This study is concerned with local educational agencies' interpretation of federal and state sex equity policies. After briefly discussing "slippage" that occurs as policy decisions move through federal and state systems, the article addresses legitimacy and implementation issues. Since sex equity policies have goals for altering administrative behaviors, programs, and procedures, educators' views and values are important. This article describes a survey of administration journals most often read by practitioners. Four female student analysts perused 50 issues of 4 journals published from 1972 to 1983. Their content analysis showed the types and amount of information obtained. Findings revealed that "equal opportunity,""equality," and "equity" usually referred to race, economic background, and ethnicity, and seldom included sex. When equity articles did appear, most were geared toward strategies for women, not organizations. Of the four journals, "Phi Delta Kappan" had the most comprehensive coverage of sex equity issues. In general, practitioners' journals assigned these issues low priority. School administration is still fraught with norms, mobility systems, and stereotypes preventing women from attaining high positions. Elimination of sexism has not happened, and government enforcement has been undermined. Clearly, the analyzed journals are not contributing to practitioner's value transformation. Appended are three tables and 22 references. (MLH)