A study was undertaken to discover the impact of strategies devised by the California Coalition for Sex Equity (CCSE) on reducing sex bias in schools. The strategies (referred to as power-based strategies) were based on identifying key decision makers in school districts and enlisting their support in helping staff identify and reduce gender bias in education and, specifically, in modifying institutional practices to conform to Title IX. The method involved using interviews and a pre- and posttest design to evaluate change among experimental and control groups in response to exposure and/or lack of exposure to the sex equity strategies. The sample consisted of administrators, teachers, students, and school board members in 23 experimental and 13 control school districts in California. Interviews and test scores were statistically analyzed. Findings indicated that school change processes are disorderly; network strategies, such as those which focused on interaction between teachers and administrators, are particularly effective in implementing affective and behavioral objectives; districts reach a threshold beyond which additional pro-equity training and services result in diminishing returns; and the power-based strategies were effective in combatting sex bias in all 23 school districts, although, of course, there were differences in degrees of effectiveness among school districts. The conclusion is that all school districts can benefit from power-based strategies to reduce sex bias and, in particular, those districts will benefit most which designate the superintendent or assistant superintendent to be the CCSE liaison, in which the teaching staff exhibits good overall morale, and in which flexiblity is stressed over bureaucracy and red tape. (DB)