Family Size, Family Type and Student Achievement: Cross-National Differences and the Role of Socioeconomic and School factors
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 effects of family size and family type on student achievement in reading and mathematics using data from 30 countries. In most countries, socioeconomic background accounts for a sizable part of the effects of family size on student achievement. There was little evidence for the resource dilution explanation to account for the effects of family size. Socioeconomic background and, in many countries, material resources account for much of the effect of a single-parent family. In contrast, these economic factors account for less of the effect of a reconstituted family. Students from larger, single-parent and reconstituted families tend to be located in the academically weaker parts of the school system. The countries that show stronger effects for family size are not the same countries that show stronger effects for family type. The negative effects on student performance of a single-parent and reconstituted family tend to be stronger in more economically developed countries.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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