ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION

The purpose of this paper is to compare results from five surveys conducted in Canton Ticino, Switzerland, which show the role of socioeconomic origin on educational achievements from the very beginning of scholarization. A pseudo-longitudinal approach was used: different groups with similar characteristics at the same time in a different stage of education, from primary school to post-secondary education, were observed. The empirical data show that the members of higher social classes are facilitated to start and finish the career that is considered to be of greater social value. School results of pupils from Ticino do not move far away from the average, compared to the results of the international standardized assessments programs. Those belonging to the more privileged social groups have better results and tend to enroll more into academic education, rather than into the vocational one. The public education system, being influenced by the Northern European model, offers a great variety of learning opportunities at a tertiary level to those who come from a vocational education career. The longitudinal research shows how these ones are better integrated in the contemporary economic environment than their colleagues