Foreign aid and child educational attainment in developing countries
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 nature of the relationship between the provision of foreign aid to developing countries and the subsequent social and economic benefits experienced by them has long been debated. A small group of studies focus on the connection between aid and child school enrolment. However, these studies examine only the degree of correlation between the two variables, shedding little or no light on the direction of causation. Using the method of Granger causality, this paper extends our knowledge of the aid-education relationship by investigating whether foreign aid flows influence children's subsequent enrolment in school, whether prevailing school enrolments influence subsequent aid receipts, or whether causality proceeds in both directions simultaneously. Using data on OECD donors' provision of aid to developing countries, our results suggest that the aid-education relationship varies considerably across sub-samples defined according to recipient countries' geographic region.
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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) | 0.000 | 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