Bibliographic record
Abstract
Efforts to promote literacy and other forms of educational achievement in India have in recent years entailed policy reforms aimed at de-regulating the provision of primary and secondary education, especially in rural areas. In many States, deregulation has entailed the active promotion of privately-funded education, raising concerns about the motivations and qualifications of private schools and teachers, about social streaming and about the impact that privately-funded schools will have on the government system. Drawing upon a case study of private education in the Indian State of Madhya Pradesh, the following paper explores the ways in which the establishment of four privately-funded schools affected the socio-economic composition of students, the quality of teaching, the involvement of parents and caregivers and the performance and accountability of private school teachers and administrators. As we might expect, enrolment was biased strongly in favour of boys from forward castes, especially after Grade 5. However, the evidence also reveals that the private schools provided important opportunities for girls and children from lower caste families. Moreover, and on the basis of surveys and interviews we conducted with teachers, administrators and parents, the combination of temporary contracts and private payments appears to have created a situation in which teachers and administrators were explicitly concerned about the perceptions and expectations of parents, and parents were involved – or at least interested in – the education of their children. Whether such findings reflect the miracle of ‘market-based approaches’– as opposed to the values and aspirations of higher income families – the findings provide ample justification for further empirical study.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 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".