Despite the claim that plurality - be it religious, cultural, moral, or other - is important to the way in which schools achieve socialisation, there are few empirically validated data concerning the effects of a school system organised around plurality. This contriubution explores the influence of faith-based schools on outcomes of schooling outside the traditional core curriculum, using data from the religiously segmented school system in The Netherlands. Based on an overview of earlier studies and an exploratory descriptive and multi-level analyses of data from 7600 pupils in secondary schools, the authors conclude that 1) the empirical basis for drawing valid conclusions about the effects of faith-based schools on outcomes outside the core curriculum is not very solid as yet, and 2) although some effects do seem to exist, the indicatiors used in this study provide little reason to expect substantial and systematic differences between schools tekst