Parents, particularly those with higher education and higher income, seek tutoring to prepare primary students for the national examination to improve their chances of entering top schools. Schools in Turkey tend to be homogenous in both student socio-economic background and academic performance, indicating low levels of social and academic inclusion. Nonetheless, 42% of 15-year-olds from low socio-economic backgrounds performed better than predicted (compared to the OECD average of 30.8%). Targeted policies should aim to systematically support and strengthen schools' capacity to address the impact of low socio-economic background on performance.