The long-standing effort to desegregate schools in the United States has been fostered, in part, by the development of magnet schools, which were launched in the 1960s to offer appealing choices of educational programs that could attract an integrated population of families. Magnet schools are public elementary or secondary schools that seek to achieve voluntary desegregation through parental choice rather than through student assignment by offering specialized instruction and innovative academic offerings. They are often situated in urban centers, with the goal of drawing students from surrounding areas--like a magnet--to attend the school. Some magnet schools operate on a regional basis in order to address interdistrict desegregation. This report draws upon research findings regarding the components found in magnet schools that are both diverse and educationally effective and outlines evidence-based policy recommendations that can inform federal, state, and local efforts to help to design, implement, and sustain effective magnet schools that can foster integrated learning and positive student outcomes. This report begins by highlighting the research on the harms of segregation and the benefits of school integration for all students, along with the consequences of the status quo of segregation for students' short- and long-term educational outcomes and for our democracy. It then explores the federal government's role in advancing, and at times stymying, the progress of school integration and the implications for magnet schools. It outlines the evidence on magnet school components that are fostering school diversity and positive academic and social outcomes for students. Finally, drawing upon this evidence, it outlines policy recommendations at the federal, state, and local levels to help to design, implement, and sustain effective magnet schools that can help to foster integrated learning and positive student outcomes.