In this chapter, we address the educational outcomes of students with low socioeconomic status (SES), both Dutch and with an immigrant background. We indicate how these outcomes have developed over time, and how this development might be related to educational policy measures that seek to enhance the educational opportunities for students with a disadvantaged background. We start with a description of the Dutch school structure and note that the highly tracked secondary school level and high school autonomy are significant features. Next, we provide a short description of the share of low SES parents and primary school students, and how these have evolved over time during the period 2008–2017, while distinguishing between Dutch and immigrant background. The main body of the chapter provides an overview of the outcomes of low SES and immigrant students in primary and secondary education. Finally, we critically comment on the effectiveness and efficiency of the Dutch educational equity policy.