It is well known that young people from more advantaged socio-economic backgrounds have, on average, higher levels of academic achievement than their disadvantaged peers. Yet rather less is known about how the relative socio-economic position of students might be related to their academic progression at school. This is the issue considered in this paper, using longitudinal administrative data covering the largest region within Spain. We find evidence that the relative socio-economic position of students within their school is associated with grade retention, performance in standardized tests and attitudes towards school, even after controlling for the absolute level of their socio-economic status. Our primary conclusion is that both absolute and relative social position matters for young people’s academic development.

中文翻译：

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豪华但贫穷：相对社会经济地位与儿童学业成绩之间的关联

众所周知，社会经济背景较为优越的年轻人的学业成绩平均高于处于不利地位的同龄人。然而，人们对学生的相对社会经济地位与他们在学校的学业进步之间的关系知之甚少。这是本文考虑的问题，使用涵盖西班牙最大地区的纵向行政数据。我们发现有证据表明，即使在控制了他们的社会经济地位的绝对水平之后，学生在学校内的相对社会经济地位也与成绩保持、标准化考试的表现和对学校的态度有关。我们的主要结论是，绝对和相对社会地位对年轻人的学业发展都很重要。