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Redistribution without distortion: evidence from an affirmative action program at a large Brazilian university

Redistribution without distortion: evidence from an affirmative action program at a large Brazilian university
Redistribution without distortion: evidence from an affirmative action program at a large Brazilian university
We examine an innovative affirmative action policy at UNICAMP, a large and highly ranked Brazilian university, designed to enhance access for disadvantaged (public high school) applicants. The university awarded bonus points to targeted applicants in their admission exam. We assess the effect of this policy on the composition of admitted students and investigate possible behavioural responses in terms of exam-preparation effort. We find that the policy significantly increased the admission probability of public high school applicants and redistributed university admission towards applicants from families with lower socio-economic status. Surprisingly, we find little evidence of behavioural reactions regarding exam-preparation effort.
post-secondary education, affirmative action programs, university admission, inequality
0013-0133
Estevan, Fernanda
90355085-b671-4cca-afbc-f971ba12e8c9
Gall, Thomas
8df67f3d-fe3c-4a3f-8ce7-e2090557fcd4
Morin, Louis-Philippe
6093bba9-3e17-4407-aef6-f5c03ce4a165
Estevan, Fernanda
90355085-b671-4cca-afbc-f971ba12e8c9
Gall, Thomas
8df67f3d-fe3c-4a3f-8ce7-e2090557fcd4
Morin, Louis-Philippe
6093bba9-3e17-4407-aef6-f5c03ce4a165

Estevan, Fernanda, Gall, Thomas and Morin, Louis-Philippe (2018) Redistribution without distortion: evidence from an affirmative action program at a large Brazilian university The Economic Journal (doi:10.1111/ecoj.12578).

Record type: Article

Abstract

We examine an innovative affirmative action policy at UNICAMP, a large and highly ranked Brazilian university, designed to enhance access for disadvantaged (public high school) applicants. The university awarded bonus points to targeted applicants in their admission exam. We assess the effect of this policy on the composition of admitted students and investigate possible behavioural responses in terms of exam-preparation effort. We find that the policy significantly increased the admission probability of public high school applicants and redistributed university admission towards applicants from families with lower socio-economic status. Surprisingly, we find little evidence of behavioural reactions regarding exam-preparation effort.

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Accepted/In Press date: 2 January 2018
e-pub ahead of print date: 2 February 2018
Keywords: post-secondary education, affirmative action programs, university admission, inequality

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Local EPrints ID: 417653
URI: https://eprints.soton.ac.uk/id/eprint/417653
ISSN: 0013-0133
PURE UUID: 894a7851-6287-43e9-9743-6240786583ee

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Date deposited: 08 Feb 2018 17:30
Last modified: 22 Feb 2018 17:31

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Author: Fernanda Estevan
Author: Thomas Gall
Author: Louis-Philippe Morin

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