A questionnaire survey of 119 U.S. and Canadian institutions with approved or recommended programs in educational administration examined which possible program elements are being utilized and which are not, how programs seek preservice and inservice clients, and how women and minority groups are involved in the programs. The survey sample included 39 California schools, 75 other U.S. schools, and 5 Canadian institutions. The results indicated a majority of the schools' program elements include social-behavioral science content; basic educational and administrative knowledge; problem and analysis skills; emerging administrative role expectations; and administrative process, substance, and philosophy. Program elements receiving less use include competency-based programs, administrative teams, simulation models, student-faculty decision-making and evaluation, multicultural experiences, cost-benefit analysis, and administrative and instructional hardware and software. The results also showed that the program clientele consists chiefly of preservice candidates, that the programs are oriented toward preservice students, and that women and minority groups are not receiving the special attention they need. (Author/RW)