Participation in Post-secondary Education in Canada: Has the Role of Parental Income and Education Changed over the 1990s?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper examines the extent to which the relationship between participation in post-secondary education and family background, namely parental income and parental education changed between 1993 and 2001. The results support a long-standing pattern that university participation rates are highest among youths from high-income families and of highly educated parents. There is no evidence to suggest that this relationship between university participation and family background changed over the 1993-2001 period. Although university participation rates generally rise as family incomes increase, there is little difference in participation rates among youths from modest-income (below $75, 000) and low-income families. Overall, the correlation between university participation and family income changed very little between 1993 and 2001. Next, when taking account of both parental education and parental income, university participation rates are more strongly associated with parents' level of education than with their income. The paper discusses significant data gaps and concludes that these data gaps do not have important implications on conclusions about the relationship between post-secondary education and family background throughout the 1993-2001 period.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it