Socio Economic Development Dabhoi

The socio-economic status (SES), often measured as a combination of family income, parental education, and employment status, has been identified as an important predictor of children’s success in school. Even before they enter school, the performance of children in school can be predicted to some degree based on the SES domains of their family. The fact that low-income SES families live together in communities exacerbates the problem as schools in these communities often lack resources with high drop-out rates and low levels of education. So not only do lower SES children start school with academic problems, the gap between them and children within SES increases over time. This article reviews the latest research that examines the relationship between SES, child health, family characteristics, school environment, mental development, literacy and numeracy achievement, and country characteristics and student achievement. It may provide additional insight into cognitive development and success in children with low SES backgrounds and provide reasons for further research and practice. Families with low-SES are classified as low income that is often associated with low parental education standards, many of which live on social security or low incomes. Such families are less likely to access social media and educational resources at home and this may put their children at risk for a variety of educational problems. Early educational skills appear to be associated with the home environment, where the illiteracy and low numeracy environment that may be associated with health problems may have a negative impact on children’s academic skills development.