Two elementary schools in the Kansas City, Missouri, School District have been in operation for 5 years as Applied Learning Magnet Schools (ALMS). The ALMS are math and science magnet schools that emphasize skills in math, science, reading, language arts, and social studies. This report examines ALMS student achievement and enrollment during 5 years of operation under a court-ordered desegregation plan. Covering the years between 1986-87 and 1990-91, the report presents achievement gains or losses as measured by the Iowa Tests of Basic Skills (ITBS) and Missouri Mastery and Achievement Test. In addition, data on enrollment, racial composition, and extended-day participation are presented. Highlighted findings include the following: (1) ITBS achievement outcomes for students in the ALMS generally remained above national and district norms; (2) minority students typically performed above the national norm in language and science, and, to a lesser extent, in math; (3) nonminority students were above the national norm in reading, language, math, and science at all grade levels; (4) only the achievement data in science suggested a narrowing of the achievement discrepancy between minority and nonminority students; (5) ALMS students typically outperformed traditional school students in all content areas; (6) the ALMS program met its desegregation goals, with 41.3% nonminority enrollment; and (7) mean classroom enrollments indicated that class size was in compliance with guidelines. (AC)