This newsletter contains five articles on the implications of school choice for minority and disadvantaged students. "School Choice: Choices for Whom? Promises and Panaceas," by Maria Robledo Montecel, discusses some major problems related to school choice and vouchers, particularly who would have the choice (families or schools), who would pay for transportation, and what would "choice" mean for special needs students. "Ethnicity and School Performance in Bexar County," by Maria Robledo Montecel and Jose A. Cardenas, examines 1993 results of the Texas Assessment of Academic Skills (TAAS) in one Texas county and finds that school district performance had very strong negative relationships to percentage of Hispanic students and percentage of economically disadvantaged students. From these groups' perspective, there were no high performing districts and therefore, little justification for initiating school choice plans. "Rio Grande City: A Case Study in TAAS Performance," by Maria Robledo Montecel, Mercedes G. Ramos, and Jose A. Cardenas, describes educational strategies leading to dramatic improvements in TAAS scores in a border school district whose students are predominantly Mexican American, economically disadvantaged, and limited-English-proficient. "In Search of a Label: A Commentary on School Choice," by Bradley Scott, suggests that "self-initiated public school site selection" or some other label replace the confusing term "school choice" to designate strategies that promote public school improvement through equitable and empowering choice mechanisms for all students. "School Choice: Limited Choices for Minority and the Poor," by Roy Lee Johnson, reflects on arguments for and against school choice. (SV)