Title IX of the Education Amendments of 1972 prescribes educational equity under coeducation (or sex desegregation). Equity of educational benefits is to include the entire range of educational outcomes: cognitive, affective, and behavioral. However, coeducational classrooms may not provide this equity. Research pertaining to the relative merits of single-sex education versus coeducation is reviewed. Evidence from the International Evaluation of Educational Achievement and several smaller studies indicates that coeducation negatively affects boys in the early grades and negatively affects girls in the intermediate and secondary grades. The demand characteristics of a task, its reward contingencies or motivational context, and its stereotyped nature all impact upon the equality of treatment of students. Computer assisted instruction is presented as an example of a task which has specific demand characteristics, and tends to impact more favorably on males. Both males and females tend to adjust their performance to match specified reward contingencies; and sex stereotyping of certain educational disciplines has negative effects on the achievement of both sexes. Since Title IX specifies coeducation, educators must seek methods within this framework to achieve equity of educational benefits for both sexes. (BW)