{"meta":{"query_hash":"5a1ff04ddc8b","filters":{"venue":"Economics of Education Review"},"cohort_total":37,"direct_labels_cover":0,"predictions_cover":37,"exported":37,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/5a1ff04ddc8b","api":"https://metacan.xera.ac/api/v1/cohort?venue=Economics+of+Education+Review"},"results":[{"id":"W1973153382","doi":"10.1016/j.econedurev.2009.07.007","title":"The relative and absolute risks of disadvantaged family background and low levels of school resources on student literacy","year":2009,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":49,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Disadvantaged; Demographic economics; Literacy; Population; Demography; Psychology; Economics; Economic growth; Sociology","score_opus":0.09496019551428941,"score_gpt":0.43600535545055813,"score_spread":0.3410451599362687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1973153382","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14146024,0.834708,0.0008001057,0.010158533,0.00062485464,0.000029824081,0.0007429602,0.000007317653,0.011468218],"genre_scores_gemma":[0.55376476,0.44205472,0.00032845867,0.000983209,0.0014475064,0.000030487381,0.00027795872,0.0000054451393,0.0011074301],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9951321,0.0033432343,0.00028393095,0.00022487965,0.00081865164,0.00019723202],"domain_scores_gemma":[0.9501105,0.04338801,0.003537055,0.00043123082,0.0019168254,0.0006163321],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005841414,0.00021031259,0.0013462327,0.0027158468,0.00022503496,0.0015103797,0.00037162608,0.0010822461,0.002685807],"category_scores_gemma":[0.03475303,0.0003145843,0.0010607793,0.0027424777,0.0007942088,0.00075755315,0.0006442739,0.0011359574,0.00021026567],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005177308,0.00023254598,0.41506782,0.027521422,0.021127187,0.0012875324,0.0006429073,0.0037253548,0.0007565783,0.039710317,0.018389614,0.46636143],"study_design_scores_gemma":[0.00039678108,0.001501566,0.84569544,0.011991772,0.022280408,0.0026527771,0.0015813076,0.0014915193,0.00079253817,0.035375576,0.07613069,0.00010957373],"about_ca_topic_score_codex":0.0037832211,"about_ca_topic_score_gemma":0.008132259,"teacher_disagreement_score":0.005841414,"about_ca_system_score_codex":0.0010069554,"about_ca_system_score_gemma":0.0012396933,"threshold_uncertainty_score":0.03089273},"labels":[],"label_agreement":null},{"id":"W1978461618","doi":"10.1016/s0272-7757(00)00029-7","title":"The determinants of university dropouts: a bivariate probability model with sample selection","year":2001,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":159,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; Center for Interuniversity Research and Analysis on Organizations","funders":"Social Sciences and Humanities Research Council of Canada; Université de Montréal","keywords":"Bivariate analysis; Attrition; Human capital; Multivariate probit model; Dropout (neural networks); Econometrics; Sample (material); Probit model; Economics; Probit; Selection bias; Set (abstract data type); Selection (genetic algorithm); Psychology; Statistics; Mathematics; Computer science; Economic growth","score_opus":0.044344898144787585,"score_gpt":0.36416304822425705,"score_spread":0.31981815007946945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1978461618","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8171287,0.003355951,0.15991962,0.009352483,0.00032037767,0.0008669522,0.003923875,0.0004604054,0.0046716346],"genre_scores_gemma":[0.97378653,0.002659603,0.007951141,0.00052517856,0.0003510668,0.0005404821,0.0015308061,0.000056078563,0.0125991125],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98956954,0.0072054416,0.0005007134,0.0011169451,0.0005450917,0.0010622065],"domain_scores_gemma":[0.90416056,0.08010389,0.007405818,0.0033446057,0.002655571,0.0023295153],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024992088,0.0010350025,0.004586508,0.0033952873,0.0013121701,0.0047723474,0.003265889,0.004205098,0.011692667],"category_scores_gemma":[0.07452916,0.0014559812,0.0036398943,0.004797757,0.0028473851,0.0034190628,0.002495981,0.0035357587,0.0015274944],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003791261,0.0021686885,0.54133034,0.0007204196,0.0042581866,0.002125619,0.003188745,0.24000156,0.00072123966,0.1130692,0.013643764,0.07498096],"study_design_scores_gemma":[0.0010697553,0.0010147296,0.09501347,0.00030556796,0.004223329,0.0008075422,0.0014329585,0.83378935,0.0003538248,0.057942767,0.0038613651,0.00018520893],"about_ca_topic_score_codex":0.03579028,"about_ca_topic_score_gemma":0.015639465,"teacher_disagreement_score":0.03579028,"about_ca_system_score_codex":0.0013632579,"about_ca_system_score_gemma":0.00286427,"threshold_uncertainty_score":0.1321724},"labels":[],"label_agreement":null},{"id":"W1988196988","doi":"10.1016/j.econedurev.2010.07.005","title":"Public subsidies to private schools do make a difference for achievement in mathematics: Longitudinal evidence from Canada","year":2010,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Subsidy; Mathematics education; Student achievement; Academic achievement; Political science; Economics; Economic growth; Demographic economics; Mathematics; Market economy","score_opus":0.09344435361336441,"score_gpt":0.349470001420095,"score_spread":0.2560256478067306,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1988196988","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6838757,0.26515782,0.00028263655,0.021514857,0.00066487415,0.00010386014,0.017812043,0.00003905225,0.010549127],"genre_scores_gemma":[0.94161564,0.04809941,0.00018502054,0.0017510771,0.00013458465,0.00003095887,0.0038684162,0.000026246002,0.0042885914],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9954277,0.00068265776,0.00043301546,0.0006256288,0.0015524339,0.0012784962],"domain_scores_gemma":[0.940808,0.013244875,0.014338399,0.0021195195,0.02516009,0.0043291007],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006892144,0.00045254052,0.0016993152,0.0033970254,0.0018068512,0.004187333,0.0021974507,0.001981781,0.0054439357],"category_scores_gemma":[0.03769677,0.000571794,0.0018533549,0.009674784,0.0014902026,0.0009039574,0.0010679034,0.0016488488,0.00039409424],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017242661,0.00028622287,0.89442116,0.0022846102,0.0048643136,0.00025639217,0.0018164378,0.0008024296,0.0002287151,0.0025570495,0.03287064,0.05788772],"study_design_scores_gemma":[0.00020475905,0.000083386076,0.9844482,0.0010631623,0.0025511892,0.000035805773,0.0007737806,0.00013657323,0.00010280646,0.00034313914,0.010226561,0.000030688345],"about_ca_topic_score_codex":0.98177665,"about_ca_topic_score_gemma":0.98545444,"teacher_disagreement_score":0.021581303,"about_ca_system_score_codex":0.021581303,"about_ca_system_score_gemma":0.059695974,"threshold_uncertainty_score":0.15658408},"labels":[],"label_agreement":null},{"id":"W2012516794","doi":"10.1016/j.econedurev.2014.10.002","title":"The costs of failure: Negative externalities in high school course repetition","year":2014,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"National Institutes of Health; National Institute of Child Health and Human Development; University of British Columbia; University of South Carolina","keywords":"Externality; Course (navigation); Peer effects; Grading (engineering); Repetition (rhetorical device); Mathematics education; Economics; Psychology; Microeconomics; Social psychology; Engineering","score_opus":0.015486699373978091,"score_gpt":0.32162979843653366,"score_spread":0.30614309906255555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2012516794","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91881156,0.0053024604,0.0017386122,0.012134333,0.00009466911,0.000058115627,0.00094396935,0.00004884389,0.06086745],"genre_scores_gemma":[0.9966605,0.00072683115,0.00011397892,0.000183766,0.00009959486,0.000013035105,0.000081562466,0.0000076201723,0.0021131283],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977945,0.0010043535,0.00013864513,0.00018209289,0.00054137944,0.0003389994],"domain_scores_gemma":[0.91793865,0.058577944,0.012377962,0.0024901247,0.004247503,0.004367886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034732907,0.000169315,0.00065803865,0.00184533,0.00049187726,0.0023020424,0.00047997505,0.0012550397,0.013362903],"category_scores_gemma":[0.041184623,0.00024708087,0.0004726068,0.0024482938,0.0014060617,0.0019383655,0.0012554073,0.0015623138,0.000464536],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027866575,0.0016205782,0.71225363,0.0011114149,0.0010346809,0.0010820879,0.0011847492,0.020736134,0.0021229405,0.107396565,0.016206851,0.13246375],"study_design_scores_gemma":[0.00015228236,0.00031629196,0.8880791,0.00018838356,0.00052445976,0.0004273227,0.0014729726,0.0046590976,0.00045624227,0.092888616,0.010775726,0.000059538816],"about_ca_topic_score_codex":0.0054582157,"about_ca_topic_score_gemma":0.009025392,"teacher_disagreement_score":0.013362903,"about_ca_system_score_codex":0.0014996021,"about_ca_system_score_gemma":0.0010197035,"threshold_uncertainty_score":0.044703424},"labels":[],"label_agreement":null},{"id":"W2022670331","doi":"10.1016/j.econedurev.2006.06.001","title":"Field of study choice by community college students in Canada","year":2006,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":50,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université de Montréal","funders":"University of British Columbia","keywords":"Earnings; Community college; Field (mathematics); Population; American Community Survey; Demographic economics; Psychology; Sociology; Demography; Medical education; Economics; Census; Accounting; Mathematics; Medicine","score_opus":0.02300056321055064,"score_gpt":0.3623369376823481,"score_spread":0.33933637447179743,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2022670331","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9920197,0.00081342104,0.000036094854,0.0013457008,0.000012642459,0.000047066693,0.00062862155,0.0000048149564,0.005091968],"genre_scores_gemma":[0.9956748,0.00028638574,0.00003359955,0.00013604405,0.0000061045357,0.000010007795,0.00017472533,0.0000033528406,0.0036749765],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9968053,0.00065781793,0.00012305965,0.00034280002,0.00078905415,0.0012819137],"domain_scores_gemma":[0.9782387,0.003754765,0.0022686615,0.0003118305,0.0055228774,0.009903144],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028819456,0.000170944,0.00080877234,0.0038151373,0.0061201295,0.0047750003,0.0012532199,0.0010586678,0.0059127896],"category_scores_gemma":[0.011332513,0.0003181054,0.00032889674,0.0054557757,0.001566903,0.00089803216,0.0016138748,0.001328054,0.00048346203],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00068863004,0.0005056662,0.9399062,0.000079451136,0.000052158124,0.000335826,0.022080617,0.00022809209,0.0003608244,0.0022337257,0.006515123,0.02701377],"study_design_scores_gemma":[0.000035573776,0.00006895755,0.9613224,0.00006830487,0.0000127554995,0.000064524545,0.031474072,0.00033859137,0.0000978243,0.0002920973,0.0061950544,0.000029929477],"about_ca_topic_score_codex":0.9786997,"about_ca_topic_score_gemma":0.9920081,"teacher_disagreement_score":0.032651063,"about_ca_system_score_codex":0.032651063,"about_ca_system_score_gemma":0.0473549,"threshold_uncertainty_score":0.23690116},"labels":[],"label_agreement":null},{"id":"W2043947725","doi":"10.1016/j.econedurev.2006.11.001","title":"The role of education in health system performance","year":2007,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Global Health Care Issues","field":"Health Professions","cited_by":11,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Frontier; Ranking (information retrieval); Human capital; Health care; Production–possibility frontier; Business; HRHIS; Economics; Production (economics); Economic growth; Health education; Public economics; Demographic economics; Political science; Microeconomics; Computer science","score_opus":0.02717225152795894,"score_gpt":0.44858810387208037,"score_spread":0.42141585234412143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2043947725","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04739934,0.2625305,0.0024210108,0.48745775,0.0048342953,0.00014668601,0.0005606343,0.00004764046,0.19460213],"genre_scores_gemma":[0.87341267,0.07533187,0.00065112306,0.034622807,0.0071163247,0.00009980326,0.000087660264,0.000028254566,0.008649456],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.96466684,0.024522163,0.001025988,0.0008091773,0.005240919,0.0037349027],"domain_scores_gemma":[0.77216613,0.18589249,0.014648358,0.0023122593,0.017989518,0.00699128],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.036824055,0.00036083438,0.001084119,0.0061975345,0.0018498764,0.011923305,0.001321515,0.0056281514,0.009213592],"category_scores_gemma":[0.13325143,0.00038736808,0.00071225833,0.0044777673,0.0077488646,0.0073771514,0.0031478114,0.0033062415,0.00035696468],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004732054,0.00046818863,0.036196105,0.0035441131,0.00051106064,0.0004048073,0.0011747603,0.005632572,0.00018315743,0.638294,0.11010204,0.20301607],"study_design_scores_gemma":[0.000604604,0.0010239154,0.1864846,0.013144338,0.0009134095,0.0006714943,0.0056559863,0.004728652,0.0010604211,0.27676195,0.50872076,0.00022985647],"about_ca_topic_score_codex":0.02723467,"about_ca_topic_score_gemma":0.047079127,"teacher_disagreement_score":0.036824055,"about_ca_system_score_codex":0.014909948,"about_ca_system_score_gemma":0.02713543,"threshold_uncertainty_score":0.19474661},"labels":[],"label_agreement":null},{"id":"W2044453354","doi":"10.1016/j.econedurev.2014.03.004","title":"The distributional impacts of a universal school reform on mathematical achievements: A natural experiment from Canada","year":2014,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"Fonds de Recherche du Québec-Société et Culture","keywords":"Natural experiment; Exploit; Mathematics education; Distribution (mathematics); Set (abstract data type); Education reform; Political science; Psychology; Mathematics; Primary education; Computer science; Statistics","score_opus":0.013025958427374425,"score_gpt":0.3044933438650388,"score_spread":0.2914673854376644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2044453354","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97978175,0.0009369014,0.0002793705,0.0031625505,0.000052838917,0.00020822303,0.0019419306,0.000023742257,0.013612828],"genre_scores_gemma":[0.99348503,0.00042328896,0.00023487107,0.00046878064,0.000020047013,0.000088080524,0.00070296583,0.000008202099,0.0045687864],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9950427,0.0014787237,0.00018270015,0.0005662327,0.0011416408,0.0015880995],"domain_scores_gemma":[0.98076105,0.008221511,0.0023798728,0.0012271039,0.0051537515,0.002256788],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004720022,0.00027011425,0.0013164618,0.0010782363,0.003930097,0.002705102,0.0011410019,0.0013813291,0.005055804],"category_scores_gemma":[0.019123696,0.0002153671,0.0006043257,0.003112266,0.0033124888,0.0007458669,0.0012372037,0.0014016272,0.0002781259],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.022467876,0.010155169,0.5353363,0.0020137208,0.0028843882,0.0017676806,0.01255688,0.03266247,0.003970144,0.12779967,0.110113524,0.13827209],"study_design_scores_gemma":[0.004422176,0.0025710517,0.9031622,0.0002603798,0.0013338866,0.000121138204,0.011840736,0.006927736,0.00125839,0.008025401,0.059871413,0.00020558077],"about_ca_topic_score_codex":0.97809553,"about_ca_topic_score_gemma":0.9891332,"teacher_disagreement_score":0.0385523,"about_ca_system_score_codex":0.0385523,"about_ca_system_score_gemma":0.06823625,"threshold_uncertainty_score":0.2797178},"labels":[],"label_agreement":null},{"id":"W2072865763","doi":"10.1016/j.econedurev.2010.10.005","title":"The effects of quarter of birth on academic outcomes at the elementary school level","year":2010,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":66,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Endogeneity; Quarter (Canadian coin); Reading (process); Test (biology); Mathematics education; Academic achievement; Psychology; Standardized test; Instrumental variable; Demography; Cohort; Grade retention; Developmental psychology; Economics; Statistics; Econometrics; Mathematics; Geography; Sociology; Political science","score_opus":0.026283906377385258,"score_gpt":0.35743609499646417,"score_spread":0.3311521886190789,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2072865763","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.68142027,0.3056376,0.00021528108,0.005226598,0.00042418516,0.000028055154,0.0032341846,0.000010206287,0.0038035212],"genre_scores_gemma":[0.93846583,0.058606748,0.00009237452,0.00036822815,0.00026007878,0.000016239366,0.0011200634,0.0000072856005,0.0010631188],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9974451,0.001495067,0.00023713466,0.0002084273,0.00037145166,0.0002428297],"domain_scores_gemma":[0.9535424,0.03113651,0.008466127,0.0007932613,0.0038161648,0.002245516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006303002,0.0001910624,0.0014288326,0.002061829,0.00024218713,0.0016679626,0.000506237,0.00091871474,0.003456932],"category_scores_gemma":[0.04358567,0.00019503896,0.0015283282,0.0034288983,0.00043221907,0.000599962,0.0005857554,0.0010643054,0.00032850375],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.007301824,0.0003179641,0.904364,0.0039028781,0.010644,0.00030093067,0.0003489958,0.0010527531,0.00040010049,0.001781874,0.0053253053,0.06425948],"study_design_scores_gemma":[0.00007363628,0.0002913338,0.9928427,0.000312137,0.0026726224,0.000068241294,0.0001759029,0.00014196133,0.00008348612,0.00032035963,0.003007849,0.000009803059],"about_ca_topic_score_codex":0.022212137,"about_ca_topic_score_gemma":0.023934163,"teacher_disagreement_score":0.022212137,"about_ca_system_score_codex":0.001222752,"about_ca_system_score_gemma":0.0013198352,"threshold_uncertainty_score":0.04416573},"labels":[],"label_agreement":null},{"id":"W2084437431","doi":"10.1016/j.econedurev.2012.04.002","title":"Student and teacher attendance: The role of shared goods in reducing absenteeism","year":2012,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ministry of Children, Community and Social Services; Government of Ontario","funders":"","keywords":"Attendance; Absenteeism; Endogeneity; Demographic economics; Psychology; Mathematics education; Economics; Economic growth; Social psychology; Econometrics","score_opus":0.028693451157323666,"score_gpt":0.36338973985941214,"score_spread":0.33469628870208845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2084437431","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.58765876,0.29326293,0.005998822,0.06181541,0.0013775424,0.00013534729,0.0011924171,0.000067492954,0.048491206],"genre_scores_gemma":[0.9801875,0.016783867,0.0005971591,0.00058801763,0.00033173195,0.000020459067,0.00006628068,0.0000047914755,0.0014202036],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99365777,0.0046652076,0.00025070884,0.00028823267,0.000781977,0.00035594663],"domain_scores_gemma":[0.95408213,0.033587076,0.006144632,0.0011764459,0.0028476766,0.002161996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009071182,0.00015957591,0.001027479,0.0016604562,0.00031439422,0.0020969282,0.0005758914,0.0012978405,0.004410949],"category_scores_gemma":[0.041726742,0.00014421187,0.0005758925,0.001524417,0.0008409763,0.0015929389,0.00087347627,0.00087964564,0.00014976755],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0062746233,0.0013147917,0.103304625,0.016392747,0.005028373,0.00030461024,0.0013580018,0.011877435,0.0023268573,0.1370647,0.033450052,0.68130314],"study_design_scores_gemma":[0.0017295998,0.0040701977,0.6892046,0.00839488,0.00780487,0.00052851584,0.0029770818,0.0094877845,0.002154861,0.13716318,0.13632943,0.00015504661],"about_ca_topic_score_codex":0.0038897567,"about_ca_topic_score_gemma":0.008832144,"teacher_disagreement_score":0.009071182,"about_ca_system_score_codex":0.0014578244,"about_ca_system_score_gemma":0.0028302746,"threshold_uncertainty_score":0.047973573},"labels":[],"label_agreement":null},{"id":"W2092636002","doi":"10.1016/j.econedurev.2003.07.001","title":"Research spillovers among European and North-American economics departments","year":2003,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Economic Policies and Impacts","field":"Economics, Econometrics and Finance","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Guelph","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Economics; Higher education; European studies; Political science; Regional science; Economic growth; European union; Sociology; International trade; European integration","score_opus":0.0749894272205696,"score_gpt":0.3107988280987653,"score_spread":0.23580940087819569,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2092636002","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"incentives","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"incentives","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.72807616,0.10914241,0.0007973582,0.054635946,0.00091022655,0.000085613254,0.0020906539,0.00010556573,0.10415602],"genre_scores_gemma":[0.9628071,0.022181936,0.00027598866,0.005600987,0.00052144285,0.000038265465,0.00075415603,0.000018817569,0.0078014145],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9913254,0.003431618,0.0006339295,0.0013092756,0.0016207984,0.0016790484],"domain_scores_gemma":[0.91138095,0.042655945,0.011174051,0.002161974,0.015506209,0.01712081],"candidate_categories":["metaresearch","bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.017583752,0.00016059971,0.0007255663,0.011448742,0.0016714751,0.00779321,0.0005505534,0.0014305149,0.009013909],"category_scores_gemma":[0.04426008,0.00027336698,0.0004080122,0.012000987,0.0014802141,0.0030359584,0.0040023797,0.0012391532,0.00080484827],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025726177,0.0007974236,0.53741753,0.0017918195,0.0007571345,0.0010377903,0.016065696,0.0015453905,0.0024996474,0.10567938,0.07757904,0.25225645],"study_design_scores_gemma":[0.00008760651,0.0001590624,0.8703759,0.0008496558,0.00029938592,0.0002553243,0.010260321,0.00032846793,0.00057442277,0.0044785333,0.11228593,0.00004545378],"about_ca_topic_score_codex":0.013092098,"about_ca_topic_score_gemma":0.03088608,"teacher_disagreement_score":0.98855126,"about_ca_system_score_codex":0.0057181264,"about_ca_system_score_gemma":0.009470577,"threshold_uncertainty_score":0.0929929},"labels":[],"label_agreement":null},{"id":"W2093959267","doi":"10.1016/j.econedurev.2009.06.003","title":"Cultural capital and its effects on education outcomes","year":2009,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Social and Cultural Dynamics","field":"Social Sciences","cited_by":295,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Cultural capital; Highbrow; Socioeconomic status; Reading (process); Capital (architecture); Economic capital; Relational capital; Psychology; Social psychology; Economics; Demographic economics; Human capital; Sociology; Labour economics; Economic growth; Political science; Social science; Geography; Demography; Law; Linguistics","score_opus":0.016258266620232567,"score_gpt":0.34964213627988733,"score_spread":0.3333838696596548,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2093959267","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.47041148,0.43423447,0.0013162985,0.034653913,0.00086597144,0.00004140256,0.00088738237,0.000019194906,0.057569925],"genre_scores_gemma":[0.93231,0.06554152,0.00011475374,0.00044460327,0.00034141168,0.000012951674,0.000087251676,0.0000035917885,0.0011438291],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99772114,0.001345728,0.00010542567,0.00012451391,0.00042433882,0.00027883556],"domain_scores_gemma":[0.97541887,0.017269153,0.0035281854,0.00034777715,0.0022944028,0.0011416042],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003592097,0.00019557826,0.0006182436,0.0026136555,0.00034503208,0.002373071,0.00028401762,0.00077486946,0.00395561],"category_scores_gemma":[0.03186653,0.00012039589,0.0004006907,0.004389449,0.0010180582,0.0013732375,0.00091386324,0.0008825231,0.00021641256],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018150564,0.0007734674,0.3129597,0.0058055692,0.004844861,0.0007140196,0.0019315704,0.014066086,0.00065462594,0.23673844,0.038906932,0.3807896],"study_design_scores_gemma":[0.00023255001,0.0004395622,0.83642924,0.0032781658,0.0025745814,0.00032587934,0.002212104,0.0027478533,0.0004953673,0.09133383,0.05985717,0.00007372322],"about_ca_topic_score_codex":0.008835438,"about_ca_topic_score_gemma":0.013976073,"teacher_disagreement_score":0.008835438,"about_ca_system_score_codex":0.002005054,"about_ca_system_score_gemma":0.0024584408,"threshold_uncertainty_score":0.018997073},"labels":[],"label_agreement":null},{"id":"W2099415845","doi":"10.1016/s0272-7757(99)00022-9","title":"Key difficulties in identifying the effects of ability grouping on student achievement","year":2000,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":75,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; American Educational Research Association; National Science Foundation","keywords":"Key (lock); Student achievement; Mathematics education; Tracking (education); Differential (mechanical device); Data collection; Psychology; Academic achievement; Computer science; Pedagogy; Engineering; Mathematics; Statistics; Computer security","score_opus":0.025910814549365363,"score_gpt":0.3562213676101123,"score_spread":0.33031055306074697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2099415845","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.77555597,0.022687793,0.09781885,0.030764734,0.0010345938,0.0015154216,0.005313211,0.0003145751,0.06499486],"genre_scores_gemma":[0.97321004,0.002023439,0.018660499,0.0015903525,0.00064143277,0.0004959544,0.0008216331,0.00006277059,0.0024938262],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.92256075,0.055660054,0.0068898867,0.0051558223,0.0082276305,0.0015058449],"domain_scores_gemma":[0.3623389,0.5901674,0.02037087,0.014763248,0.0092681,0.0030914429],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.080191866,0.0005223779,0.0017325059,0.0050212233,0.001640091,0.0046911133,0.0021758077,0.001243689,0.005679618],"category_scores_gemma":[0.32315516,0.00054288516,0.0015445263,0.0070133465,0.0031701864,0.0031783096,0.0041220007,0.0033091719,0.0010051128],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007670685,0.00057938986,0.7804969,0.0013137795,0.0031769052,0.0004398081,0.0025239931,0.0020275034,0.0013128922,0.025661968,0.00670894,0.1749909],"study_design_scores_gemma":[0.000069841946,0.00060049567,0.9248762,0.00036731147,0.0010900697,0.00070272706,0.004100611,0.0028703355,0.0017568001,0.051696967,0.01177907,0.00008950606],"about_ca_topic_score_codex":0.0077732806,"about_ca_topic_score_gemma":0.0084288595,"teacher_disagreement_score":0.080191866,"about_ca_system_score_codex":0.0006748572,"about_ca_system_score_gemma":0.0019364036,"threshold_uncertainty_score":0.42410016},"labels":[],"label_agreement":null},{"id":"W2118527537","doi":"10.1016/j.econedurev.2014.01.004","title":"Understanding the Role of Time-Varying Unobserved Ability Heterogeneity in Education Production","year":2014,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Production (economics); Econometrics; Economics; Microeconomics","score_opus":0.07941418863367165,"score_gpt":0.3379466623419571,"score_spread":0.2585324737082854,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118527537","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6831977,0.2270045,0.038066346,0.028334629,0.0006202106,0.00007818106,0.0020955408,0.000053088468,0.02054982],"genre_scores_gemma":[0.9647757,0.031084072,0.001373822,0.00047932347,0.00036374255,0.000020699757,0.00033468814,0.000006544338,0.0015614049],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99728143,0.0016858856,0.00016116876,0.0003474093,0.00033611123,0.00018798509],"domain_scores_gemma":[0.943996,0.049481746,0.0035311976,0.0011742864,0.0014210161,0.00039567624],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007784878,0.00021257254,0.0010612331,0.0016914142,0.00023377645,0.0030004436,0.0005432392,0.0011039816,0.0019874715],"category_scores_gemma":[0.034131806,0.00026336586,0.0005991294,0.0027536978,0.0009078922,0.0029104424,0.0005501513,0.0010473512,0.00015101586],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006926728,0.00037026335,0.23055318,0.005223264,0.0045880545,0.0007916251,0.0016683022,0.0846875,0.0023999084,0.43715197,0.012012893,0.21986035],"study_design_scores_gemma":[0.00012826669,0.0002937057,0.4790542,0.0012539375,0.0021840543,0.0003452527,0.0016485997,0.045312688,0.0010590005,0.42531192,0.043284148,0.0001242644],"about_ca_topic_score_codex":0.007909424,"about_ca_topic_score_gemma":0.010672193,"teacher_disagreement_score":0.007909424,"about_ca_system_score_codex":0.0014108892,"about_ca_system_score_gemma":0.0012944093,"threshold_uncertainty_score":0.041170835},"labels":[],"label_agreement":null},{"id":"W2132034899","doi":"10.1016/s0272-7757(99)00058-8","title":"Educational attainment and the gender wage gap: evidence from the 1986 and 1991 Canadian censuses","year":2001,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Labor market dynamics and wage inequality","field":"Economics, Econometrics and Finance","cited_by":36,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Lakehead University; Aboriginal Affairs Northern Dev Canada","funders":"","keywords":"Educational attainment; Earnings; Gender gap; Census; Demographic economics; Wage; Gender pay gap; Labour economics; Economics; Sociology; Demography; Population; Economic growth","score_opus":0.06460465385537649,"score_gpt":0.2761063558494477,"score_spread":0.2115017019940712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132034899","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.48654196,0.42583954,0.0002625186,0.021632083,0.0005676242,0.000079740865,0.02574721,0.000015120925,0.039314114],"genre_scores_gemma":[0.80193466,0.18448263,0.00012501104,0.0013012902,0.00035370898,0.00002262301,0.006754924,0.000008439295,0.005016701],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985033,0.0001509201,0.00008126091,0.000112883106,0.0006555826,0.00049600546],"domain_scores_gemma":[0.98946464,0.0023812118,0.0017520203,0.00016888404,0.0052219788,0.0010113165],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002785585,0.00030298205,0.00061304285,0.0067302566,0.0014334454,0.0019190785,0.0008935487,0.0005634908,0.0033899413],"category_scores_gemma":[0.01119558,0.00024339685,0.00058719335,0.01731097,0.0012576166,0.00077062135,0.0009654003,0.0008666504,0.00023546471],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004270207,0.0001190466,0.8084928,0.0024702116,0.00055313547,0.0003226269,0.0035620525,0.00067559467,0.00011481752,0.009851321,0.050474275,0.122937135],"study_design_scores_gemma":[0.000009929201,0.000011665433,0.9833634,0.0006305106,0.00016360474,0.00002750431,0.0014207808,0.00006501847,0.000027562732,0.0002946225,0.013974638,0.000010779813],"about_ca_topic_score_codex":0.98291147,"about_ca_topic_score_gemma":0.9917218,"teacher_disagreement_score":0.017088532,"about_ca_system_score_codex":0.012565694,"about_ca_system_score_gemma":0.0345278,"threshold_uncertainty_score":0.09117085},"labels":[],"label_agreement":null},{"id":"W2168456313","doi":"10.1016/j.econedurev.2013.01.006","title":"Conditional cash transfers and education quality in the presence of credit constraints","year":2013,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Poverty, Education, and Child Welfare","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Quality (philosophy); Conditional cash transfer; Cash; Economics; Business; Finance; Economic growth; Poverty","score_opus":0.027786642131165454,"score_gpt":0.33695442199073194,"score_spread":0.3091677798595665,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2168456313","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.020745825,0.9657059,0.0003356696,0.008197179,0.00039593666,0.000007415583,0.00013647781,0.0000033330841,0.004472269],"genre_scores_gemma":[0.20906042,0.7877564,0.00016875859,0.000697555,0.00093167264,0.0000123292675,0.00014800097,0.0000028480713,0.0012221247],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99863416,0.0007301443,0.00011092161,0.00008961511,0.0002232794,0.00021172172],"domain_scores_gemma":[0.9894019,0.007938414,0.0014293228,0.00013848193,0.00088276214,0.000209288],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003195097,0.00029515458,0.0013863167,0.0017898338,0.00022761471,0.0019620461,0.0006702093,0.001451437,0.0036757279],"category_scores_gemma":[0.014318626,0.00020630895,0.0007602883,0.0034419813,0.0011228706,0.001657579,0.0008473231,0.0016052328,0.00016420268],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001720321,0.0005164956,0.043904953,0.025710825,0.00451632,0.00048434973,0.0004592344,0.017071068,0.0003243309,0.2873037,0.04938693,0.5686014],"study_design_scores_gemma":[0.0008317261,0.0011993138,0.34731328,0.0564392,0.009876371,0.0018687205,0.0034462882,0.009117562,0.0010113721,0.23516601,0.3335011,0.00022909133],"about_ca_topic_score_codex":0.011166588,"about_ca_topic_score_gemma":0.015732398,"teacher_disagreement_score":0.011166588,"about_ca_system_score_codex":0.002904598,"about_ca_system_score_gemma":0.0033679472,"threshold_uncertainty_score":0.022203207},"labels":[],"label_agreement":null},{"id":"W2185303653","doi":"10.1016/j.econedurev.2016.07.005","title":"Separating state dependence, experience, and heterogeneity in a model of youth crime and education","year":2016,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Crime Patterns and Interventions","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Affect (linguistics); Juvenile delinquency; Psychology; Educational attainment; State (computer science); Demographic economics; Criminology; Economics; Economic growth; Computer science","score_opus":0.08562726570404186,"score_gpt":0.4034999080912207,"score_spread":0.3178726423871788,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2185303653","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.650781,0.059393566,0.2332197,0.025670605,0.00065049727,0.00019968777,0.0013414198,0.00013942116,0.028604083],"genre_scores_gemma":[0.95520693,0.027131869,0.0078563355,0.00055836106,0.0002668316,0.00016141243,0.0003043714,0.000023437857,0.008490512],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99856275,0.001021285,0.000050814957,0.000094486655,0.00007164021,0.00019905376],"domain_scores_gemma":[0.9930861,0.0061451825,0.00030738162,0.00013231116,0.00018480248,0.00014434633],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025137807,0.0006729737,0.002266043,0.00103465,0.00051705854,0.0021398836,0.001468173,0.0020471408,0.004190925],"category_scores_gemma":[0.0075105773,0.0007029752,0.001664978,0.0014563189,0.0014445371,0.0030518132,0.0011736153,0.0019631716,0.00024141662],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036956888,0.00030858678,0.0120614115,0.0008619293,0.0012296949,0.00034375806,0.00047442544,0.34649044,0.00021174028,0.5951546,0.005419173,0.03707476],"study_design_scores_gemma":[0.00021638247,0.00021738927,0.012303972,0.00072680716,0.0012667477,0.00022005323,0.0007806178,0.42769808,0.00018958317,0.5475428,0.0087321345,0.0001054566],"about_ca_topic_score_codex":0.021538675,"about_ca_topic_score_gemma":0.025865914,"teacher_disagreement_score":0.021538675,"about_ca_system_score_codex":0.0022133263,"about_ca_system_score_gemma":0.0023442763,"threshold_uncertainty_score":0.042826593},"labels":[],"label_agreement":null},{"id":"W2235758243","doi":"","title":"The Great Canadian Training Robbery","year":2000,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Canadian Policy and Governance","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Training (meteorology); Economics; Business; Geography","score_opus":0.03510911592864198,"score_gpt":0.3091755641297996,"score_spread":0.2740664482011576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2235758243","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0028870888,0.022915075,0.00033349637,0.82099915,0.010504558,0.000036178306,0.00067870534,0.00008506173,0.14156066],"genre_scores_gemma":[0.12278791,0.025075642,0.0010495004,0.24428366,0.005903314,0.00007533399,0.00041245014,0.0001418068,0.6002704],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.99261206,0.0008005295,0.0001754123,0.00078735966,0.003690752,0.0019339098],"domain_scores_gemma":[0.97319704,0.0044286326,0.0007411904,0.0009814374,0.011812374,0.00883933],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059225094,0.0005939116,0.00080955034,0.004582156,0.012882744,0.012531459,0.0014529548,0.009539258,0.03252208],"category_scores_gemma":[0.025094332,0.00059162744,0.00072089606,0.0036821212,0.008893398,0.0033213291,0.002954131,0.0071665123,0.0028238466],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014524465,0.000007649323,0.00059335085,0.00005601563,0.000010100392,0.00005400813,0.00022833496,0.00008818238,0.000044857057,0.0862442,0.90098983,0.011669029],"study_design_scores_gemma":[0.000008367123,0.0000037857287,0.0026844468,0.00011415989,0.0000073096644,0.000024672872,0.00035636322,0.000087181106,0.000038250517,0.0057015778,0.9909507,0.000023084134],"about_ca_topic_score_codex":0.95684636,"about_ca_topic_score_gemma":0.97888124,"teacher_disagreement_score":0.094305605,"about_ca_system_score_codex":0.094305605,"about_ca_system_score_gemma":0.20859659,"threshold_uncertainty_score":0.68423826},"labels":[],"label_agreement":null},{"id":"W2525648270","doi":"10.1016/j.econedurev.2016.09.002","title":"Introduction to the Special Issue on Education and Crime","year":2016,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Crime Patterns and Interventions","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Peer effects; Contrast (vision); Mathematics education; Higher education; Psychology; Political science; Demographic economics; Economics; Computer science; Social psychology; Economic growth","score_opus":0.03166219956666675,"score_gpt":0.3763645944801373,"score_spread":0.34470239491347054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2525648270","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0001991111,0.20663497,0.0011472579,0.085833944,0.6930088,0.000074446885,0.0010064372,0.00011981198,0.0119752465],"genre_scores_gemma":[0.0010314663,0.09410709,0.00079725607,0.043330852,0.8257758,0.00014030957,0.0008591397,0.00017374566,0.033784322],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99821246,0.0004172217,0.00027176822,0.00027425704,0.0006706783,0.00015365658],"domain_scores_gemma":[0.9823422,0.010082602,0.0014787534,0.0006829074,0.0034849525,0.0019285679],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038683673,0.0019303482,0.0032284185,0.008828141,0.0010477408,0.005913964,0.0018167866,0.005056766,0.067302704],"category_scores_gemma":[0.015604311,0.0006793254,0.0018380781,0.005121537,0.0013189461,0.0043384028,0.00285631,0.0070878393,0.022362197],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014676462,0.000018490364,0.000081067476,0.0004880281,0.00001660188,0.000021705262,0.000012284016,0.00003000435,0.000048947626,0.0010840043,0.98087835,0.017305888],"study_design_scores_gemma":[0.00001360144,0.000037710757,0.0009607805,0.001296308,0.000036194455,0.00012204077,0.0000387186,0.00006240638,0.000029087334,0.0036751586,0.99371403,0.000013836373],"about_ca_topic_score_codex":0.0016798315,"about_ca_topic_score_gemma":0.0053265817,"teacher_disagreement_score":0.067302704,"about_ca_system_score_codex":0.0017946777,"about_ca_system_score_gemma":0.0032702193,"threshold_uncertainty_score":0.22514999},"labels":[],"label_agreement":null},{"id":"W2769814040","doi":"10.1016/j.econedurev.2017.11.007","title":"Short and long-term impacts of an increase in graduate funding","year":2017,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Saint Mary's University","funders":"","keywords":"Scholarship; Regression discontinuity design; Demographic economics; Term (time); Sociology; Economics; Political science; Economic growth; Mathematics; Statistics","score_opus":0.13152968734997392,"score_gpt":0.48161687748957227,"score_spread":0.3500871901395983,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2769814040","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"incentives","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"incentives","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9345017,0.007816076,0.0005384202,0.02212519,0.0010323,0.00015813154,0.004932166,0.00010710353,0.028788986],"genre_scores_gemma":[0.9898552,0.0013046818,0.00017379124,0.0011673875,0.00068843353,0.00007971295,0.0008220305,0.000010930577,0.0058979066],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9937459,0.0017954427,0.0005652719,0.00045730048,0.0014219466,0.0020141248],"domain_scores_gemma":[0.9299485,0.03006017,0.016461885,0.0016002149,0.008579431,0.013349777],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.006837551,0.0003550434,0.0006904319,0.0017646924,0.00070385373,0.0032779286,0.00078165013,0.0034393705,0.017748747],"category_scores_gemma":[0.05076194,0.00019736466,0.0017214697,0.0019238024,0.0010909365,0.0026968906,0.0024829016,0.0023201627,0.0011056457],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.02562767,0.0073513985,0.60736394,0.0034994218,0.0034464893,0.002780449,0.0022239764,0.012757993,0.010184665,0.028890096,0.050442398,0.24543162],"study_design_scores_gemma":[0.00036712713,0.0025993928,0.9733995,0.00014898897,0.0007584512,0.00022043537,0.0020923181,0.0012138882,0.0010759896,0.0042052856,0.013847149,0.00007137397],"about_ca_topic_score_codex":0.008058884,"about_ca_topic_score_gemma":0.01306827,"teacher_disagreement_score":0.99316245,"about_ca_system_score_codex":0.0028264218,"about_ca_system_score_gemma":0.003549816,"threshold_uncertainty_score":0.059375465},"labels":[],"label_agreement":null},{"id":"W2885101079","doi":"10.1016/j.econedurev.2005.08.006","title":"Race, poverty, and teacher mobility","year":2005,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Race (biology); Poverty; Social mobility; Sociology; Gender studies; Economic growth; Economics; Social science","score_opus":0.034994618753144746,"score_gpt":0.3803675401925068,"score_spread":0.34537292143936205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2885101079","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.17395076,0.36392754,0.0015856778,0.3556511,0.0024090928,0.00008543838,0.001604482,0.000033188346,0.100752726],"genre_scores_gemma":[0.9054137,0.0759758,0.00026522676,0.00872002,0.002220993,0.000117377356,0.00018306573,0.000008751686,0.0070951395],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9925695,0.0050282143,0.0003016481,0.00027685144,0.00095032144,0.00087341893],"domain_scores_gemma":[0.94082636,0.043900464,0.007325719,0.00076693034,0.004596065,0.0025845114],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011198653,0.00018039934,0.0012343334,0.0050497823,0.0017235653,0.0057054204,0.0005250821,0.0032679774,0.0068227784],"category_scores_gemma":[0.06552152,0.000222515,0.00045810084,0.0074823233,0.002504603,0.004680205,0.0015765377,0.0015413682,0.00034606518],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007596538,0.0002901331,0.087477155,0.0030650971,0.0010950783,0.00035212413,0.0020362975,0.005611235,0.00017750666,0.647057,0.16177295,0.09030579],"study_design_scores_gemma":[0.00038903017,0.00036654418,0.22693107,0.004771446,0.0015662777,0.00036055903,0.006655801,0.0040239766,0.0002963203,0.44878662,0.30573612,0.000116391384],"about_ca_topic_score_codex":0.01667187,"about_ca_topic_score_gemma":0.03375794,"teacher_disagreement_score":0.01667187,"about_ca_system_score_codex":0.0047754827,"about_ca_system_score_gemma":0.008736517,"threshold_uncertainty_score":0.059224844},"labels":[],"label_agreement":null},{"id":"W2908700814","doi":"10.1016/j.econedurev.2018.06.011","title":"The potential output gains from using optimal teacher incentives: An illustrative calibration of a hidden action model","year":2018,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Incentive; Action (physics); Economics; Calibration; Econometrics; Microeconomics; Computer science; Mathematics; Statistics; Physics","score_opus":0.12885914422547945,"score_gpt":0.3998914424653751,"score_spread":0.27103229823989566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2908700814","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5305657,0.0047952356,0.32204244,0.02669638,0.00042836912,0.0003861066,0.0024104842,0.0005453943,0.11213001],"genre_scores_gemma":[0.98016053,0.0007403244,0.009513182,0.0002193838,0.000050941977,0.000107115804,0.00011730133,0.000020531234,0.009070666],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99795496,0.001368477,0.0000671752,0.00027325543,0.00015928515,0.0001767702],"domain_scores_gemma":[0.9869105,0.010872613,0.0006517489,0.00073961297,0.00048992055,0.00033565238],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048920843,0.0005892975,0.0019116064,0.00086265785,0.0005682928,0.0026304866,0.0018645303,0.0048561525,0.011837432],"category_scores_gemma":[0.022334374,0.00055140123,0.0010495061,0.0012772438,0.001522015,0.0030113896,0.0012409277,0.002484585,0.0006585901],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052028534,0.00022576693,0.0016651407,0.00044682843,0.00014458387,0.00026438487,0.00030463046,0.4195244,0.0011196111,0.5530479,0.0039719786,0.018764492],"study_design_scores_gemma":[0.0005038629,0.00024422785,0.0024292725,0.0001421664,0.00016995905,0.00008850503,0.00020452947,0.50134563,0.0007277296,0.48856133,0.005499303,0.00008352712],"about_ca_topic_score_codex":0.0043885782,"about_ca_topic_score_gemma":0.003928624,"teacher_disagreement_score":0.011837432,"about_ca_system_score_codex":0.0022397097,"about_ca_system_score_gemma":0.0017121361,"threshold_uncertainty_score":0.039600134},"labels":[],"label_agreement":null},{"id":"W3095228652","doi":"10.1016/j.econedurev.2020.102063","title":"Social networks and college performance: Evidence from dining data","year":2020,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Western Washington University; University of Washington","keywords":"Class (philosophy); Psychology; Preference; Social psychology; Quarter (Canadian coin); Social class; Mathematics education; Computer science; Mathematics; Political science; Statistics","score_opus":0.17512998479667893,"score_gpt":0.39486102139147244,"score_spread":0.2197310365947935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3095228652","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7446293,0.15734118,0.0009764872,0.009619879,0.0004453469,0.00015293887,0.059762415,0.000046601257,0.027025802],"genre_scores_gemma":[0.9458782,0.030764304,0.00048211624,0.0008484875,0.0005008148,0.00009897508,0.01876362,0.000028825427,0.0026345912],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9902318,0.005806675,0.001142571,0.00070395455,0.00179803,0.00031696114],"domain_scores_gemma":[0.72558266,0.19016118,0.06364755,0.005198307,0.01057638,0.00483392],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011281962,0.00038057525,0.0012789572,0.008833275,0.00060367194,0.0034528065,0.00095532223,0.0012636207,0.007790751],"category_scores_gemma":[0.121351644,0.00031510057,0.001202583,0.021034095,0.00070307235,0.0020655221,0.0014123673,0.0009723943,0.0008723908],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002118295,0.00031645584,0.8978606,0.0075573446,0.007866215,0.00016376948,0.00092871144,0.0008873874,0.0002631723,0.0027576867,0.025663298,0.053617086],"study_design_scores_gemma":[0.00017017673,0.00019124326,0.9677977,0.0017907723,0.0028031417,0.00013273097,0.001292557,0.00046954514,0.00019382393,0.0014329504,0.023680067,0.000045343448],"about_ca_topic_score_codex":0.022058664,"about_ca_topic_score_gemma":0.032332417,"teacher_disagreement_score":0.022058664,"about_ca_system_score_codex":0.0009312552,"about_ca_system_score_gemma":0.0013588843,"threshold_uncertainty_score":0.05966544},"labels":[],"label_agreement":null},{"id":"W3122157390","doi":"10.1016/j.econedurev.2022.102254","title":"Mobile Phones, Civic Engagement, and School Performance in Pakistan","year":2022,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"ICT in Developing Communities","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Download; Attendance; Developing country; Corporate governance; Phone; Municipal council; Political science; Business; Public administration; Economic growth; Economics; Finance","score_opus":0.02682267856872334,"score_gpt":0.30278977557423836,"score_spread":0.275967097005515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3122157390","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7563807,0.20475902,0.00013370412,0.017626315,0.00044432763,0.000036152946,0.0019132578,0.0000066414473,0.018699825],"genre_scores_gemma":[0.9662552,0.032207772,0.000031974996,0.00032183723,0.000107921696,0.000008158466,0.0001629499,7.4283497e-7,0.0009035419],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995648,0.00012888915,0.000052267234,0.000034894336,0.000116759795,0.00010235458],"domain_scores_gemma":[0.9963427,0.0016494428,0.00090837886,0.000025988447,0.0007260463,0.00034739307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010581793,0.0001099492,0.0002956683,0.0019060132,0.0005836266,0.001959301,0.0001560676,0.0004705319,0.0023260002],"category_scores_gemma":[0.0028294283,0.00009186923,0.00018022877,0.0034899237,0.0004933484,0.0006541141,0.00039679796,0.00060648454,0.000120796525],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00063898915,0.00048538472,0.77284276,0.006637625,0.00061537285,0.0013903375,0.0036303576,0.0015614404,0.00032120378,0.020304251,0.032384936,0.15918727],"study_design_scores_gemma":[0.000033430362,0.00021485594,0.95429367,0.0012639556,0.00031282858,0.00019200053,0.006290561,0.00045882072,0.00011563283,0.0010754821,0.035728693,0.000020171194],"about_ca_topic_score_codex":0.05363458,"about_ca_topic_score_gemma":0.08569479,"teacher_disagreement_score":0.05363458,"about_ca_system_score_codex":0.0025356733,"about_ca_system_score_gemma":0.0050160857,"threshold_uncertainty_score":0.10664481},"labels":[],"label_agreement":null},{"id":"W3123366586","doi":"10.1016/j.econedurev.2022.102307","title":"Peer-induced beliefs regarding college participation","year":2022,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University; Statistics Canada; Center for Interuniversity Research and Analysis on Organizations; Université Laval","funders":"","keywords":"Peer effects; Friendship; Estimation; Psychology; Process (computing); Econometrics; Economics; Social psychology; Computer science","score_opus":0.06347588055658206,"score_gpt":0.37777566965407755,"score_spread":0.3142997890974955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3123366586","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97562546,0.00034821892,0.00053365645,0.0010732799,0.000016975018,0.000033173405,0.00008892543,0.0000053484814,0.022274952],"genre_scores_gemma":[0.9990226,0.000067123015,0.000058048543,0.000047529942,0.00001930013,0.0000047059625,0.000020278028,0.000001057747,0.00075935473],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99669755,0.0018594876,0.0001758419,0.00026772037,0.00068231724,0.000317071],"domain_scores_gemma":[0.8560939,0.104019314,0.025868565,0.003989672,0.005057077,0.004971505],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006145718,0.00016004845,0.00032161098,0.00090539816,0.0005489091,0.0022209308,0.00031011103,0.0009927877,0.010243849],"category_scores_gemma":[0.05681347,0.00016450544,0.00027050212,0.00062636577,0.0009935148,0.00078645244,0.0006369025,0.0014181498,0.00046798],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012373016,0.00265609,0.945452,0.00014705777,0.0004401888,0.00027817805,0.0026792975,0.001570959,0.00316514,0.009864601,0.0008644696,0.03164467],"study_design_scores_gemma":[0.00006230291,0.00045455413,0.98625445,0.000038893206,0.00014384663,0.00015164135,0.0018565168,0.0018031821,0.0007640795,0.006752924,0.0016938441,0.000023754088],"about_ca_topic_score_codex":0.0022978156,"about_ca_topic_score_gemma":0.0044428357,"teacher_disagreement_score":0.010243849,"about_ca_system_score_codex":0.00073556515,"about_ca_system_score_gemma":0.000561441,"threshold_uncertainty_score":0.034269154},"labels":[],"label_agreement":null},{"id":"W4318947558","doi":"10.1016/j.econedurev.2023.102355","title":"Finish it and it is free: An evaluation of college graduation subsidies","year":2023,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Fiscal Policy and Economic Growth","field":"Economics, Econometrics and Finance","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Graduation (instrument); Subsidy; Drop out; Human capital; Tax credit; Higher education; Confidentiality; Business; Labour economics; Economics; Finance; Demographic economics; Economic growth; Political science; Public economics; Engineering","score_opus":0.15540104581139572,"score_gpt":0.3359127919835075,"score_spread":0.18051174617211177,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4318947558","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.74994266,0.13947502,0.00052571745,0.045921154,0.0041265474,0.0015651333,0.0056154444,0.000119085365,0.05270929],"genre_scores_gemma":[0.95159924,0.029787755,0.00076803885,0.008365004,0.0010707502,0.00080796983,0.0021939713,0.000051684183,0.005355592],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9791803,0.010620439,0.0014957,0.0006982808,0.0063390387,0.0016662921],"domain_scores_gemma":[0.8591279,0.076225005,0.018718582,0.002796368,0.0320024,0.011129768],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.032093387,0.00039753434,0.0019553422,0.006132396,0.001384852,0.003691064,0.0011837927,0.0019857122,0.0032135241],"category_scores_gemma":[0.12755196,0.00031000937,0.0017250862,0.004897942,0.001423071,0.0017784222,0.0022920803,0.0017220941,0.0005268561],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.03335806,0.0044630743,0.23658541,0.014609904,0.0033325425,0.0002734032,0.004523097,0.0012591634,0.0009233151,0.014300032,0.169306,0.51706606],"study_design_scores_gemma":[0.0054981196,0.0068279416,0.8208086,0.0071449387,0.0063789645,0.00020393723,0.005542423,0.00053154887,0.00075547467,0.0015641921,0.14460796,0.00013586665],"about_ca_topic_score_codex":0.022302508,"about_ca_topic_score_gemma":0.056920253,"teacher_disagreement_score":0.032093387,"about_ca_system_score_codex":0.0066187973,"about_ca_system_score_gemma":0.01916155,"threshold_uncertainty_score":0.1697281},"labels":[],"label_agreement":null},{"id":"W4378977264","doi":"10.1016/j.econedurev.2023.102422","title":"School closures and effective in-person learning during COVID-19","year":2023,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"COVID-19 epidemiological studies","field":"Mathematics","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Phone; Coronavirus disease 2019 (COVID-19); Sample (material); Pandemic; Measure (data warehouse); Tracking (education); Politics; Demographic economics; Mathematics education; Psychology; Political science; Economics; Computer science; Pedagogy; Medicine","score_opus":0.17994784470020286,"score_gpt":0.45364279555307524,"score_spread":0.2736949508528724,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4378977264","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.57668567,0.32709536,0.0044023185,0.01346369,0.0010118806,0.00027255793,0.033276927,0.00005308574,0.043738537],"genre_scores_gemma":[0.88036215,0.1037809,0.0012509138,0.0010642749,0.0003224522,0.00020037088,0.009803027,0.00001949505,0.0031965387],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99812084,0.00066550233,0.00025838442,0.00024823932,0.00037520676,0.00033174403],"domain_scores_gemma":[0.9886031,0.0031503064,0.0057566892,0.00043775354,0.0013238958,0.00072825345],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038481494,0.00029345957,0.00046207733,0.0031880657,0.00052234455,0.0017335436,0.0009611735,0.0005701497,0.0039377203],"category_scores_gemma":[0.014463382,0.00026907862,0.0006955807,0.0066484367,0.0006949016,0.0017142425,0.0020485725,0.0012507478,0.0003137271],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002778198,0.00017009416,0.72089344,0.0045692725,0.0008269668,0.00014747317,0.0030123524,0.0011874582,0.00009132016,0.01029726,0.018983738,0.2395429],"study_design_scores_gemma":[0.000014927309,0.00008728051,0.9471918,0.003924113,0.00016830981,0.0001451904,0.0026055323,0.00028020152,0.00012684689,0.0010808255,0.04435167,0.000023380999],"about_ca_topic_score_codex":0.05899747,"about_ca_topic_score_gemma":0.07297338,"teacher_disagreement_score":0.05899747,"about_ca_system_score_codex":0.002312095,"about_ca_system_score_gemma":0.0023825602,"threshold_uncertainty_score":0.11730814},"labels":[],"label_agreement":null},{"id":"W4385562767","doi":"10.1016/j.econedurev.2023.102431","title":"Rockefellers and Goldwaters: The effect of compulsory schooling on voting preferences","year":2023,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Electoral Systems and Political Participation","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Voting; Educational attainment; Demographic economics; Economics; Politics; Democracy; Work (physics); Labour economics; Political science; Economic growth; Law","score_opus":0.052981499090778914,"score_gpt":0.37177995973209144,"score_spread":0.3187984606413125,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385562767","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.26719972,0.5475495,0.00056581775,0.14106919,0.006771683,0.00010802106,0.0040651434,0.000034952373,0.032636043],"genre_scores_gemma":[0.8629008,0.111226276,0.0002566462,0.00925699,0.0031840077,0.000074893425,0.0009968217,0.000037506885,0.0120661855],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.995669,0.0026909797,0.00021859481,0.00028081893,0.00070835464,0.00043221595],"domain_scores_gemma":[0.947056,0.0418003,0.004515889,0.0009375907,0.004041263,0.0016489152],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008079968,0.00033274572,0.0014451403,0.0020359561,0.00052239385,0.0023669233,0.0006828201,0.0017089702,0.012330152],"category_scores_gemma":[0.052836556,0.00021708423,0.0012718557,0.0038182011,0.000930102,0.0009580102,0.0008296275,0.001800854,0.00089051307],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.01718115,0.0007073491,0.1264514,0.018429494,0.010701181,0.00046140637,0.0017257709,0.0035116826,0.0011433407,0.05764139,0.36618352,0.39586225],"study_design_scores_gemma":[0.0028246955,0.0014269052,0.7312108,0.0058620917,0.019167136,0.00015084774,0.0022579147,0.0014055803,0.0012030961,0.017248627,0.21710624,0.00013604492],"about_ca_topic_score_codex":0.044713143,"about_ca_topic_score_gemma":0.07655995,"teacher_disagreement_score":0.044713143,"about_ca_system_score_codex":0.0017151256,"about_ca_system_score_gemma":0.003160165,"threshold_uncertainty_score":0.08890575},"labels":[],"label_agreement":null},{"id":"W4387469026","doi":"10.1016/j.econedurev.2023.102476","title":"Reexamining the effect of birth order on cognitive and non-cognitive abilities: New evidence from China","year":2023,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Demographic Trends and Gender Preferences","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Birth order; Cognition; China; Non cognitive; Order (exchange); Psychology; Developmental psychology; Quarter (Canadian coin); Demography; Economics; Geography; Sociology; Population","score_opus":0.04620292138390325,"score_gpt":0.3549450814102065,"score_spread":0.3087421600263032,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387469026","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.48052314,0.5058701,0.00035256412,0.0048803557,0.00033092045,0.0000250398,0.0010223314,0.0000058792098,0.0069896495],"genre_scores_gemma":[0.7898849,0.20562932,0.00025915235,0.0012303293,0.00038540302,0.000013550191,0.00088531687,0.0000072504463,0.001704698],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993616,0.00015588567,0.00009912156,0.00011234128,0.00018224881,0.000088813526],"domain_scores_gemma":[0.99258363,0.0043910267,0.001170534,0.00022871292,0.0013369013,0.00028908023],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003613545,0.00041604965,0.0009441718,0.0041851583,0.00038822906,0.0013797883,0.00052127044,0.00047061712,0.0026780192],"category_scores_gemma":[0.0072161295,0.00017049765,0.00093860144,0.005155711,0.0006925212,0.0009741854,0.00074200775,0.0007049224,0.00013588388],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007951711,0.00015558251,0.6584633,0.012264672,0.0054770694,0.0011965791,0.0026247646,0.0014082451,0.0012638863,0.012479106,0.0059095286,0.29796198],"study_design_scores_gemma":[0.000035060682,0.0001538474,0.9751339,0.001694261,0.0024629978,0.0001107631,0.0012057145,0.00030351043,0.0001921461,0.00123117,0.017448632,0.000027988292],"about_ca_topic_score_codex":0.114092216,"about_ca_topic_score_gemma":0.14123018,"teacher_disagreement_score":0.114092216,"about_ca_system_score_codex":0.001690334,"about_ca_system_score_gemma":0.004261487,"threshold_uncertainty_score":0.22685629},"labels":[],"label_agreement":null},{"id":"W4387685932","doi":"10.1016/j.econedurev.2023.102480","title":"Free compulsory education can mitigate COVID-19 disruptions’ adverse effects on child schooling","year":2023,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Poverty, Education, and Child Welfare","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval; CReATe Fertility Centre","funders":"International Development Research Centre; Department for International Development, UK Government; Government of Canada; Golfers Against Cancer; Global Affairs Canada; William and Flora Hewlett Foundation; World Bank Group","keywords":"Attendance; Compulsory education; Vulnerability (computing); Demographic economics; Economics; Economic growth","score_opus":0.02023461491714541,"score_gpt":0.3280022523334762,"score_spread":0.3077676374163308,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387685932","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.02588351,0.84516317,0.0018902674,0.031462926,0.0017165912,0.000060757302,0.0003648819,0.000039580387,0.093418315],"genre_scores_gemma":[0.39534003,0.5773927,0.0013772721,0.010475106,0.0013820296,0.00008639086,0.00024397076,0.00003343732,0.013669009],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9979917,0.00083629286,0.000087776105,0.00011545987,0.00048450468,0.0004843162],"domain_scores_gemma":[0.99532026,0.0029463302,0.0007529952,0.00016199762,0.0005869715,0.00023149126],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033048198,0.00039435583,0.0005477614,0.0018572323,0.00043606933,0.0021283522,0.0008498163,0.0017772382,0.009524797],"category_scores_gemma":[0.007617381,0.00017901842,0.00081769004,0.0016653888,0.0015800385,0.0015940632,0.0023628855,0.001916927,0.0004057345],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054219126,0.0003089407,0.004806518,0.0071563246,0.0006717867,0.00026265634,0.0003536774,0.0026139878,0.00048282417,0.40004838,0.05627332,0.5264793],"study_design_scores_gemma":[0.0003176315,0.00056041527,0.058810823,0.03229167,0.0012218069,0.0004774764,0.0013287738,0.00085944077,0.0012406671,0.09914521,0.80368066,0.00006552703],"about_ca_topic_score_codex":0.013194847,"about_ca_topic_score_gemma":0.03797755,"teacher_disagreement_score":0.013194847,"about_ca_system_score_codex":0.0032679602,"about_ca_system_score_gemma":0.007737237,"threshold_uncertainty_score":0.03186363},"labels":[],"label_agreement":null},{"id":"W4401476740","doi":"10.1016/j.econedurev.2024.102575","title":"Out of sight, out of mind? The gap between students’ test performance and teachers’ estimations in India and Bangladesh","year":2024,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Abdul Latif Jameel Poverty Action Lab; Institute of Health Economics; World Habitat; Government of the United Kingdom; Foreign, Commonwealth and Development Office; World Bank Group","keywords":"Sight; Test (biology); Psychology; Mathematics education; Economics; Physics","score_opus":0.05439435773547396,"score_gpt":0.3785342477404102,"score_spread":0.32413989000493626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401476740","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94935626,0.03405138,0.0005369561,0.0031866173,0.00007805705,0.00001177263,0.00066694047,0.000008421708,0.01210358],"genre_scores_gemma":[0.9953614,0.0041061942,0.000061216546,0.00011103209,0.000015294478,0.000004761486,0.00012637947,0.0000038623207,0.00020984642],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99508566,0.0022972445,0.000618977,0.00042177728,0.0011768971,0.0003994945],"domain_scores_gemma":[0.9760985,0.0130925495,0.005852924,0.0008005475,0.0032385662,0.0009170167],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048657293,0.00014926713,0.00052819133,0.0021350617,0.00032843865,0.0018209405,0.0006257977,0.0004158696,0.0015041671],"category_scores_gemma":[0.027091991,0.00023249832,0.00030246977,0.004560413,0.0011943904,0.0011198886,0.0011584614,0.00066156185,0.0002453985],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025369236,0.000053817854,0.8896774,0.0012777742,0.0003919253,0.0005094286,0.01644491,0.00032867855,0.00029718305,0.003927297,0.0025359392,0.08430202],"study_design_scores_gemma":[0.000009404977,0.000064169864,0.9714882,0.0007122999,0.00012494654,0.00029664123,0.017559964,0.00016709254,0.00026179894,0.0009460603,0.008345172,0.000024203428],"about_ca_topic_score_codex":0.04788144,"about_ca_topic_score_gemma":0.056542065,"teacher_disagreement_score":0.04788144,"about_ca_system_score_codex":0.0012730791,"about_ca_system_score_gemma":0.0019232451,"threshold_uncertainty_score":0.095205426},"labels":[],"label_agreement":null},{"id":"W4403093620","doi":"10.1016/j.econedurev.2024.102596","title":"Skill-biased technological change and intergenerational education mobility","year":2024,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Intergenerational and Educational Inequality Studies","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Yorkville University","funders":"","keywords":"Labour economics; Economics; Technological change; Occupational mobility; Social mobility; Demographic economics; Sociology; Macroeconomics; Social science","score_opus":0.11434116586882848,"score_gpt":0.4052679256829618,"score_spread":0.29092675981413335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403093620","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0050780484,0.99012905,0.00012774604,0.0028085532,0.00021659014,0.0000013814323,0.00002507294,7.7122337e-7,0.0016127343],"genre_scores_gemma":[0.04193093,0.9567715,0.000058194215,0.0003710727,0.00043617678,0.0000029470318,0.000024490084,0.0000010156715,0.00040368026],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99956685,0.00018437202,0.00003550454,0.00007447811,0.00008912554,0.000049679216],"domain_scores_gemma":[0.9961867,0.0029721523,0.0004304628,0.00006489187,0.00028414105,0.00006162564],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012757406,0.00026417008,0.000613557,0.0027175017,0.00021504884,0.0017376597,0.00035071798,0.0011414656,0.0027350164],"category_scores_gemma":[0.006096955,0.00015363914,0.00041157924,0.004641434,0.0010086717,0.0018874588,0.00066062313,0.0009224197,0.0002075551],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026260543,0.0001632591,0.024334766,0.023817122,0.0016388863,0.00052625797,0.0009736846,0.0035075322,0.0005463108,0.18571822,0.028541908,0.72996944],"study_design_scores_gemma":[0.000075196294,0.00024442084,0.28109187,0.042232897,0.0023721687,0.0021199815,0.003122402,0.001611,0.0006057733,0.19488297,0.4715521,0.00008924221],"about_ca_topic_score_codex":0.0043120463,"about_ca_topic_score_gemma":0.0070975944,"teacher_disagreement_score":0.0043120463,"about_ca_system_score_codex":0.0014101034,"about_ca_system_score_gemma":0.0015619335,"threshold_uncertainty_score":0.010231018},"labels":[],"label_agreement":null},{"id":"W4403628177","doi":"10.1016/j.econedurev.2024.102598","title":"Comprehensive early literacy policy and the “Mississippi Miracle”","year":2024,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Miracle; Literacy; Economics; Political science; Economic growth; Law","score_opus":0.03522731297004427,"score_gpt":0.4098746646992629,"score_spread":0.37464735172921865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403628177","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011609093,0.050654717,0.000735064,0.8931085,0.0019712045,0.000028221608,0.00032809467,0.000041520798,0.041523684],"genre_scores_gemma":[0.32364088,0.038632736,0.0026331726,0.5718162,0.004330381,0.00027840794,0.00029918304,0.000056602643,0.05831242],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9905227,0.0048423354,0.00039113636,0.0007903376,0.0017809921,0.0016725225],"domain_scores_gemma":[0.9663027,0.01760989,0.002112662,0.00089725386,0.00896514,0.0041123466],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016423263,0.00048124263,0.00092573237,0.0038507988,0.006192021,0.010182986,0.0010860639,0.013863414,0.009945251],"category_scores_gemma":[0.044597868,0.00037812514,0.0004892409,0.002170997,0.0056098076,0.0076501844,0.0068856226,0.008817725,0.0009985642],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001855498,0.00010138948,0.0018629122,0.0014243975,0.0001120316,0.0003468183,0.0028325417,0.0004779648,0.0006566346,0.65536696,0.2514312,0.08520158],"study_design_scores_gemma":[0.000070649774,0.000127628,0.0094184205,0.0036894304,0.00012560582,0.00024892946,0.0025843403,0.00046243664,0.0008090251,0.1569397,0.82544893,0.00007493317],"about_ca_topic_score_codex":0.09305533,"about_ca_topic_score_gemma":0.15528008,"teacher_disagreement_score":0.09305533,"about_ca_system_score_codex":0.018740145,"about_ca_system_score_gemma":0.059318315,"threshold_uncertainty_score":0.18502736},"labels":[],"label_agreement":null},{"id":"W4409171307","doi":"10.1016/j.econedurev.2025.102647","title":"Integrating learning platforms within regular school time: experimental evidence from Chilean primary schools","year":2025,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Agencia Nacional de Investigación y Desarrollo; International Development Research Centre; Corporación de Fomento de la Producción; Professional Insurance Agents of Louisiana; Inter-American Development Bank","keywords":"Mathematics education; Economics; Demographic economics; Business; Psychology","score_opus":0.011046439703176796,"score_gpt":0.2921542756025959,"score_spread":0.28110783589941907,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409171307","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99196327,0.00046026552,0.00022779092,0.00053974,0.0000143003845,0.0000709635,0.00022374922,0.000011737436,0.00648816],"genre_scores_gemma":[0.9966601,0.00022385769,0.00013876235,0.00009362476,0.000014455191,0.0000715847,0.00013599452,0.000004477241,0.002657083],"study_design_codex":"observational","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9953129,0.0025503282,0.00016543621,0.000678712,0.00070174976,0.0005909022],"domain_scores_gemma":[0.91555494,0.058104303,0.012854201,0.005104025,0.0044025136,0.0039801],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006507265,0.00036850356,0.0010160785,0.0011296279,0.0019043556,0.0038875625,0.00082372554,0.0015102373,0.013826813],"category_scores_gemma":[0.03267529,0.00039572475,0.00034516436,0.0020138063,0.0016510276,0.0023210612,0.0018770234,0.0012666447,0.001409826],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009253544,0.037744842,0.6526127,0.0031025328,0.0015488059,0.0015817313,0.020057853,0.0058423122,0.008082334,0.025247945,0.020356413,0.21456896],"study_design_scores_gemma":[0.0015791324,0.0037837045,0.93234384,0.00039378082,0.0008047452,0.00013289026,0.018800458,0.0031463134,0.002554831,0.011012447,0.025348388,0.000099437704],"about_ca_topic_score_codex":0.021256309,"about_ca_topic_score_gemma":0.031070571,"teacher_disagreement_score":0.021256309,"about_ca_system_score_codex":0.0024684984,"about_ca_system_score_gemma":0.0032461502,"threshold_uncertainty_score":0.04625529},"labels":[],"label_agreement":null},{"id":"W4410109415","doi":"10.1016/j.econedurev.2026.102809","title":"The Demand for Private Schools and its Impact On School Segregation and Student Outcomes","year":2025,"lang":"en","type":"preprint","venue":"Economics of Education Review","topic":"School Choice and Performance","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"Rockwool Fonden","keywords":"Private school; Mathematics education; Demographic economics; Business; Psychology; Economics","score_opus":0.03743998164289701,"score_gpt":0.4321609315330697,"score_spread":0.3947209498901727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410109415","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9738884,0.013094823,0.0009981387,0.0014221136,0.00003415495,0.000008375684,0.0017934468,0.000009673599,0.008750955],"genre_scores_gemma":[0.994565,0.0032388703,0.00011145185,0.00003464065,0.00003137845,0.000003540784,0.00061040965,0.00000394523,0.0014007086],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989587,0.00032063885,0.00010281263,0.00014901481,0.00028013278,0.00018873328],"domain_scores_gemma":[0.9965765,0.0010330542,0.0015064093,0.00017155007,0.00028758455,0.00042487163],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010219514,0.00009934296,0.00050531636,0.0009142948,0.00032456487,0.0014761082,0.00033252913,0.0003968615,0.0039780526],"category_scores_gemma":[0.0040495005,0.00019459853,0.00037463274,0.0016318245,0.00045936633,0.0005738805,0.00088744593,0.0003171784,0.00039201727],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005465879,0.00025769882,0.8817244,0.0010428057,0.000623674,0.00059319794,0.0010263488,0.0064215143,0.0016579255,0.026501125,0.003299618,0.076305024],"study_design_scores_gemma":[0.00001743798,0.000069694004,0.9812408,0.00015696084,0.00010506113,0.00018045849,0.0011221224,0.0011609765,0.00018004284,0.004221769,0.011534103,0.000010638439],"about_ca_topic_score_codex":0.011751831,"about_ca_topic_score_gemma":0.019416774,"teacher_disagreement_score":0.011751831,"about_ca_system_score_codex":0.0008914775,"about_ca_system_score_gemma":0.0008493642,"threshold_uncertainty_score":0.023366868},"labels":[],"label_agreement":null},{"id":"W4414118845","doi":"10.1016/j.econedurev.2025.102706","title":"Messaging teachers to boost student EdTech use","year":2025,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Agencia Nacional de Investigación y Desarrollo; Universidad de Chile; International Development Research Centre; Inter-American Development Bank; Prix Inspiration Arctique; UNIMA-USA","keywords":"Salience (neuroscience); Student engagement; Electronic learning; Computer-mediated communication; Information and Communications Technology; Educational technology","score_opus":0.014502064147406596,"score_gpt":0.3498487069690323,"score_spread":0.33534664282162574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414118845","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8633699,0.0034144153,0.0027247933,0.025618667,0.0015736527,0.00021825338,0.00040862837,0.0009918677,0.10167977],"genre_scores_gemma":[0.9717497,0.0005915058,0.0011191379,0.001532526,0.00038160797,0.00007262904,0.000107553125,0.00005334629,0.024392068],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99915814,0.00031744665,0.00002862368,0.00008643009,0.00026063708,0.00014876452],"domain_scores_gemma":[0.983401,0.0074165957,0.0014816878,0.00069312606,0.0012554836,0.0057520345],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012501355,0.00017320723,0.00033896315,0.0008194861,0.0006804678,0.0018515456,0.0004873593,0.00089250715,0.04673097],"category_scores_gemma":[0.016536,0.00013908964,0.00029102634,0.0004597507,0.00025921062,0.0010288194,0.00090046774,0.0015079504,0.004826457],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0029969027,0.028347192,0.048824005,0.0007597335,0.00013116868,0.00018882003,0.0015699203,0.0009629928,0.0062199985,0.011572092,0.089529775,0.8088973],"study_design_scores_gemma":[0.0042005195,0.013086369,0.66162056,0.0015315141,0.00088052615,0.0004687533,0.007716155,0.00709007,0.02311899,0.037918393,0.24222198,0.00014609547],"about_ca_topic_score_codex":0.000972046,"about_ca_topic_score_gemma":0.003191266,"teacher_disagreement_score":0.04673097,"about_ca_system_score_codex":0.0009889685,"about_ca_system_score_gemma":0.0020195032,"threshold_uncertainty_score":0.15633065},"labels":[],"label_agreement":null},{"id":"W4417314658","doi":"10.1016/j.econedurev.2025.102736","title":"Smart classrooms and education outcomes: Evidence from Rwanda","year":2025,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Educational Environments and Student Outcomes","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Leverage (statistics); Human capital; Program evaluation; Difference in differences; Student achievement; Impact evaluation","score_opus":0.03002112479529299,"score_gpt":0.3795688676725742,"score_spread":0.3495477428772812,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417314658","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8241324,0.15441774,0.0005792826,0.0031421534,0.0003097709,0.00009183449,0.0008604911,0.000019337136,0.016446982],"genre_scores_gemma":[0.94061184,0.05787359,0.00021801614,0.00024383585,0.00009616465,0.000037141133,0.00019694256,0.000005423609,0.0007169581],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99895287,0.0005011898,0.000075646625,0.000119697936,0.00015579471,0.00019489316],"domain_scores_gemma":[0.9953935,0.0020616504,0.0018098525,0.00014631837,0.00037677944,0.0002120371],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00172271,0.00044897015,0.00057460816,0.0014790805,0.00044601917,0.0010541817,0.00034997836,0.00039481965,0.002801894],"category_scores_gemma":[0.006375512,0.00021287071,0.00046415927,0.0016365172,0.0008411313,0.00056201685,0.0011757883,0.0007032597,0.0003212858],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010708008,0.0012017415,0.52404547,0.018550934,0.0014543642,0.0013677387,0.007119843,0.0012110596,0.0028213202,0.010759019,0.00584227,0.42455545],"study_design_scores_gemma":[0.00008187578,0.0009494488,0.9636955,0.0062636207,0.0008484916,0.000393848,0.0037260323,0.00010754757,0.0008732618,0.0005790179,0.022447253,0.000034019446],"about_ca_topic_score_codex":0.012619957,"about_ca_topic_score_gemma":0.020605432,"teacher_disagreement_score":0.012619957,"about_ca_system_score_codex":0.000715971,"about_ca_system_score_gemma":0.0019025637,"threshold_uncertainty_score":0.025093019},"labels":[],"label_agreement":null},{"id":"W7087394160","doi":"10.1016/j.econedurev.2025.102721","title":"Streaks to success: The effects of highlighting streaks on student effort and learning","year":2025,"lang":"en","type":"article","venue":"Economics of Education Review","topic":"Genetic Neurodegenerative Diseases","field":"Neuroscience","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"International Development Research Centre; Professional Insurance Agents of Louisiana; Inter-American Development Bank","keywords":"Margin (machine learning); Control (management); Personalized learning; Online learning; Learning effect; Treatment and control groups","score_opus":0.010722267583504072,"score_gpt":0.3084162973008019,"score_spread":0.2976940297172978,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7087394160","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008923615,0.95518416,0.00081961014,0.024609987,0.0026804972,0.000021733626,0.000060099013,0.000014781436,0.007685476],"genre_scores_gemma":[0.097930156,0.8867666,0.0013757744,0.00593815,0.004318121,0.00006950652,0.0000427336,0.000024988172,0.003533928],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9981699,0.0009994914,0.00010909309,0.00019183573,0.00040314646,0.00012654175],"domain_scores_gemma":[0.96841186,0.027218658,0.0016119858,0.00024331127,0.0014744991,0.0010397644],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004280021,0.00051600265,0.0009869213,0.0013230615,0.00033514432,0.0021917443,0.0013122676,0.0024197188,0.010870591],"category_scores_gemma":[0.02483969,0.00024012076,0.0008428619,0.0011783291,0.001493487,0.0019228361,0.0013678453,0.003375047,0.00082054455],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009003814,0.0003942838,0.0027131015,0.0084048845,0.0005910643,0.0000777954,0.00018493779,0.0012744727,0.0003982784,0.027028719,0.03169104,0.926341],"study_design_scores_gemma":[0.0013415456,0.0028720817,0.12571022,0.07511564,0.004009965,0.00090198877,0.0018813804,0.0022514868,0.0020135506,0.11194391,0.6716838,0.0002744354],"about_ca_topic_score_codex":0.002264598,"about_ca_topic_score_gemma":0.0052137384,"teacher_disagreement_score":0.010870591,"about_ca_system_score_codex":0.0021072116,"about_ca_system_score_gemma":0.0019761925,"threshold_uncertainty_score":0.036365807},"labels":[],"label_agreement":null}]}