Parental involvement and the academic achievement and social functioning of Cuban school children
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
The goal of the current study was to investigate whether parental involvement is an important predictor of student outcomes within the Cuban school system, where extensive support for pupils’ progress and adjustment are available from the peer group, community, and family. The participants were 188 children in Grades 2 and 3 from four localities in Cuba. School-based involvement was significantly higher among parents of children not at risk for behavioral problems than among parents of at-risk children. Parental involvement in Year 1 did not significantly predict changes in student academic competency or total difficulties between Year 1 and Year 2. These results suggest that school-based parental involvement may be of some importance in the adjustment of Cuban children. Any effects of parental involvement, however, were not strong enough to cause changes in ratings of student adjustment and achievement from Year 1 to Year 2.
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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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.001 | 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