A 1984 study of the Seattle Public Schools evaluates the relationship between curriculum practices and academic achievement. The study focused on mathematics curriculum and gathered data through survey questionnaires of elementary, middle, and high school level teachers. Three instruments were used: a school assessment questionnaire, a mathematics objectives survey, and a mathematics materials survey. The data from the materials and objectives surveys have not been analyzed, but data from the assessment survey and preliminary information on academic achievement are presented in this paper. Preliminary findings reveal important differences in academic achievement of intermediate students by ethnic category. The most critical finding is that curriculum alignment seems to contribute negatively to achievement of white students, but positively for Black and Asian students. These findings suggest a need for closer evaluation of the data on curriculum objectives and materials surveys. If further analysis confirms this correlation, then demands for strict adherence to a single district-developed curriculum need to be examined. Further questions to consider are whether this study measured curriculum alignment or faculty responses to issues on the survey. Three appendices are included. (MD)