Nine years after the original study was conducted this follow-up study explores the self concept of kindergarten children in relationship to their educational achievement and self concept. Original subjects were 93 children randomly chosen from 417 children attending school in suburban New York City. When in kindergarten, in 1968, the children were administered two self-concept tests. Achievement scores of the children were then recorded up through the seventh grade. Scores for body self, social self, academic self, global self and a composite score were obtained from teachers' yearly assessments of pupils' self-concept. In 1977, the time of the follow-up study, 28 children remained in district schools. Using the Statistical Package for the Social Sciences, data were evaluated by race, social class and sex. In spite of the small number of cases, a significant correlation between self-concept in kindergarten and self-concept nine years later was found among middle class white and black children. Self-concept in kindergarten was a better predictor of academic achievement in sixth and seventh grades for middle class black children than for middle class white children. Lower class black children who had the lowest self-concepts in kindergarten relative to the other three groups had significantly higher self concepts than these groups in the eighth grade. On the whole, the effect of self-concept on achievement was a less significant variable as the children became older. (Author/RH)