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.