The goals of the Elementary and Secondary Education Act Title I program operated by the Public Schools of the District of Columbia were to provide disadvantaged children with supplemental instructional services to improve their performance in reading and mathematics and to support their affective and psychomotor development. This volume of the four-part evaluation of the 1978-79 program reports the status of student self-concept development as assessed through administration of the student-completed Self-Observation Scales. The relation of self-concept to achievement is described. In addition, teacher perceptions of student behavior, attitudes, and characteristics are reported. (Author/MK)