This article presents results of a research about education ́s equity, using a longitudinal method data of Project GERES 2005 Salvador, which investigated children in the early grades in fundamental mathematics and portuguese in Salvador Bahia Brazil, even before classes begin first grade. The sample included 1339 children into 52 schools. The Project GERES 2005 used cognitive test, questionnaires on sociodemographic about individuals, familiar and social context characteristics. The foundation on which is was based on equity capability approach, freedom and functionality ofAmartya Sen, Rawls's Original Position and entelechy and motor of Aristotle. The methodological approach was quantitative in particular using Hierarchical Linear Models. The result demonstrates that race as an individual characteristics is not an agent for disparate results on cognitive tests, but mainly the schooling of parents and socioeconomic level.