Little research focuses on voluntary diversity policies within French Business Schools. The main contribution of this article is to show the benefits as well as limits of " outreach " programs illustrated by the example of two Business Schools. Concerning access to higher education , in particular access to French " Grandes Ecoles " , a number of obstacles have been identified: social discrimination, a discourse of meritocracy, guidance systems, self-censorship of pupils, and territorial inequalities. In order to overcome the mentioned obstacles, the " Grandes Ecoles " have been attempting to intervene upstream over the last ten years by developing a tutoring system based on the Anglo-Saxon " outreach " model. This tutoring model tries to correct inequalities by offering personalized assistance to high school students of modest or disadvantaged backgrounds. The empirical part of this article shows an analysis of two program initiatives from two Business Schools. The results are encouraging because they show that these projects bring value and meet the objectives set. Therefore these voluntary policies are interesting but limited because the accompaniment of pupils stops before entering higher education institutions such as universities or the " Grandes Ecoles " .