This study involves an investigation of socioeconomic status and its relationship to vocabulary achievement, reading comprehension, arithmetic skill, problem solving, and a composite of these variables. The population studies consisted of 223 third grade children from Western Pennsylvania. An interview sheet was constructed to measure socioeconomic status, and home visitations were utilized to check student responses on the sheet. Several tests of reading and mental ability were administered, and intercorrelations were computed between the stated variables, sex, and socioeconomic status. Correlations were positive in all areas, strengthening the accumulative evidence that socioeconomic status affects school achievement. Children from lower socioeconomic areas do not overcome this cultural deficiency by the third grade. It appears evident that all scholastic achievement areas reported in this study are affected by socioeconomic factors. Tables of statistical analyses are included. (Author/CJ)