These results are connected to Romanian language examination and this leads to my concluding remarks. In Romania educational legislation is quite pluralistic at a first glance. It calls for a strong form of minority language based bilingual education and it actually allowed the formation of a quasi-parallel system of Hungarian language education. However, profound asymmetries were maintained. Hungarian parents are pushed to choose separate Hungarian language schools because of these asymmetries and, consequently, Hungarian pupils are educated in an increasingly “Hungarianizing” institutional environment. However, at the end of the process they are examined through tests elaborated for Romanian monolinguals. This is conducting to a slow social marginalization of the Hungarian community that should be interpreted in the more general framework of the Romanian minority policy regime that might be called unequal accommodation.