Since 1998, the French Community of Belgium has a very systematic way to identify compulsory schools which could receive extra means (positive discrimination) based on a formula related to socio-economic characteristics of each school's population. After a mechanistic identification of schools, the Government could add some schools according other objectives indicators not taken into account in the general formula. Once the schools that may get the means devoted by the law on the positive discrimination are acknowledged, each one presents a report on its own action proposals. The first purpose of the paper is to introduce a small scale study on schools which are rejected by the general formula and argue in order to receive extra money regarding objectives characteristics not taken into account by the formula. The case studies involve school visits, face to face interviews with principals, study of the school's neighborhood and population. The main topic of the paper is to identify the nature of new objective indicators suggested by the schools and the possibility to add such indicators to the general formula, according the philosophy of positive discrimination mechanisms. The second purpose of the paper is to review and present the types of solutions that are proposed by the school staffs in order to secure for each pupil equal opportunities of social emancipation, according to the law. This step prefigures the implementation of an action evaluation system based on local projects rather than on an approach centrally defined on good practice. The topic is the presentation of a typology of the actions proposed by the education staffs of the schools which receive additional means in order to better understand their sense of "equal chances of social emancipation" (as mentioned in the Law).