Objectives of Achievement : 1.To identify various factors determining the social and economic background of students. 2. To make a survey of the school interventions that have a bearing on the achievement of students. 3. To assess inter- relationship between SES, academic achievement, and school intervention in different categories of schools. 4. To find out the effect of SES, school intervention on academic achievement in different categories of schools. 5. To predict academic achievement with the help of socio- economic status and school intervention in different categories of schools.

Four Welfare schools, 14 Government schools and 37 Non-Government schools constituted the sample for the study.

SES Scale and Interview Schedule for Studying the Intervention Relating to Achievement of the Students were the tools used for the study.

Conversion of raw scores to standard scores, test of significance, Coefficient of correlation, regression technique, partial and multiple correlation and Standard Error of Multiple ‘R’ were the techniques used for data analysis.

Findings: 1. There is significant difference in SES of students studying in different types of schools. 2. There is significant difference in academic achievement of students studying in different types of schools. 3. There is no significant difference in school intervention score between government and non- government schools. 4. There is significant difference in school intervention score between government and Welfare schools. 5. There is no significant difference in school intervention score between welfare and non- government schools.  6. There is no significant relationship between SES and academic achievement of students studying in different categories of schools. 7. There is no significant relationship between academic achievement and school intervention in government and non- government schools. 8. There is  significant relationship between academic achievement and school intervention in welfare schools. 9. There is no significant relationship between SES and school intervention in in different categories of schools. 10. As regards the extent of influence of the SES and School Intervention on academic achievement of students, the multiple correlation co-efficient is found to be 0.077 which is not significant. This means the combined effect of SES and School Intervention on academic achievement of students is not perceptible.