This paper presents findings of a study that examined 60 school board members' perceptions of school desegregation and other policies aimed at enhancing the educational attainment of minority groups. Interviews were conducted with school board members in 12 American cities--Atlanta, Georgia; Austin, Texas; Baltimore, Maryland; Green Bay, Wisconsin; Kansas City, Missouri; Minneapolis, Minnesota; Orlando, Florida; Pasadena, California; Providence, Rhode Island; Salt Lake City, Utah; San Jose, California; and Seattle, Washington. In general, the board members believed that mandatory two-way busing policies conform to Rawlsian justice precepts, but that they violate utilitarian, libertarian, and feminist principles of justice. Other strategies employed in the 12 cities to promote opportunities for minorities--voluntary one-way busing, closing predominately black schools, establishing sixth-grade centers, redrawing boundaries, reallocating resources, and enhancing resources in minority neighborhoods--also conform to certain justice precepts while violating others. A conclusion is that "administrative" and "market" policy processes are defective in making educational policy in this area because they are ill-suited to reconcile multiple justice concerns. The best policy process for enhancing minority educational attainment is a political one that is moderately comprehensive and deliberative, employs collaborative decision-making processes, and implements its decisions in ways that provide citizens with choices within well-defined constraints. (Contains 36 references.) (LMI)