The document investigates how socioeconomic status (SES) impinges upon student achievement. Research was conducted to test the association between (1) SES and the time parents spend with children; (2) SES and types of parent child interactions; and (3) (in order to control SES) the influence of amount of time and type of interaction upon student achievement. 764 sixth grade children from high, medium, and low SES were interviewed; their parents filled out a questionnaire. Results indicated that although high SES mothers and fathers had more time available for children than did low SES parents, higher SES mothers had less time available for their children than did low SES mothers. There was a positive relationship between high SES and time spent by both parents and children in various activities. Parent participation in school activities and in formally-organized activities outside the school was associated with high SES. There was no relationship between either SES and efforts of parents to inculcate good work habits, or SES and parental help with homework. No conclusion could be made about school achievement and patterns of time parents spend with their children. Educational policy issues which acknowledge that disparities between SES and educational achievement must be redressed are discussed. Four broad mechanisms to explain and correct these disparities are suggested as discussion guides: parent dominance, school dominance, neighborhood dominance, and social class dominance. (Author/DB)