This study employs administrative and survey data to assess the relationship between students' socioeconomic background and educational outcomes, using regression and quantile regression methods. We take into account the existing institutional framework which allows differentiation in the duration of studies among students. We examine the association of students' status--working and non-working--with degree grades and whether the documented negative influence of long duration of studies on grades is associated to students' status. The findings reject both hypotheses; working students do not achieve lower grades than their non-working peers; the negative impact of the length of studies on grades is not linked to status, and affects both working and non-working students in the same way. (Contains 1 figure and 6 tables.)