Performance of quota students in the national exam for evaluating student achievement: evidence on federal higher education institutions

Abstract

The performance differential between quota and non-quota students at the National Exam for Evaluating Student Achievement between 2013-2015 is investigated using data from the National Institute for Pedagogical Studies, as well as whether there is a heterogeneous effect between the types of available quotas: ethnic-racial, income, public school, combination, and others. Two methods were used: Balancing by Entropy and Matching by Propensity Score (Pareamento por Escore de Propensäo) for multiple treatments. Te results show that the quota effect was significant, but negative on the gross grade. In the multiple treatment model, there is a negative and significant effect on ethnic-racial, income, and others quotas. However, they were positive and significant in public and combination schools. It is concluded that the performance is affected in a heterogeneous way depending on the type of quota. In addition, on average, quota students perform below non-quota ones in ENADE.