This paper presents an analysis of the sex equity provisions of Public Law 98-524, the Carl D. Perkins Vocational Education Act of 1984. It is intended to assist parents, students, educators, and activists to ensure that the provisions of the Act are fully implemented throughout the country. The two major purposes of the new vocational education law are (1) to assist the states to expand, improve, modernize, and develop quality vocational education programs, and (2) to assure that persons who are inadequately served under vocational education programs have access to such programs--especially disadvantaged students, disabled students, men and women who are entering occupations that are not traditional for their sex, adults in need of training and retraining, homemakers, single parents, persons with limited English proficiency, and persons in correctional institutions. Authorized for five years, the statute has five major sections or titles. Title I describes how funds are to be distributed and sets up administrative requirements for the states. Title II, the heart of the Act, is divided into two parts: Part A describes how funds are to be used to improve access, and Part B describes how funds are to be used to improve quality. Title III describes programs that are funded separately from Title II, including programs for community-based organizations, consumer and homemaking education, adult training and retraining, career guidance, and training in high-technology occupations. Title IV defines programs in research, data collection, and demonstration carried out at the national level through the U.S. Department of Education. (Title V is not described in this paper.) For each of these titles, this paper describes the provisions, comments on potential problems that may arise, and suggests actions that can be taken. The final section of the paper lists four steps that sex equity advocates can take to ensure that the new law is carried out on the state and local levels. (KC)