The impact of junior kindergarten on behaviour in elementary 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
Using data from the first cycle of the National Longitudinal Survey of Children and Youth, this study examines the impact of junior kindergarten on children’s behavioural development, above and beyond regional differences and individual/household factors. It was hypothesised that earlier schooling would help children learn behavioural control skills for participating in group settings like the elementary school classroom. Research has established that children from disadvantaged environments face an increased risk of behavioural problems, usually by virtue of accompanying risk factors. As such, we hypothesised that junior kindergarten attendance would reduce the risk gap for behavioural problems between children from economically disadvantaged and advantaged families. The results revealed that on the whole, junior kindergarten did not seem to decrease problem behaviour. These results are above and beyond a number of controls (sex, age, region, SES, family functioning, family configuration, education, and family size). Although children from disadvantaged environments exhibited more behaviour problems, attending junior kindergarten did not reduce the risk gap for behavioural difficulties between children from lower SES and higher SES backgrounds.
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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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