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We quantify the representation, or presence, of characters of color in English Language Arts (ELA) instruction in the United States to better understand possible racial/ethnic emphases and gaps in literary curricula. We contribute two datasets: the first consists of books listed in widely-adopted Advanced Placement (AP) Literature & Composition exams, and the second is a set of books taught by teachers surveyed from schools with substantial Black and Hispanic student populations. In addition to these book lists, we provide an unprecedented collection of hand-annotated sociodemographic labels of not only literary authors, but also their characters. We use computational methods to measure all main characters’ presence through three distinct and nuanced metrics: frequency, narrative perspective, and burstiness. Our annotations and measurements show that the sociodemographic composition of characters in books recommended by AP Literature has not shifted much for over twenty years. As a case study of how ELA curricula may deviate from the curricula prescribed by AP, our teacher-provided sample shows a greater emphasis on books featuring first-person, primary characters of color. We also find that only a few books in either dataset feature both White main characters and main characters of color. Arguably, these books may uphold a view of racial/ethnic segregation as a societal norm.