社会经济地位及其与学业成绩的关系是当今时代最为讨论的话题之一。研究人员和分析人员研究了社会经济地位及其对学业成绩的影响。他们对这一主题进行了深入的研究。社会经济背景一直被认为对教育的影响（伯恩斯坦&布拉德利，2014）。这一课题的第一项研究是在1982年中，通过研究社会经济地位对学术成就的依赖性研究的分析研究。他发现有显著的因素是负责SES和学业成绩之间的相互关系（里尔顿，2014）。本出版物发表后，大量出版物和期刊已发表在同一问题上。这些期刊对SES对学业成就的关系不同的概述。一些期刊说，两者之间有显著的相关性（卡普拉拉，G. V.，韦基奥内，M.，亚历山德里，G.，格比诺，M.，& Barbaranelli，2011）。因此，本文的文献回顾，试图找到相同的。准备（2010年）在他的评论对儿童发展的相关研究，的认知发展的学校的孩子和他们的学术成就和爱德华兹，J.美国，毛奇，L.，&温克尔曼（2011年）进一步讨论影响的体力活动和社会经济因素和学术研究。
Socio Economic status and its relation with the academic achievement is one of the most discussed topics in the present times. There are a number of researches in which the researchers and analysts have studied socio economic status and its impact on academic achievement. They have conducted deep research on this topic. The socio economic background has been considered to have impact on the education (Bornstein & Bradley, 2014). The very first study on this subject was conducted by White in the year 1982 who studied the analytic study by examining the dependency of the socio economic status on the academic achievement. He found that there were significant factors which were responsible for the inter relation between SES and academic achievement (Reardon, 2014). After this publication, a large number of publications and journals have been published on the same issue. Each of these journals has a different overview on the relation of SES on academic achievement. Some of the journals say that there is a strong relation between the two (Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., &Barbaranelli, 2011). This literature review thus is an attempt to find the same. Ready (2010) in his review on the researches related to the child development, the cognitive development of the children in the school and their academic achievement and Edwards, J. U., Mauch, L., & Winkelman (2011) further discussed the impact of the physical activities and socio economic factors and academic studies.