The relationship between two dummy variables representing school effect and five self-concept factors were evaluated to determine the effectiveness of these variables in predicting the reading vocabulary of 432 boys and 424 girls in grades three through six. Also, an effort was made to determine if the percentage of criterion variance accounted for was different for boys and girls. The data indicated that the school effect and the self-concept factors account for 19.9 percent of the criterion variance for boys and 13.9 percent for girls. The major predictive factor for both boys and girls was academic self-confidence. (Author)