An important aspect of the democratisation of education debate is the temporal evolution ­ reduction, maintenance and intensification ­ of the unequal access to educational qualifications for individuals from different social groups. The following two conclusions are valid. On the one hand, based on the whole population, the unequal access to qualifications according to social origin has fallen over the past 50 years. On the other hand, based on those with the baccalauréat (French A-levels) or equivalent, the unequal access to higher education qualifications according to social origin has increased over the same period. The paradox is apparent.