The quality of education for nonwhite students in the Minneapolis Public Schools (MPS) is examined in this report. Three areas are discussed: (1) student achievement; (2) evaluation of teachers, principals, and administrators; and (3) system accountability. Emphasis is placed on the accountability of the MPS to the black, American Indian, and Chicano/Latino communities. Basic problems within the MPS which have a particularly serious effect on nonwhite students are identified and briefly summarized. Recommendations are made for rectifying problems in each of the three areas. A special argument is presented for the need to improve the quantity and quality of parental involvement in the educational process. An evaluation form for tenured teachers, listings of resource persons and task force participants, and a bibliography are appended. (EB)