This report contains tabular summaries based on data collected from the Survey of High School Curricular Options. The national survey was conducted in response to the growing controversy over the implications that curriculum differentiation, or tracking, has for American school children. The tables present statistics on the policies and practices of public secondary schools (schools containing grades 10 through 12) regarding curricular options. A national sample of 912 schools replied to the survey. Most are offering core curriculum courses differentiated in terms of content, quantity, or intensity of work, or expectations regarding independent work, but only 15% of schools identified themselves as having traditional tracking policies. Many schools report some student mobility among ability levels in mathematics and English after grade 10, but it frequently happens that the same students are assigned to highest-level ability courses in mathematics and English. Thirteen detailed tables contain survey findings. Four appendixes present supporting information and the questionnaire. (SLD)