The empirical basis of the study was made up of data from surveys conducted in three localities:

1) Schools in Moscow and the nearest Moscow region that consistently show high educational results: State Budgetary Educational Institution of the city of Moscow «Fifty-seventh School», the Autonomous Non-profit Educational Organization «School of the Center for Pedagogical Excellence», etc.

2) Moscow district schools:  State budgetary educational institution of the city of Moscow «School No. 1411», State budgetary educational Institution of the city of Moscow «School No. 1363».

3) District schools of the village of Umet and Ruzaevka in the Republic of Mordovia: Municipal Autonomous Educational Institution «Secondary school No. 10», Municipal Budgetary Educational Institution «Umet Secondary School of General Education».

The following predictors are supposed to be used for the analysis: the level of education of the mother and father, income, native language.

The dependent variable was educational aspirations, academic performance in mathematics and English, winning Olympiads, attitude to learning, activity in the classroom, and psychological well-being.

A survey was conducted among students in grades 8,9,10 and 11.

The main sample consisted of 350 students, including 72 students from highly selective schools, 141 students from district schools, and 147 students from village schools in the Republic of Mordovia.

The respondents were divided according to the principle of academic success. Since the assessment criteria may differ from school to school, school grades cannot be an objective indicator, so they are used in the study as an additional factor. The indicator «the presence of victories in school Olympiads» was chosen as a criterion for classifying a student as «academically successful». The following results were selected for this purpose: the status of the winner, prize-winner or participant of the final stage of the All-Russian Olympiad of schoolchildren, the status of the winner or prize-winner of the regional stage of the All-Russian Olympiad of Schoolchildren, the status of the winner or prize-winner of the list of Olympiads of schoolchildren.

To determine the socio-psychological status of the family and its impact on academic performance, the questionnaire included a question about the prevailing type of family relations between its members.

Mathematical and statistical methods were used to analyze and verify the data.

Using in-depth interviews, we interviewed 6 students from school No. 1411 from low-income families, as well as 6 students from school No. 57 from well-off families.  The interview was conducted from April 30, 2025 to May 16, 2025 according to a pre-planned scenario. On average, the duration of each interview was 20-30 minutes.

In addition to the survey, a comparative analysis of schools was conducted, which compared the data of schools in all three categories according to the following parameters:

1) Students’ educational results (USE scores, All-Russian Olympiad of schoolchildren results)

2) Teaching staff

3) Availability of additional education

4) Possibility of in-depth study of subjects

5) Funding amount

6) Financial base

7) Openness (availability of selection)

8) Cost of education

The material for the comparative analysis was the content of the official information resources of schools on the Internet and social networks, publications in the media, and observation data.

The data obtained as a result of the comparative analysis allow us to draw the following conclusions.

The schools of the first group differ from the schools of the second and third groups in the presence of competitive selection and a higher professional level of teachers.

Students’ educational results at the School of the Center of Pedagogical Excellence and the Fifty-seventh school  are disproportionately higher than the results of the schools of the second and third groups. Meanwhile, there are practically no differences in academic results between the schools of the second and third groups.

Thus, the amount of funding is not crucial. The highest funding is received by school No. 1411, the smallest is by the Umet Secondary School of General Education, meanwhile, the USE results of the school in the village of Umet are higher than in school 1411, and the number of finalists of the All-Russian Olympiad of schoolchildren  is the same (0).

Access to additional education, as the analysis showed, is also not crucial. The largest number of free clubs operates in school 1411 (more than 200). However, according to data from the school’s website, only 5-6% of high school students are engaged in additional education at school.

The survey data also shows that access to additional education does not have a significant impact on students’ academic performance. Thus, in the schools of the third group, only 36% of respondents are engaged in additional education (which is understandable given the very limited number of clubs in these localities).

At the same time, the indicators of additional education in schools of the first and second groups practically do not differ. At the same time, the academic results of these schools vary greatly. This indicates that the mere fact of having access to additional education does not automatically lead to an improvement in academic performance.

All the schools represented in the analysis are equipped with computers to the required extent, there is Internet access, libraries and laboratories. According to the comparative analysis, the worst equipment in the School of the Center of Pedagogical Excellence. Thus, the financial and technical base is also not a decisive factor in creating conditions for high educational achievements of students.

Therefore, there are only two factors that significantly distinguish successful and unsuccessful schools: competitive selection and teacher qualifications. The degree of influence of each of the factors requires additional study.

In the course of the study, the survey data was analyzed. The analysis revealed the following patterns.

The survey data showed differences in the psychological climate of the school. Students in the first group of schools are much less likely to experience fear in the classroom than students in other groups, and only 18% of respondents feel uncomfortable in such schools, compared with 39% in schools in the second group. However, students in provincial schools are least likely to be offended (9%), and teachers are perceived as fair (39%) in the schools of the second group (Fig.1).

Diagram of the level of psychoemotional safety of pupils of different groups of schools (Fig.1)

The level of family income affects the success of education. Academic slowness is two times less common among children from high-income families than among schoolchildren from poor families. While there are only 12% of successful students among poor families, which is significantly less than students from rich families (22.8%).

The diagram of the dependence of academic success

on the family income level (Fig.2)

However, the greatest connection was found between high academic achievements and the mother’s education. 93.4% of students with high academic results have higher education, while among unsuccessful students this figure is only 51% (Fig.3).

The father’s higher education also affects student success, but to a lesser extent. The ratio between successful and unsuccessful students with a father with higher education is 41.6% to 80%.

Diagram of the dependence of academic success

on the mother’s level of education (Fig.3)

At the same time, the presence of difficulties in family relationships that adolescents are aware of has less impact on educational outcomes. Many respondents who confirmed the presence of problems in family relationships in the questionnaires are studying for «4» and «5», and also have Olympiad achievements. Perhaps the negative impact of having problems in the family is offset by a higher level of socialization of the child’s personality: in grades 8 and subsequent, the student has his own social circle, relationships with peers become more serious and significant.

The dependence of academic success on the opportunity to receive additional education and study with tutors was also analyzed.

The study showed that there is a difference between the number of students who study with tutors (35.8% and 46.8%), but it cannot fully explain the existing gap. Thus, 53.2% of students who showed high academic results do not study with tutors.

At the same time, the percentage of students who study with a tutor in the schools of the first group almost coincides with the percentage of students who study with a tutor in the schools of the second group. These data show that the opportunity to study with a tutor does not determine academic success.

Access to additional education shows similar results.

The study compared the academic performance

of students from families that differ in basic characteristics of socio-economic status. The analysis showed that students from poor families consistently receive lower grades than children from well-off families (Figure 4.5).

Diagrams of the dependence of math grades

on the family income level (Fig.4)

Diagrams of the dependence of English language grades

on the family income level (Fig.5)

In the course of the study, such an indicator as the stigmatization of children from poor families was assessed as a factor that possibly determines educational inequality. Since childhood, they feel like second-class people and therefore prefer to remain in the shadows, do not show themselves, and if they try to show themselves, then biased teachers do not give them such an opportunity.

Thus, the analysis showed that children from low-income families are less likely to feel the support of a teacher than children from more affluent families. Meanwhile, the study showed that teachers tend to support students with high academic performance, while they disapprove of students with low grades.

If you look at the distribution of teacher support depending on the grades in the subject, you can see a direct relationship between these indicators. Since children from poor families tend to have lower grades, the lack of teacher support can be explained by this factor, rather than directly by their poverty.

To determine the factors influencing academic success, a factor analysis was conducted. 43 variables were set. In order to determine whether factor analysis is appropriate, the Bartlett sphericity test was performed and the Kaiser-Meyer-Olkin measure was calculated.

 For this sample, the Bartlett test rejected the null hypothesis (chi = 2858.526, p = 0.000), and the KMO value was 0.71, which indicates the relevance of conducting a factor analysis.

As a result, 3 factors were identified:

1. Psychological discomfort (negative attitude towards education, low activity in classes, attitude towards school: they consider the material being studied to be unprofitable, they feel uncomfortable at school, they feel fear, lack of support from parents, teachers, lack of faith in their abilities)
2. Inspiration (positive attitude towards education, activity in the classroom, attitude towards school: teachers are considered fair and honest, lessons are interesting and diverse, good team relations, pride in the school
3. Hard work, Dedication, and student’s ability to work.

The analysis showed that the emotional background of the two groups of schoolchildren is about the same, and inspiration and diligence are greater among successful schoolchildren.

During in-depth interviews with children from low-income families, the following features were identified.

Students do not set ambitious goals for themselves because they do not believe in themselves. Most of the interview participants do not plan to pursue higher education at all. Only one of the interviewed students stated that she had not yet decided, but was considering various options, including higher education.

Explaining their choice, teenagers explain that getting higher education is «difficult», «too difficult». If they decide to enroll in a university, they will choose the least prestigious universities, since it is difficult to enroll in Moscow State University or, especially, Harvard. «I don’t need a prestigious education, I want to become a cook.»

When talking about their attitude to studying, they do not express interest, they have no academic interests or love for any particular subjects: «I have a bad attitude to studying, I have no plans.» In addition, as a result of the interview, it turned out that they were not aware of the opportunities to receive free additional high-level education. They had never heard of the Moscow national teams, the 179 school clubs, or the evening schools of the Fifty-seventh School.

Speaking about parents’ opinion about their future education, respondents indicate their support, parents also believe that it is better to receive secondary education.

At the same time, the students of the Fifty-seventh school are interested in studying, speak of studying as a pleasure, make grandiose plans, and have many academic interests.  Speaking about the support of parents, they point to faith in their success and in the ability of their children to achieve a lot.

The results of the study confirmed the link between poverty and academic slowness of schoolchildren. Most researchers consider the low educational results of children from poor families as a linear relationship between a lack of educational resources and a lack of academic achievement. This study shows that the existing relationship is not linear and is not directly mediated by a shortage of educational resources. To compensate for the social inequality of schoolchildren, educational measures among parents can be effective, explaining the importance and benefits of education for the future of children. In addition, parents are often unaware of educational opportunities, including additional ones. For this reason, their children do not use all available opportunities and do not even receive the education they have access to. Efforts to inform parents about educational opportunities for their children, as well as to help families build educational trajectories, could serve as partial compensation for educational inequality.

Taking into account the revealed patterns, an effective strategy to partially compensate for the impact of poverty on educational outcomes would be measures aimed at building students’ faith in themselves and their abilities, forming a positive image of school and education in general.

In the first class, almost every child wants to learn. This suggests that the preschool system and the pedagogical traditions established in society allow young children to develop sufficient motivation and a positive image of school. However, the situation is changing over time. With each successive grade, the number of students who love school is getting smaller.  Less than 30% of respondents agreed with the statement «I am proud to study at this school,» and less than 40% agreed with the statement that «Our teachers are fair and honest.» On the other hand, 47% of students in Moscow district schools are afraid at school, and less than 25% of the surveyed students feel safe at school.

The analysis showed that an essential factor for academic success is the inspiration of the student, including a positive attitude towards education (enjoyment of learning). Obviously, school does not contribute to the formation of such an attitude to learning, as well as self-confidence. The lack of a sense of security and fear cannot form a positive image of the school and a sustained interest in education. Thus, the burden of forming a child’s self-confidence, a positive attitude towards oneself and the world around them, and an attitude towards education as a personal and universal value lies with the family. Families with higher socio-economic status are more successful in this task.

Thus, in order to smooth out the differences between the educational opportunities of children from well-off families and families with low social status, it is necessary, first of all, to have personal support for such students, to create a friendly atmosphere at school, a «success situation», and positive reinforcement. And then not only children from rich families will dream of continuing their education.