The enactment of educational equity legislation, such as the Women's Equity Act of 1974 and the Education for all Children Act of 1974 (Public Law 94-142), has resulted in increased funding for education program development, but little hard data has been collected to prove program effectiveness. A review of research literature indicates that not enough research is being done on issues surrounding equity for minorities, curriculum questions in physical education, and sex role stereotyping in physical education. Many programs have a short term inservice workshop format that produces a narrow data base and does not allow for the examination of significant differences or long term change. Three widely used federally funded programs can be cited that have collected data to support their claims in effective pupil behavior change. The first is Every Child a Winner, an individualized movement education program for rural schools that began in 1970 as Project Hope. The second program, Physical Opportunity Program for Exceptional Learners (PEOPEL), is for junior and high school students with special needs and uses peer tutors and task analysis to achieve gains in fitness and attitude change. Both programs are disseminated through the National Diffusion Network. In Project ACTIVE (All Children Totally Involved Via Equity), sex equity in elementary physical education is addressed through specific attention to sex role stereotyping in physical activities. Future programs should connect curricular theory to planning, implementing, and evaluating objectives and should be accessible to the public. (FG)