A recent study examined the socioeconomic status (SES), parent participation, teacher awareness, and academic achievement of 76 elementary school students. Results were obtained through interpretation of data and review of relevant literature. A strong positive correlation was found between a student's SES and academic achievement in school. Some findings attributed poor academic achievement in part to the fact that lower SES students have very poor attendance records. The literature and the reviewed study indicated that teachers' attitudes toward low SES students were not overly positive in regard to student achievement, and no specific strategies were used that could be identified as being geared for minority groups/low SES students. An examination of the training teachers received from colleges of education revealed that relatively little specific skill knowledge related to low SES students was provided. Recommendations for improving the training and the in-school experiences of teachers of low SES students emphasize the importance of involving parents with the school and in the education of their children. (JD)