Spatial inequality in children's schooling in Gansu, Western China: reality and challenges
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
China has experienced considerable economic growth following the economic reforms of 1978, while simultaneously facing dramatic increases in regional inequality. China is becoming a polarized society—a phenomenon that is at the heart of a multitude of serious problems that are threatening sustainable development, as well as social cohesion within the country. Among the key reasons for this polarization are the quality of and accessibility to basic education for children. Since the establishment of the law for nine‐year compulsory education in 1986, children's education has progressed remarkably in most parts of China. It has, however, remained persistently problematic in the western provinces, particularly in remote regions, rural areas and minority communities. Even though some studies on child education in China have been carried out, very little existing research examines spatial inequality in children's schooling or accounts for the importance of sociocultural and geographic contexts. Using the example of Gansu, one of the poorest provinces in Western China, our research emphasizes the two main aspects that have led to high nonschooling rates for children: an unfavourable sociocultural milieu and inadequate educational resources .
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.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| 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 it