Deux composantes du systeme de stratification sociale des ecoles secondaires sont reliees aux aspirations scolaires des etudiants. Ces facteurs sont l'arrange‐ment des cours en programmes d'etudes et 1'evaluation du rendement de l'etu‐diant. Ce dernier facteur est apprecie a partir de l'experience de l'echec par l'etudiant et du taux des echecs dans son ecole. L'analyse des donnees recoltees aupres d'un echantillon a l'echelle canadienne d'etudiants frequentant trois cent soixante (360) ecoles secondaires, met en relief le fait que le programme d'etude dans lequel on place un etudiant est le facteur qui influence le plus ses projets scolaires. L'impact des variables se rapportant aux echecs est aussi d'une grande importance. Les donnees indiquent egalement que la position de l'etudiant dans le systeme de stratification scolaire est plus fortement associee a ses projets scolaires qu'a la position de son pere dans la structure professionnelle.Two components of the stratification system within secondary schools are related to the educational intentions of students. These factors are the organization of the curriculum into programmes of study and the evaluation of the students' performance. The latter is considered from the point of view of the experience of failure by the student and of the rate of failure in the school. The analysis of data collected from a Canada‐wide sample of students in 360 secondary schools reveals that the programme of study in which the student is placed has the strongest impact on his educational intentions; the effect of the variables pertaining to failure is also substantial. The data also show that the student's position in the school stratification system is more strongly related to his educational intentions than the position of his father in the occupational stru