The study assesses the feasibility of implementing a specific model designed to increase women's participation in the administration of a state's public school systems. The model intervenes to affect the structure of opportunity, the structure of power, and the social composition of peer groups in a state's educational system. The researchers use participant observation methods to collect data from the field testing of the model--Project ICES, a program that involves a state department of education, an institution of higher education, a state umbrella organization for educational administrators, and local education agencies to train and place women administrators. Data is analyzed to identify variables affecting the ease of implementation for each element of the model. (Author/IRT)