Between 1972 and 1975, textbook publishers have issued position papers and guidelines for authors which both identify the areas of bias (sex, race, and career) hidden in public school textbooks and suggest alternative measures for authors and editors to consider in order to avoid these biases. This study was begun in 1972 to determine whether objective analysis and documentation would show that positive steps were being taken to eradicate textbook bias. Textbooks were analyzed in 48 reading, literature, and social studies series published during the years 1958-1976. Comprehensive analysis of preguideline texts (1958-1970) and postguideline texts (1974-1976) shows that only minimal changes have resulted: major character assignments changed from 60% to 61% in the newer editions, major female roles changed from 14% to 16%, major ethnic-minority male roles changed from 9% to 12%, and major ethnic-minority female roles changed from 2% to 4%. Tables of findings and lists of references and of the textbooks analyzed are included. (JM)