This is the fifth in a series of reports of a longitudinal study of the effects of the operation of a curriculum engineering system in a school district. Specific objectives were to observe the effects of leadership and curriculum engineering on teacher attitudes and teacher performance in a curriculum system and on student achievement. A causal model and path analysis were used to demonstrate the effects of the research variables upon each other and upon student achievement. Where appropriate, the most recent data were compared with data from previous years and discussed in light of the longitudinal design of the study. (Author)