) propose to design and implement inclusive 
enrollment practices, such as utilizing weighted lot-
teries and other inclusive and accessible practices 
that are consistent with the latest research and evi-
dence-based practices identified by the Secretary. 
‘‘(b) PRIORITY
FOR
MEETING
MULTIPLE
CRI-
TERIA.—In awarding grants under this part, the Secretary 
shall give additional priority to applicants that meet more 
than 1 criterion under subsection (a).’’; 
(5) in section 4407— 
(A) in subsection (a)— 
(i) in the matter preceding paragraph 
(1)— 
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(I) by striking ‘‘an eligible local 
educational agency, or consortium of 
such agencies’’ and inserting ‘‘a State 
educational agency, eligible local edu-
cational agency, or a consortium of el-
igible local educational agencies’’; and 
(II) by inserting ‘‘(except as pro-
vided under section 4408A)’’ after 
‘‘under this part’’; 
(ii) in paragraph (6), by striking 
‘‘local educational agency, or consortium of 
such agencies’’ and inserting ‘‘State edu-
cational agency, local educational agency, 
or consortium of local educational agen-
cies’’; 
(iii) in paragraph (7), by striking 
‘‘local educational agency, or consortium of 
such agencies’’ and inserting ‘‘State edu-
cational agency, local educational agency, 
or consortium of local educational agen-
cies’’; 
(iv) in paragraph (8), by striking 
‘‘local educational agency, or consortium of 
such agencies’’ and inserting ‘‘State edu-
cational agency, local educational agency, 
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