This study considers the impact of curriculum decisions on African American achievement by exploring faculty and administrator views and attitudes toward curriculum decisions at public and private institutions of higher education. A random sampling of 291 faculty and administrators at two U.S. institutions, one public and one private, was asked to respond on a Likert scale to a questionnaire designed to measure the amount of perceived control that nine groups--academic administrators, faculty, regents and trustees, students, alumni, taxpayers, general public, coordinating boards, and accrediting groups--had on curriculum decisions. Analysis of the data corroborate differences in attitudes and approaches toward curriculum decisions by faculty and administrators at public and private institutions of higher education, although generally faculty is seen as having the greatest influence. The study then asks what implications this has on African American achievement, and concludes that in order to achieve significant progress in African American development and achievement, faculty must be able to infuse the curriculum with African American content. Tables in the body of the report summarize subject profiles and return-rate data by key group and by institution type, and rank order mean responses to the questionnaire. Appendixes include the questionnaire, and nine tables of comparative analyses. (Contains approximately 85 references.) (CH)