Prior school-choice studies have focused on parents and students who opt to choose, neglecting nonchoosers, or those remaining behind. A study of 37 Minnesota school districts (20 gaining student population and 17 losing student population due to choice options in fiscal year 1995) explores the relationship between school-choice implementation and social stratification in high-impact nonurban/rural districts. Longitudinal data were gathered for 1982-87 (prechoice years), and a time-series analysis was conducted for free/reduced lunch, minorities, and special-education variables. Analysis of lunch programs showed no significant difference between high-loss and low-loss districts. Economic stratification does not necessarily increase due to school choice implementation. However, there is a significant stratification effect along the racial/ethnic dimension. One possible explanation for this is that minorities are not opting for alternative placements to the same degree as nonminority students. For disabilities, results are ambiguous. High-gain districts maintain an almost linear (upward) trend, while high-loss districts show severe, sudden changes. Meeting special-education students' needs within school choice parameters needs more careful scrutiny. The market model may not conform with the reality of school choice policy as implemented in Minnesota. Infusion of a competitive philosophy may be flawed by processes resulting in intended or unintended undesirable consequences. (Contains 23 references.) (MLH)