The concern of most education systems, especially those found in South Africa, lies in the
need to increase student achievement amongst learners from disadvantaged backgrounds. In an
effort to meet the aim of improved student achievement, the literature focuses on notions of
effectiveness and quality as standards of education that can result in better outcomes. However,
such efforts are beset by internal debates, particularly those which argue that school effects matter
more than family effects in student achievement. This dissertation undertakes a critical review of
the literature on school effectiveness and quality and examines arguments regarding socio-economic
status (SES) (which is linked to the notion of family effects) and its role in achievement. The analysis
finds that both school and family effects have an impact on achievement that is equally important
and relevant. The dissertation concludes by highlighting areas for action in reference to the findings
on socio-economic status and achievement.