A Case Study in the Cultural Origins of a Superpower: Liberal Individualism, American Nationalism, and the Rise of High School Life, A Study of Cleveland's Central and East Technical High Schools, 1890–1918
Bibliographic record
Abstract
At the beginning of the twentieth century about one in twenty American teenagers graduated from high school; by mid century over half of them did so; and today six of seven do. Along with this expansion in graduation, the experiences of high schooling became more significant. Though diversity existed at the school level, by the interwar period most high schools offered courses in “higher” academic subjects (literature, mathematics, and ancient and foreign languages), while they gave large numbers of students a chance to practice music, drama, and other fine arts. Business leaders and educators developed programs in technical-skill training. Courses in household economics, personal hygiene, and sex and reproduction appeared as well. A few schools operated with two shifts: day and night Many maximized their capacity by rotating students between newly constructed gymnasiums, stadiums, fields, swimming pools, showers, cafeterias, laundries, machine shops, laboratories, performance halls, and libraries. Some provided up-to-date diagnostic and preventative medical and psychological services. Others developed vocational guidance. Nearly all established relationships with juvenile justice and youth custody agencies. More than any other institution, the increasingly comprehensive high schools of the twentieth-century redefined the social lives of American youths through teams, clubs, bands, and groups engaged in a long list of contests, games, performances, and other events. Early in the century extracurricular activities began to rival formal class work as the primary focus of secondary schooling. Today there is a joke told from Ohio to Texas, funny for its sad truth. Q: How do you pass a school levy? A: Put football on the chopping-block.
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 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 | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.038 | 0.015 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.003 | 0.005 |
| 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 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".