The usefulness of applying the Context, Input, Process, and Product (CIPP) Evaluation Model to school systems or projects where social change is needed is examined. The author introduces a systems approach to the examination of sex stereotyping, using the CIPP evaluation model, and sketches briefly the relationship between this model and the problem of sex stereotyping. The paper further visualizes a school system and examines areas where institutionalized stereotyping may occur: in the formulation of goals and objectives; in the curriculum; in the allocation of such resources as time, money, staff, materials, and services; and in the teaching-learning situation itself. Finally, the paper argues the need for women in school administration posts; one, women need to be in positions to make decisions which would lead to the elimination of sex-stereotyping in schools, and thus in the larger society; and two, women should be equated with authority in the eyes of school children to the same extent as men are. (Author/SES)