This paper describes progress made between 1973 and 1993 toward creating gender equity in education, with a focus on the Oregon experience. Four topics are addressed: (1) law and policy; (2) language; (3) the culture of school; and (4) school administration. Law and policy are needed at least to change behaviors, though they may not be sufficient to change attitudes. Regarding language, the implications of the words "gender" and "sex" are discussed. Gender is not a biological distinction but is socially constructed. Regarding gender equity in the culture of schools, it is argued that schools can maximize or minimize the differences between males and females. Unless schools directly confront institutional racism and sexism, they are not dealing with the issues. Regarding gender equity in school administration, there are now more women in educational administration, primarily in elementary and secondary principalships. However, very few superintendents are women. Women's move into administration has been accompanied by a change from authoritarian, top-down leadership to participatory leadership. In conclusion, schools continue to be institutions that perpetuate the unearned privilege of being male, white, and economically well off. Gender equity applies to both boys and girls and crosses all racial, ethnic, and class lines. (LMI)