Data from the Scholastic Aptitude Test (SAT) and achievement tests and from the High School and Beyond Survey were examined to explore: (1) differences among states in the amount of coursework taken by high school students; (2) differences across states in SAT achievement test scores; (3) the relationship between course taking and achievement; and (4) implications for curriculum. High School and Beyond data were available from New York, California, Pennsylvania, Washington, Illinois, and Ohio. SAT and achievement test scores were available for California and New York. Results indicated that New York and Pennsylvania students in academic, general, and vocational tracks received at least one more year of academic coursework than did the other students. Students in the academic tracks generally completed two or more years of academic courses than general track students, who completed one more year than vocational students. The credits earned in English and social studies were similar in all states, but there were substantial differences for foreign languages, mathematics, and science. Tracking was associated with different course selections, as was whether students were college bound versus noncollege bound, though New York and Pennsylvania students spent more time in academic study--on the average about one and one-half years of coursework regardless of whether they were college bound or noncollege bound. New York and California SAT achievement test-takers did not earn comparable scores on their achievement tests, and it was found that differences in amount of coursework had an impact on achievement. Comments are made regarding tracking and increasing graduation requirements. (GDC)