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New Directions in Teaching English: Reimagining Teaching, Teacher Education and Research attempts to create a comprehensive vision of critical and culturally relevant English teaching at the dawn of the 21st century.

Opportunity to learn (OTL) is the ability of schools to provide adequate learning opportunities for all students (Bracey, 1995). This study focused on two aspects of OTL, access and exposure to curriculum practices and how students perceived them in their language arts classes. The goal was to catalog and quantify the curriculum to determine if opportunity to learn was equal among students in different schools, grades, and academic tracks. Three questions guided this study: (1) How does access and exposure to language arts curriculum and practice differ among schools? (2) How does access and exposure to language arts curriculum and practice differ among grades? (3) How does access and exposure to language arts curriculum and practice differ among academic tracks? The hypotheses assumed that students' total writing time, the number of major works read, and exposure to general curriculum activities would differ according to school attended and grade and track placement. The hypotheses were partially verified for each language arts variable. Because the present study indicated that no group of students perceived consistently more access and exposure than others, additional research must reexamine this issue. Results indicate a need for future research that combines quantitative and qualitative methods to examine both quality and quantity of instruction.