An assessment of UFMG’s socioracial bonus on student academic performance

Abstract

The objective of this article is to assess whether academic performance at the Federal University of Minas Gerais (Universidade Federal de Minas Gerais—UFMG) varies depending on whether students received socioracial bonuses on the institution’s entrance exam. The study analyzes the impact of different categories of this social inclusion policy. The database contains socioeconomic and academic performance information for students in their 1st, 2nd, 3rd and 4th semesters at UFMG in 2009 and 2010. A series of models were estimated to analyze differences in Semiannual Global Performance (Rendimento Semestral Global—RSG). The results suggest that RSG results for students who received and did not receive the bonus are similar, controlling for social, demographic and economic variables. This study suggests that UFMG’s socioracial bonus policy had the desired effect of including less-favored groups at the university without diminishing educational quality.

Keywords

• Políticas públicas
• Educação
• Políticas de ação afirmativa
• Bônus sociorracial.