This study aimed to determine the perspectives of Louisiana high school students, particularly Black students, on the diversity of the state-mandated Tier 1 English I curriculum and the correlation between their academic self-concept, curriculum diversity perceptions, and their achievement level on the LEAP 2025 English I high stakes assessment. The study reviewed 50 Black students' responses and test results obtained through the academic self-concept (ASC) and Modified Analytical Science Trade-Book Evaluation Rubric (MASTER) surveys and LEAP 2025 English I assessment conducted in Southwest Louisiana. The mixed-methods research approach utilizing the Pearson product correlation statistical test was used to examine the relationship between the three variables. The analysis found a moderate positive correlation between academic self-concept and perceptions of curriculum diversity utilizing the MASTER rubric, a negligible correlation between academic self-concept and English I LEAP 2025 achievement levels, and a weak positive correlation between the MASTER rubric survey and English I LEAP 2025 achievement levels. Six common themes emerged from the ASC thematic analysis that revealed the varying degree of students' academic self-concept, and seven common themes emerged from the MASTER rubric analysis that showed participants' perceptions of curriculum diversity in English I. Through completion of the study, it was found that a positive academic self-concept can be associated with a student's perception of a diverse curriculum. The study also revealed although curriculum diversity is important and needed to promote a positive academic self-concept, it may not necessarily lead to higher academic achievement outcomes for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]