The effects of self-management on children's academic performance were studied. Four groups varying in degree of self-management and a control group were pre- and posttested in basic math facts before and after eight weeks of continuous daily measurement. During the eight weeks, the four groups took daily one minute timed math tests, graded the tests, and tallied their own scores. The NCSA group participated in the aforementioned skills only. In the TCTSA group teacher charting and setting aims for the children were added but this information was kept for the teacher only. In the SCTSA group teacher setting aims for the children was added and these aims were shared with the children; the children charted. In the SCSSA group the children did both their own charting and aim setting. The results indicated that SCSSA and SCTSA made significant gains over all other groups between pre- and posttesting and the NCSA group made significant gains over the control and the TCTSA groups. The study did not yield results indicating a difference in performance due to teacher- or student-set aims. There was no significant difference between SCTSA and SCSSA; both groups made essentially equal gains. (Author/JP)