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Evaluative models are crucial to program improvement, yet often evaluation is overlooked by policy-makers, particularly when programs are substantiated by moral arguments that appeal to the common good. The study describes an ex-post evaluation of a major reform aimed to improve equity in university admission: the use of a class-rank measure in addition to high-school grades and tests for selection purposes. The study was collaboratively designed with the participation of researchers and organizational stakeholders including a major actor: the head of the testing agency in charge of the selection process. The study aims to investigate a broad range of positive and negative outcomes associated to the class-rank policy.