Class Matters: Inequality, SES, Education and Childhood in the USA and Canada Today
Bibliographic record
Abstract
This article examines recent trends in childhood and youth policy, political socialization, and civic education in the USA and Canada since 2000. It examines some of the current trends (such as political socialization and education research findings on children and youth) as well as policy initiatives (such as the landmark federal legislation called the ‘No Child Left Behind’ law which mandates yearly testing in reading, writing, and mathematics from grade 5 on while totally ignoring other fields critical to democratic political development (such as social studies and civics). In addition, the article broaches the subject of class and socio-economic status (SES) in the US educational system and other trends such as introducing service learning into the elementary grades. Briefly put, all measures used for evaluation to date point to SES as the principal determinant of test performance, along with race, ethnicity, urban residence, and other such background factors. Service learning is also worth discussing both for its philosophical roots (which are firmly middle class) but also for its fit with the US and Canadian volunteeristic capitalistic political cultures which stress self-reliance and individualism. The article also considers some of the counter-effectiveness research that people (such as Gerald Bracey) use to indicate that except for its elitism, the US/Canadian educational systems are not underperforming and that educational critics have a hostile anti-public policy stance because they wish to privatize everything, regardless of the consequences therefrom to a democratic society.
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.
How this classification was reachedexpand
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) | 0.000 | 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 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".