Family conditions, such as social class, ethnicity, or the educational capital within the family are significant criteria for social differentiation in teaching-learning systems, but how and to what extent do these characteristics influence the trajectories of pupils originating from migratory movement? The data presented here results from two research projects that analysed the school trajectory of pupils of immigrant descent in 2001 and 2008 in basic education (ISCED 1 and 2) in comparison with their native peers. The findings of both studies indicate that when socio-demographic variables are controlled, national origin has no greater impact on the school pathways of the pupils surveyed than other variables. In contrast, the educational qualifications of the pupils' parents and their insertion in the social class structure play a far more important role in shaping school performance.Over the last few decades, and particularly in the Portuguese context, there have been great advances in the democratisation of access to school. However, the results obtained in the system, the principle of equal opportunities within it, and the quality of the paths available are still largely shaped by

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The effect of school´s ethnic composition on Mathematics results of students with immigrant origin in primary school.