IntroductionTo consider higher education as a Human Right implies paying attention to equal opportunities in access, permanence and graduation. From this perspective, equity is recognized as a feature of educational quality.It is considered that there is equity when access, permanence or graduation do not depend on socioeconomic and demographic characteristics of the households, physical abilities or ethnicity of students. The study objective was to analyze the relationship between demographic and socio-educational variables with the results of the admission process, the discharge condition and the delay to complete the studies. This information is considered to be important as a guide for institutional educational policies. MethodsQuantitative, descriptive, census study on 18 cohorts of applicants and 10 cohorts of Medicine, Nursing and Technical students at a Latin American, state and free university. ResultsThe jurisdiction of the secondary school and the educational level of the mother and father are two characteristics that differentiate the profile of the entrants to the Medicine career, from the applicants in general and from the entrants to the other health careers. These characteristics are accentuated in the graduation profile and the delay in completing the degree. ConclusionInstitutional practices would not mitigate the socio-educational inequalities of origin, especially in the Medicine career. The characterization of applicants, entrants, and graduates according to demographic and socio-educational variables is a way to make educational equity visible, valuable information to review educational policies for admission, permanence and graduation.