This study examines if gains in ethnic political representation and incorporation on local school boards result in policy responsiveness, as well as improved student achievement in a way that benefits minorities. By applying the political incorporation framework developed by Browning, Marshall, and Tabb (1984) to the education policy arena, gains in political equality are observed to assess whether ethnic minority students in school districts benefit. Using a mixed methods nested case analysis approach, I studied the relationship between descriptive representation and policy responsiveness in a Large N Analysis (LNA) that included a sample of 169 school districts throughout the U.S. The results of the LNA guided me through the next part of the research, during which three school districts were selected for Small N Analysis (SNA): Bridgeport, CT, New Britain, CT, and Springfield, MA. The SNA goes beyond descriptive representation by taking a closer look at what occurs when minority officials: 1) hold influential positions in governing coalitions, 2) are receptive to the needs of their coethnics, and 3) can affect policy changes benefiting minority students. The current study finds that while minorities have made some strides, they remain underrepresented--even in school districts where minorities make up at least half of the population. The primary focus was placed on the relationship between descriptive representation and bureaucratic representation, along with student achievement (measured by the graduation gap/rates) for minorities. The LNA results are mixed: descriptive representation is positively related to the hiring of minority teachers while being negatively associated with narrowing the achievement gap of overall minorities and Blacks. The SNA indicates that representation is not sufficient and that, even when minority groups achieve close to full representation on the school board, they still lack influence when not represented in other positions of power. The results also indicate minority-majority districts face challenges in addressing subgroup differences related to academic achievement. Indeed, improving overall student achievement relative to surrounding communities may be a higher priority than addressing subgroup differences. Finally, the study finds that there are many factors other than representation hindering or facilitating a district's efforts to improve student performance. [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.]