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    Socio-economic status is defined as the social standing of an individual that is frequently determined by income, education, and occupation. Every country’s population were affected by different people’s socio-economic status (Kahlenberg, 2000). Rumberger and Palardy (2005) mentioned in their study that schools where segregation by status is high usually have students with lower achievements. As stated by Bowden and Doughney (2011), usually, higher education can be attained by people with higher socio-economic status.     Family background is one of the most important factors that affect the students’ educational achievement. Mostly, families that came from middle and high socio-economic status are the ones who have better learning environment at home because they can provide extra learning materials. Well-off parents secure their children’s future by giving them pleasing learning environment, fine education, and good jobs. On the other hand, families that belong to low socio-economic level have limited access to learning equipment, thus, their children’s chance of attaining the highest level of education is hard.     Children from single-parent families have fewer achievements than children from two-parent families as studied by Majoribanks (1996). This is because single parents have limited source of income and usually have a conflict with time management which leads to stress and imbalance capacities in their life. According to Majoribanks (1996), children from single-parent households receive less attention and encouragement from their parents. Single parents have lower outlooks from their children resulting in lower achievement. Additionally, as stated by Amato et al (1988), children who grew in a broken family are less likely complete high school education than children living with both parents.      Delaney, Harmon, and Redmond (2010) mentioned in their research that students from lower socio-economic level tend to undervalue themselves because of their life status they got from their parents. While in Bowden and Doughney’s study (2011), they stated that students were possible to pursue an education in college if they have internet at home, if they are encouraged by their teachers, or if they’re studying in a private school. Parent’s educational attainment is more significant in influencing students than their teacher’s boost. Some research revealed that even economic and cultural factors have essential roles in helping students with their education goals to escalate their willingness to attend university.     People who live in better and comfortable neighborhoods often have better achievements in school than those who live in a shoddier place (Eamon, 2005). Absences of possible good examples, guide from grownups, and influences to decent schools are some of the problems that children from substandard neighborhoods can experience (Eamon, 2005). Those complications affect children’s educational performance negatively and frequently results in lack of inspiration.    More importantly, a foundation of one’s academic education is equally valuable than other learning stages. As seen in the research of Lee and Burkam (2002), children with low social economic status tend to have lower cognitive or thinking skills and they are more likely to go to low-quality schools thus enlarging their initial deficits in education.      In accordance of the above statement, Gunn, Duncan, and Maritato (1997) asserted that transitions i.e., prenatal-infancy period, young childhood period, middle childhood period, and adolescent period, plays a great role in every children’s life. The timing of poverty in an upcoming transition doesn’t only affect different academic factors such as grades, entrance exams, learning behaviors but as well as social factors such as peer connections, vices, and self-esteem.