This paper describes the extent to which the Gender Expectations and Student Achievement (GESA) program has been disseminated at the national level, reports the findings of a validation study conducted in a California school district, and shares recommendations for further study and future plans. GESA was designed to reduce the disparity in the treatment received by boys and girls in the classroom and to improve curriculum, materials, and the learning environment to enhance student achievement for both sexes. Teachers' frequency of interactions with students, sex stereotyping, and stereotypical interactions were observed. GESA was developed in Los Angeles County (California) and has been well-received in other areas of the United States. A total of 537 facilitators, representing 31 states and four countries, have participated in the three-day training program. The validation study was conducted in the San Diego (California) Unified School District. Although achievement data were limited, both teachers and students indicated benefits from participating in GESA. (GDC)