A study examined the extent to which Texas vocational/applied technology programs and statewide and regional services and activities designed to eliminate sex bias and stereotyping are meeting students' needs. Questionnaires were sent to the directors/coordinators of 21 funded sex equity programs, administrators of career and technology education programs of 117 public secondary schools, and directors of Texas' 8 vocational consortia. Usable responses were received from 18 (88%) sex equity programs, 17 (14.5%) school districts, and all 8 vocational consortia. It was discovered that all of the required gender equity program characteristics were being implemented by more than 50% of the funded projects and responding secondary schools. It was concluded that, although progress is being made in eliminating sex bias and stereotyping in secondary career and applied technology programs and in increasing student enrollments in nontraditional programs, Texas' current system for reporting gender equity-related data remains inadequate. A model was developed for Texas' school systems to use in evaluating the extent and quality of programs/activities to eliminate sex bias and stereotyping. (Twelve tables are included. Appendixes constituting approximately 50% of this report contain the following: Delphi questionnaires, survey instruments, lists of responding program directors and school districts, and project evaluation report.) (MN)