This study was designed to determine the extent to which students enrolled in twelfth grade college-bound English classes in three high schools in Cleveland, Ohio, differed in their educational plans, reading interests, and English instruction needs. Each class was selected to represent a community of different economic levels--high, middle, and low--within the city school district. Data about the students' educational plans, reading interests, and English instructional needs were obtained from their responses to three questionnaires which were administered by their English teachers. The students' responses produced findings which generally revealed an inverse relationship between economic status and the educational goals, reading interests, and opinions toward the English curriculum expressed by the students. The data obtained in this study revealed differences among the students from the different community and income groups and, therefore, lend support to recommendations for curriculum development at the school or community level and the use of opinion surveys and reading inventories in planning curriculum for the school and for the individual. (Author/RB)