The need to address social and economic changes has focused greater attention on our public education system and the need to better equip students with the skills needed for a global society. This quantitative study was grounded in the principles of the constructivist learning theory. The purpose of this study was to determine whether the added support and practical external experiences provided by two theme-based magnet schools would increase academic performance of 9th grade students after one year exposure in a magnet program as compared to 9th grade students enrolled in a nonmagnet program as measured by the Pre Scholastic Aptitude Test scores, the Texas Assessment of Knowledge and Skills test, district benchmark assessments in the areas on Reading and Math, and attendance rates of 9th grade students. The scores of 120 9th grade students in two themed magnet schools programs were compared to the scores of 120 9th grade students in two nonmagnet school programs within the same Texas school district. The nature of this study is based on the notion that a more structured environment that offers more support to students and having a highly rigorous curriculum, generally found within a magnet school, will increase overall student performance. Data analysis based on "t"tests was performed and revealed no significant differences in the test scores between magnet and nonmagnet school students. However, attendance rates were higher among students in the magnet programs. The use of these results would positively impact social change by providing stakeholders an insight into the role and influence of magnet schools on both student academic and nonacademic outcomes. The implications of this study would allow district officials to properly implement an effective magnet school model district wide. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]