We employ a regression discontinuity design leveraging close school board elections to investigate how the racial and ethnic composition of California school boards affects school district administration and student achievement. We find some evidence that increases in minority representation lead to cumulative achievement gains of approximately 0.1 standard deviations among minority students by the sixth post-election year. These gains do not come at the expense of white students' academic performance, which also appears to improve. Turning to the policy mechanisms that may explain these effects, we find that an increase in minority representation leads to greater capital funding and a larger proportion of district principals who are non-white. We find no significant effects of minority representation on school segregation, the reclassification of English language learners, or teacher staffing.Verification Materials: The data and materials required to verify the computational reproducibility of the results, procedures, and analyses in this article are available on the American Journal of Political Science Dataverse within the Harvard Dataverse Network, at: https://doi.org/10.7910/DVN/G9ITHD. P ublic school districts play a critical governance role in the United States. There were over 3.6 million public school teachers in 2016 and school districts spent a total of $634 billion in 2013-14, representing more than 10% of overall government expenditures. 1 The vast majority of these school districts are governed by locally elected boards that determine education policies. The decisions these boards makeincluding negotiating teacher contracts, choosing curriculum used in the classroom, setting tax rates, approving budgets, and adopting disciplinary policies-have direct consequences for the quality of education students receive. 2 Despite improvements in the overall academic performance of public school students in recent decades (Rindermann and Thompson 2013), the U.S. education system continues to face large and stubbornly persistent gaps in achievement between white and minority students (Lee 2002). Although the achievement gaps between minority and white students have narrowed in recent years, large differences in performance remain (Clotfeleter, Ladd, and Vigdor 2009;Reardon and Galindo 2009;Reardon and Portilla 2016). Some of this gap is undoubtedly due to socioeconomic differences and other structural factors beyond the control of schools, but the actions local districts take can have an impact