Are There Catholic School Effects in Ontario, Canada?
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
Spearheaded by James Coleman three decades ago, two generations of American social scientists have investigated whether students in Catholic schools achieve more than students in public schools, net of their demographics, prior achievement, and school resources. Though this research tradition has not reached a consensus in the United States, it provides a viable framework for analyzing school sector effects in other nations. I search for Catholic school effects in Ontario, Canada, arguing that the province’s funding and governance arrangements and student populations make Catholic and public schools more readily comparable than they are in the United States. Data come from a variety of regression, multi-level and propensity score matching models for Grade 3 reading, writing, and math achievement for more than 55,000 elementary students, which represent over one-half of the provincial cohort of English language students. This article finds modest total Catholic school effects and estimates net effects to range from zero to 12 per cent of a standard deviation, controlling for demographics and kindergarten school readiness. These effects are deemed small by several empirical benchmarks and inconsistent with Coleman’s thesis.
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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 | 0.000 |
| 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