The purpose of the present investigation is to study the hierarchical structure of academic self-concept. The original Shavelson model posited specific facets of academic self-concept to define a single higher-order facet, but Marsh and Shavelson (1985) found the hierarchical structure to be more complicated. In a revised model they proposed that at least two higher-order academic facets--verbal/academic and math/academic--are required. In the present investigation approximately 1,000 Canadian high school students completed nine self-concept scales; the verbal, math, and school self-concept scales from three different instruments. Confirmatory factor analysis (CFA) provided support for all nine of these scales, and a hierarchical CFA was used to determine the number of higher-order factors needed to explain correlations among the nine first-order factors. The two higher-order academic factors posited by Marsh and Shavelson fit the data reasonably well and substantially better than the single higher-order factor proposed in the original Shavelson model. The math/academic and verbal/academic factors were nearly uncorrelated, and the contributions of scales from the three instruments to each higher-order factor were remarkably similar. In subsequent discussion the Marsh/Shavelson model was more clearly defined and directions for further research were examined. (Author/LMO)