Instructional Accomplishment Information (IAI) Systems data bases provide the opportunity for new and powerful studies relevant to educational policy issues at a local and/or national level. This report discusses the methodology for "schooling policy studies." The procedures are illustrated using a yet-to-be-completed analysis of the Los Angeles Unified School District's policy for Racially Isolated Minority Schools (RIMS). The method has three steps: (1) establishing a RIMS-specific District level data base containing data on achievement, student demographics, school demographics, and classroom practices for implementing instructional programs in RIM schools; (2) developing an analysis design for RIMS-specific data which identifies skills students do have (rather than "missing" skills) and has significant implications for adjusting RIMS schooling practices; and (3) using analyses which identify successful instructional practices to implement a two- to three-year instructional plan for moving achievement along in RIM schools. This methodology provides an affirmative complement to traditional measurement and evaluation methodology used to analyze conventional achievement test data. (BS)