An exploratory assessment of the relationship between academic achievement and socioeconomic position, urbanity, school type, and tutoring

Education

This study reviews the evidence on the connections between four variables—school type, urbanisation, tutoring, and parental socioeconomic status (SES)—and academic achievement. The review employed pertinent keywords and inclusion/exclusion criteria to assess a variety of studies from academic databases. The findings indicate a strong correlation between socioeconomic status (SES) and academic achievement, with pupils from lower SES households typically performing worse academically than their more affluent peers. Achievement was also found to be correlated with school type and urbanity, with private and urban pupils often achieving more than those attending public and rural schools. The connection between achievement and tutoring is more nuanced; while some research indicate that tutoring can raise achievement, others find no discernible impact—or perhaps a negative one—on achievement.

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