| Résumé: | This article studies the effects and socioeconomic conditions, of the family of origin, about the transitions among educative levels in México. An analysis is done of the “vertical inequality”, i.e., the schooling continuity or desaffiliation in the transition among educative levels, as well as the “horizontal inequality”, that is to say, the assignation of children and youngsters to educative different options on the same level. The results indicate that certain socioeconomic circumstances, such as parents’ schooling and the family’s economic resources, —have more important effects than others—. Results also suggest that the effects of the origin socioeconomic circumstances on the probabilities of continuity are greater in the most advanced transitions, that is to say, those in which the coverage is reduced and therefore, where a greater selectivity is presented of the students going from one level to another. Moreover, inequality in the transition from primary school to secondary school, although it increases in the access to the higher middle education and higher education, thus produce a displacement of the inequality locus on later or further stages of the schools’ trajectory. Finally, an increase can be seen on the socioeconomic effects on the selection of the private schools against public schools, which suggests that to the “vertical stratification” there will have to be added the “horizontal stratification” as an additional dimension of educational inequality.
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