Family socioeconomic status is among the widely cited factors strongly associated with students' academic performance. A descriptive survey design was used to assess the influence of socioeconomic status on Mathematics achievement in secondary schools in Dessie town in North central Ethiopia. A simple random sampling technique was further applied to obtain 245 students from grade 8 students, 167 teachers and 10 principals from the selected schools. The study used Yamane formulae to sample 205 respondents. The data were analysed using descriptive statistics and inferential statistics including mean and standard deviation, independent samples t-tests, Spearman’s correlation and one-way ANOVA. The findings indicated that family type was more correlated with Mathematics achievement (r = 0.610; p= 0.000). Multiple linear regression analysis showed that family type contributed to 76.7% of the variation in the performance, hence playing a vital role in Mathematics achievement in public secondary schools in Dessie Town. The study recommended that the government should sensitize families on the need and importance of supporting their children’s education for better academic achievement and school supervisors, school principals, and education supervisors should advise families on how to properly use their resources to support their children’s academic achievement in any level of education.

family, socioeconomic status, family type and Mathematics achievement