Introduction

Academic achievement or academic performance is the degree to which a student, instructor, or

institution has reached their short- or long-term educational goals. Academic achievement is the

attainment of educational standards such secondary school diplomas and bachelor's degrees. There is

no consensus on how academic achievement should be assessed or whether components—declarative

knowledge such as facts or procedural knowledge such as skills—are most significant. As a result, factors

including test anxiety, environment, motivation, and emotions need to be taken into account. Schools

now receive funding depending on the academic success of their students.

Academic performance is crucial for young people's effective social development. Students who

perform well in school have a better chance of adjusting to adulthood and achieving economic and

professional success. And it is closely related to the desirable outcomes we value. Adults who perform

well academically and have higher levels of education are more likely to be employed, have stable

employment, and have more employment opportunities than adults with lower levels of education.

They are also more likely to earn higher salaries, have health insurance, be less reliant on social

assistance, be less likely to commit crimes, be more involved in their communities and volunteer for

charitable causes, and to be healthier and happier. The future workforce will require greater education

levels to handle the technologically demanding jobs, therefore academic success is crucial. Nowadays,

obtaining a job requires a postsecondary education.

The connection between education and this developmental objective of increasing the Circularity is

a component of income. It is well known that the Socio-Economic Status (SES) of children's families has a

significant impact on their ability to succeed in school, despite the fact that education is frequently seen

as a way for children to overcome the disadvantage of their social background and put themselves on an

equal footing with others when they enter the workforce.

educational success. The circle is completed by the fact that educational success is a good indicator of

performance on the job market. An education system may actually reinforce social inequality trends

rather than working to change them.

Children inherit their parents' economic standing. It is generally accepted that the persistence of a

family's social class or their place in the income distribution over generations reflects the interactions

between the genetic and cultural transmission of traits, such as cognitive functioning, that contribute to

economic success and the inheritance of property and group memberships that increase income. This

process of economic inheritance is made possible in part by the greater education received by children

of higher social standing families.

According to Majoribanks (1996), family background is significant in a student's life and outside of

school, and includes factors such as socioeconomic status, two-parent versus single-parent households,

divorce, parenting practices and aspirations, maternal characteristics, family size, and neighborhood.

The home environment is a primary socialization agent that influences a child's interest in school and

future aspirations. A child's socioeconomic status (SES) is commonly determined by combining his or her

parents' educational level, occupational status, and income level (Jeynes 2002).

One of the enduring issues in educational research is the relationship between educational

achievement and socioeconomic background. The influential Coleman Report1 concluded that schools

had little influence on a student's academic outcomes beyond what the students brought to school

—"the inequalities imposed on children by their home, neighborhood, and peer environment are carried

along to become the inequalities with which they confront adult life at the end of school" (p. 325). Much

has been added to the research literature on this topic in the intervening 50 years, including several

high-quality meta-analyses. When investigating potential influences, it has become common in research
studies to use a student's socioeconomic background and that of the school they attend as contextual

variables

This paper explores the educational achievement and economic status of senior high school

students and the relationship between the two and how it affects the academic performance of senior

high school students. The relevant concepts of economic development are defined, and the way in

which they interact with education is conceptualized. This paper includes the study about the elements

influencing the academic performance of a senior high school students in terms of social positions, how

students help themselves to have financial resources and what financial impacts does an ABM students’

economic situation have on their education. This paper concludes with a discussion following from the

major findings of the paper.