The Relationship Between Socioeconomic Status and Standardized Test Score

¹Chidiebere Ahara
²Juliana Agu
³Friday Ekinne

¹²³Alvan Ikoku Federal University of Education, Nigeria

Abstract

This study examines the relationship between socioeconomic status (SES) and standardized test scores among students. A sample of 500 students from diverse socioeconomic backgrounds completed standardized tests in mathematics and reading comprehension. SES was measured using a composite index of parental education level, income, and occupation. The results showed a significant positive correlation between SES and standardized test scores, indicating that students from higher SES backgrounds tend to perform better on standardized tests. Furthermore, the relationship between SES and test scores was found to be mediated by access to educational resources, such as private tutoring and educational technology. The findings suggest that socioeconomic disparities in education are reflected in standardized test scores, and that access to educational resources plays a critical role in perpetuating these disparities. The study’s results have implications for educational policy and practice, highlighting the need for targeted interventions to support students from low-SES backgrounds and to promote more equitable access to educational resources. The findings also underscore the importance of considering the sociocultural context in which students learn and develop, and of using a more nuanced understanding of SES in educational research and practice.

Keywords: Socioeconomic Status, Standardized test score, reading comprehension Targeted intervention, Private tutoring and Educational resources.

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