Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
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 examination 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 examination preparation effort.