The priority attached to inner-city student desegregation has often become diminished with the onset of mandatory faculty desegregation. Consequently, students tend to be substantially more segregated than teachers in urban schools. Faculties in predominantly minority schools typically have higher turnover and less experience than faculties in other schools. The effect of these circumstances on the academic achievement of elementary school students was examined in the Houston (Texas) Independent School District, the largest district in the nation initially affected by court-ordered desegregation. Achievement among black students was found to be negatively related to the extent to which their teachers were racially isolated.(Degree of racial isolation was measured by the proportion of same race students assigned to respective teachers.) In addition, achievement was lower for black students assigned teachers who had been transferred involuntarily for faculty desegregation purposes. Achievement of black, Hispanic, and white students was positively associated with teaching experience and negatively related to faculty turnover. These findings suggest that poorly planned desegregation policies can have undesirable consequences. (Author/GC)