The present article is based on the results of the field enquiry on the relations between family education and school education. These relations are influenced by the family environment, the relation between urban and rural environment (the students in rural environment who reach the 5th and the 9th grade have more homogenous results than those coming from urban schools), the high school type (public, private, but also technical or theoretical). The changes which have occurred after the Revolution in ’89 in Romanian educational system are especially emphasized. The relations between family and school are thus put in a quasi-experimental perspective, since in the case of the families interviewed in France, the whole cultural and social reference system is reexamined under the conditions of the process of integration in a different society, where the role of schools is different than the socialisation process in Romania. The institution (educational, familial) thus plays a role in the legitimacy of acquiring various forms of capital (by consecrating school success, as well as by sanctioning failure), and also in the redistribution and circulation of the resources accumulated (through help and assistance measures).