We investigate second‐generation migrants and native children at several stages in the German education system to analyze the determinants of the persistent native–migrant gap. In particular, if migrant and native children shared the same socioeconomic family background, would we still observe differences in education outcomes? Applying linear and matching decomposition methods to carefully account for differences in background characteristics, we find no disparities in recommendations for and actual enrollment at secondary school types between migrant children and comparable native peers. Also, the native–migrant education gap at the age of 17 years can be entirely explained by differences in socioeconomic family background. We thus conclude that comparable natives face similar difficulties as migrant children in the German education system. There are more general inequalities in secondary schooling that are not migrant specific, but related to socioeconomic family background.