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Factors which correlate with the Achievement Gap: SES

Articles and Research Papers
Hope for Urban Education: A Study of Nine High-Performing, High-Poverty Urban Elementary Schools (1999), US ED. A research study.
Nine elementary schools from across the U.S. were studied using surveys, interviews and more. Improvement strategies and recommendations were listed.
What Doesn't Meet the Eye: Does Socioeconomic Status Predict Achievement Disparities? From NCREL.

A research study.
From a larger report: What Doesn't Meet the Eye: Understanding and Addressing Racial Disparities in High-Achieving Suburban Schools (2002) by Ronald F. Ferguson.
Behavioral and Perceptual Learning Environment Differences in Mathematics Between Resilient, Average, and Nonresilient Elementary School Students [PDF] by Hui-Li Chang & Hersh C. Waxman, University of Houston. A research study.
..."corroborate results of previous studies that concluded that resilient students expressed more satisfaction with their classroom learning environment than nonresilient students."
..."The extent of resilient students’ confidence and ability were reflected in their academic self-concept and academic efficacy, respectively."
A Matter of Class, from Rand.
Research review.
"... the most important factors associated with the educational achievement of children are not race, ethnicity, or immigrant status. Instead, the most critical factors appear to be socioeconomic ones. These factors include parental education levels, neighborhood poverty, parental occupational status, and family income."