Research conducted in 2009 shows a correlation between low socioeconomic status and a slower rate of academic development among students. It is suggested that households with a lower socioeconomic status are fraught with stresses that negatively impact students' focus at school.
Parents with a low socioeconomic status are also less likely to supplement their child's education at home, either because of prohibitive time constraints or a heavily restricted budget. Particularly for educational resources, such as books, computers and home tutors, an expendable income, which is considered an income capable of covering more than just the basic necessities of food and shelter, must be available. As a result, far fewer parents in the lowest income bracket read to their children than those in the highest.
This may be why children from lower socioeconomic status backgrounds typically have delayed language acquisition. Numeracy skills also tend to be lagging compared with those of students from families with higher socioeconomic status.
Generally, this poor development of pre-academic skills is seeded in very early childhood, and negatively affects students before they have even started kindergarten.
Another issue facing students in areas of low socioeconomic status is the quality of the teaching. Often, better quality teachers will gravitate away from poorer communities in search of higher pay.