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The effect of self-concept on academic achievement of low socio-economic children was investigated. The study was to determine the relationship between the self-concept to the academic achievement of the culturally deprived child in the sixth grade at Carver Elementary School in Terrell County, Georgia. The total sample population consisted of one hundred sixth grade students randomly selected from the school free lunch program. They were selected on the basis of their low socio-economic background and low academic achievement in mathematics. Sixty-two girls and thirty-eight boys were selected. The one hundred students were administered the Walter W. Hudson Children's Self-Concept Scale and the Iowa Basic Skills Test in Mathematics. The underlying primese that there was a correlation between self-concept and academic achievement received suppor