Curricular changes among 20 public comprehensive high schools in California from 1982-83 to 1984-85 were analyzed. This report focuses primarily on changes in advanced placement courses in sample schools; it is accompanied by a discussion of policy implications and tables of demographic and course section data. The researchers discovered a substantial increase (34 percent) in advanced placement course sections, with the largest departmental increases occurring in math and science. Home economics and industrial arts offerings have dropped, 21 percent and 16 percent, respectively. Schools with lower parent education (utilized as a proxy measure of socioeconomic status) show the greatest increases in academic offerings. Schools in both high and low socioeconomic status categories display roughly equivalent losses in industrial arts and increases in foreign languages. The pattern of increase in traditional academic offerings indicates that curricular changes are consistent with objectives of recent reform efforts. Policy implications center around the finding that more academic offerings are available to advanced students but that the availability of nonacademic electives for general track students has declined. Also, math and science increases occur during a teacher shortage in those areas. Report findings are placed in the context of a review of related literature. (CJH)