The current efforts to improve education in Latin America in general and particularly in Honduras, in the context of the deep prevailing social inequities, are focused on interventions that, managing the scarce available resources, might reduce the breach in access and school performance associated with the differences produced by the students’ socioeconomic strata, ethnic groups, gender, or area of residence. This article presents and overview of the equity breach suffered by the Honduran education system, in both, in relation to the access as well as to the learning levels reached by the students according to their socioeconomic stratum, their region (urban or rural) where they live, their gender and ethnic group. The great conclusion is that, the current operation approach of Honduran educative system; is producing and even accentuating the broad preexisting social breaches.

Equity in education, school access, school performance, social inequities.