It is undeniable that students from underprivileged backgrounds, especially in developing countries, where the gap between the haves and the have-nots is wide and  the socio-economic dynamics weigh in on the choice of schools, peers, and somehow teaching staff, find it hard to catch up with the privileged few, who usually do better due to exposure to better learning environments. Until when will socio-economic rather than cognitive capabilities direct students' future development?