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In an article in the November 1999 issue of this journal, Meier, Wrinkle, & Polinard reach the tantalizing conclusion that increases in the representation of minority teachers in the public school bureaucracy actually enhance the academic achievement of both minority & Anglo groups of students. However, diagnostic & statistical tests on their data suggest that their analysis may suffer from specification, selection, & categorization limitations. When corrections for these problems are introduced into the analysis, the results that are the basis for the Meier, Wrinkle, & Polinard conclusions change significantly, thereby undermining our confidence in the validity of their claims. 3 Tables, 3 Figures, 14 References. Adapted from the source document.