Secondary Level Re-Entry of Young Canadian Adult Learners.
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 illuminates and details some of the traits, pressures and semi-autonomy of the young adult between the ages of 18 and 24 who must confront the barriers and challenges upon returning to secondary school within the high school and the adult education centre context. Focusing on these young adults is fundamentally important to begin to understand and appreciate the many variables such as gender, early school-leaving, re-entry and needs that impact students who are re-entering secondary school. We present the negative experiences that many of our young adult students have had in a manner that is summative yet touches on the underlying socio-economic challenges that have forced their hand and placed them not only at risk but caused them to leave the secondary school program before program completion. A number of personal insights and qualitative collective observations present an accurate picture of the situation in one central Ontario (Canada) site. This paper illuminates and details some of the traits, pressures and semi-autonomy of the young adult between the ages of 18 and 24 who must confront the barriers and challenges upon returning to secondary school within the high school and the adult education centre context. Focusing on these young adults is fundamentally important to begin to understand and appreciate the many variables such as gender, early school-leaving, re-entry and needs that impact students who are re-entering secondary school. We present the negative experiences that many of our young adult students have had in a manner that is summative yet touches on the underlying socio-economic challenges that have forced their hand and placed them not only at risk but caused them to leave the secondary school program before program completion. A number of personal insights and qualitative collective observations present an accurate picture of the situation in one central Ontario (Canada) site.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.001 |
| 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 | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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