The injustices imposed on children based on their home, community, and social environment ultimately becomes injustices they encounter throughout their lives as well, post their school years (Coleman, et al, 1966). Social scientists have studied socioeconomic status (SES) in its relation to academic achievement and have been doing so for decades. The purpose of this research synthesis is to examine the relationship between socioeconomic status and student achievement and the implications of student’s SES on academic performance. After conducting a multi-step research approach, grounded theory was employed to construct a conceptual framework identifying common themes describing the relationship. It has been concluded that there are internal (SES of individual student households) and external (SES and school resources allocations) factors that impact student’s learning achievement.