This paper examines the degree to which high-school course offerings are unequally distributed across schools, paying attention to relationships between school size and the incidence of new course titles in various curriculum areas. The inquiry is based on the presumption that economies of scale play a role in educational opportunity. The study is based on data from 1,015 New York high schools responding for the "High School and Beyond" surveys. It asks how economies of scale manifest themselves in curricular offerings, differentiating between academic and vocational offerings and among high schools across urban, suburban, and rural settings. The data reveal a strong positive relationship between school size and the available number of unduplicated full-year courses and credit offerings. Among like-sized high schools, those considering themselves "rural" offer fewer unduplicated full-year courses. Rural schools, however, offer a comparable or larger number of part-year courses than their like-sized counterparts. The results suggest that large-school students benefit disproportionally in the foreign language and arts portions of the curriculum. Rural schools offer fewer different courses compared to similarly sized nonrural schools. As school size increases, the number of basic courses grows at a rate slower than the number of both remedial and advanced courses. The findings show that both school size and rurality have consequences for educational opportunity and that these consequences are distributed unequally across areas of the curriculum. The document concludes by raising a wide range of educational-equity and research issues. (TES)