Aboriginal education programs in British Columbia's public school system and their relation to Aboriginal student school completion
Bibliographic record
Abstract
In British Columbia (B.C.), Canada, 90% of Aboriginal students attend provincial public schools but they are more likely to drop out of school than their non-Aboriginal peers.Recent trends suggest that the number of Aboriginal graduates is increasing, and that Aboriginal student graduation rates vary considcrably across B.C.'s public school districts.The variability in Aboriginal student school completion rates across school districts may be explained in part by the variation in Aboriginal education programs across districts.Within a developmental-systems and cultural framework for studying risk and resilience among Aboriginal youth, the primary goal of the present research project was to assess whether, and to what extent, B.C. public school district Aboriginal education programs were related to Aboriginal student school completion.A telephone interview was developed, and Aboriginal education representatives in fifty school districts in B.C. were interviewed to evaluate which Aboriginal education programs had been implemented in the districts between the 199511 996 and 20001200 1 academic years.Responses to these interviews were quantified, and scores were compared to the district graduation and drop-out rates in June? 200 1 of Aboriginal students who entered grade 8 in September, 1995.Results indicated that certain Aboriginal education programs, including collaborations with organizations outside the district and specialized services for Aboriginal students, were related to Aboriginal student school retention, although the impact of these programs on school completion was weak.Results also showed that other individual and community factors, including the student's age and enrolment in special education and the unemployment rate in the community, had an impact on Aboriginal student school completion.These findings have important implications for current and upcoming negotiations of Aboriginal Education Enhancement Agreements between districts, Aboriginal communities and the provincial government.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".