The evolution of institutional recognition of co-official languages in Spain in the last four decades has generated a new set of hierarchical relationships amongst linguistic groups. These new relationships are based on the institutional recognition of the co-official language with regards to the sociolinguistic environment of each regional educative subsystem. Given the variety of bilingual educative systems in Spain, it is reasonable to investigate whether they work as expected or, in other words, whether they can generate a context of equal opportunities for the success of the different linguistic and identity groups. The goal of this paper is to shed some light on the effects of the regional bilingual subsystems, which are designed based on a collective identity, on academic perform. In this research, language spoken at home is for a proxy of collective identity. The methodological design consists of two parts: a) imputing missing values for the analysis variable and b) building a multilevel model. The results show that, in general terms, the symbolic and formative experience of the students is not affected by the language spoken at home if they use Spanish or one of the co-official languages. However, those who speak a foreign language at home tend to perform at a lower level compared to the other two groups in some regions like Balearics or Catalonia.