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Abstract: The current research review is based on the correlation between socioeconomic status (SES) and the academic performance of girl students in the secondary level of the Murshidabad district of West Bengal with particular reference to the rural urban difference. The results were obtained through a sample population of 200 girl students which consisted of 100 rural and 100 urban students chosen using the stratified random sampling technique in government and government-aided secondary schools. The socioeconomic status was assessed using a standardized scale of SES and academic achievement was determined using the annual examination scores of students. Descriptive analysis indicated that the mean SES score was 52.40 (SD = 8.65) which means that majority of students were of low to middle socioeconomic status. The average academic score was 61.85 (SD = 9.12) which is a moderate academic performance. There was a group-wise difference in increased mean SES (M = 56.60) and academic achievement (M = 65.40) by urban students than by rural students (SES: M = 48.20; Achievement: M = 58.30). Pearson correlation, which is an inferential analysis, showed that there is significant positive correlation between SES and academic achievement (r = 0.62, p < 0.01). A t-test analysis on academic achievement also found significant difference between a rural and urban girl student (t = 5.72, p < 0.01). These findings are a clear indication that the socioeconomic status and locality play a major role in academic achievement of secondary level girl students and that there should be special educational and socioeconomic interventions given to rural and economically weak girls.

Keywords: Academic Achievement, Socioeconomic Status, Girls Students, Secondary Education, Educational Inequality, School Performance.