Abstract
The objective of this article is analyzing if socio-economic conditions of students are determinant for educational access and achievements, evaluating if the system between 2010-2014 has improved in inclusion and equality. The empirical study uses multilevel, ordered logistics and cluster estimation models. The micro data are taken from PISA test program and the Permanent Household Survey. It is concluded that in both, assistance and educational achievements, socio-economic conditions of students in mid-level education are a strong determinant of the results and inequities produced within the system.
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