Unequal Pieces of a Shrinking Pie: The Struggle between African Americans and Latinos over Education, Employment, and Empowerment in Compton, California
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
Just days after the start of the 1994-1995 school year, almost a quarter of the student body at McKinley Elementary School in Compton, California did not show up for class. Latino organizers had asked parents to keep their children out of school to protest what they perceived as school administrators' inadequate response to Latino educational needs. Parents of approximately one hundred of the school's 431 students heeded the call. Although one out of four was only slighdy above the daily absentee rate for a normal school day, the nature of these absences forced district administrators to take notice. The rhetoric that Latino activists used when describing the management of Compton's public schools served as the most disquieting aspect of the walkout. “The Compton Unified School District is like Mississippi,” asserted John Ortega, the lead counsel for the Union of Parents and Students of Compton United, the association that organized the attendance strikes. “In Mississippi, they didn't want to educate blacks in the ‘50s, and in the ‘90s, Compton doesn't want to educate Latinos.”
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 | 0.000 | 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