“…The works on trends and socio-organisational implications of the educational agenda of managerial nature (Ball, 2002), on governance models in the democratic autonomy framework (Barroso, 2003 and2005;Lima, 2011), on leadership styles (Costa, 2000;Sergiovanni, 2004;Hargreaves & Fink, 2007;Torres & Palhares, 2009), on the «school effect» on the production of results (Reynolds, Jones, & Leger, 1976;Dubet, Cousin, & Guillemet, 1989;Cousin, 1993;Bressoux, 1994) have multiplied, amongst other relevant topics and authors. More recently, research on the factors that promote student success and academic performance have intensified, especially approaches that emphasise the social, economic and cultural conditions of the families (Lahire, 1995;Ferrand, Imbert, & Marry, 1999;Nogueira, 2004;Brandão, 2007), leadership styles, school culture (Dumay, 2009) and teaching organisation (Perrenoud, 1984 and1999;Vasconcellos, 2006). However, the study on «academic excellence» has not generated a significant range of empirical research of reference.…”