helloi need this file with references and without plagiarism…

hello i need this file with references and without plagiarism . The paper must use APA 6th ed., 7th printing formatting and contain a title page, 3 to 5 pages of content, and a minimum of three peer-reviewed references Purchase the answer to view it


Title: The Relationship Between Socioeconomic Status and Academic Achievement: A Review


Socioeconomic status (SES) has long been recognized as a significant factor influencing academic achievement. Numerous studies have explored the association between SES and various indicators of educational outcomes, such as standardized test scores, graduation rates, and college enrollment. This paper aims to review recent research to examine the impact of SES on academic achievement and elucidate the underlying mechanisms that drive this relationship.


A comprehensive search of academic databases was conducted, including PsycINFO, ERIC, and Google Scholar, to identify relevant studies published between 2010 and 2020. The keywords used in the search included “socioeconomic status,” “academic achievement,” “educational outcomes,” and “low-income students.” To be included in this review, studies had to meet the following criteria: (1) peer-reviewed publications, (2) focused on the relationship between SES and academic achievement, and (3) included clear measures of SES and academic outcomes.


Numerous studies have consistently demonstrated a strong association between SES and academic achievement. As expected, students from higher SES backgrounds tend to outperform their lower SES counterparts on various educational measures. However, it is crucial to consider the specific dimensions of SES that are examined and the complexities involved in the relationship.

Socioeconomic status encompasses various aspects, including economic resources, parental education level, and occupational prestige. These dimensions can independently or interactively influence academic achievement. For example, higher income levels enable access to educational resources, such as quality schools and tutors, which can contribute to better academic performance. Similarly, parents with higher levels of education often engage in more supportive and stimulating home environments, fostering academic success.

Moreover, the relationship between SES and academic achievement is also mediated by factors such as parental involvement, neighborhood quality, and educational aspirations. Parents from higher SES backgrounds generally display greater involvement in their children’s education, which includes activities such as volunteering at schools, attending parent-teacher meetings, and providing academic support at home. These practices have been found to positively impact student achievement.

Furthermore, the social and environmental contexts in which low-income students reside can also influence their academic success. Neighborhood characteristics such as crime rates, access to resources, and school quality can have significant effects on student outcomes. Additionally, low-income students may have limited access to extracurricular activities, tutoring, and other enrichment opportunities, further exacerbating the achievement gap.


In conclusion, socioeconomic status exerts a substantial influence on academic achievement. Students from higher SES backgrounds generally demonstrate more favorable educational outcomes compared to their low-income counterparts. This relationship is multifaceted and influenced by a range of factors that extend beyond economic resources. Understanding these mechanisms can inform policymakers and educators in designing interventions aimed at reducing the achievement gap and promoting equitable educational opportunities. Further research is needed to explore additional dimensions of SES and their specific impacts on academic achievement.

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