Beyond Access: Explaining Socioeconomic Differences in College Transfer
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
Reducing socioeconomic differences in college transfer requires understanding how and why parental education, occupational class, and family income are associated with changing colleges. Building on prior studies of traditional community college transfer, the authors explore relationships between those factors and two types of transfer among four-year college students. The results indicate that reverse transfer—the move from a four-year to a community college—is more common among students from less-educated families partly because of lower levels of academic performance during their freshman year. In contrast, students from advantaged backgrounds in terms of class and income are more likely than are others to engage in a lateral transfer—from a four-year to a four-year college—which may reflect individual preferences for changing colleges, rather than a reaction to poor academic performance. Implications for policy and practice are discussed in light of the fact that only reverse transfer is associated with lower rates of completion of bachelor's degrees.
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 | 0.000 |
| 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