State Formation of the Child Care Sector: Family Demand and Policy Action
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
This article identifies the extent to which fiscal and regulatory action by state governments shapes the formation of sectors—in this case, including the local availability, organizational formalization, and quality of teachers in child care centers nationwide. These state-level effects are compared to the local effects of family demand and associated demographics of households. Although demand factors (e.g., maternal employment, income levels, and ethnic composition of communities) explain a greater share of the variance in the availability and formalization of child care centers, state governments have been effective in spurring organizational growth within low-income communities, advancing formalization and quality in particular. Communities with more civic organizations and churches per capita display a stronger capacity to expand and formalize child care centers. The formation of this sector appears to stem from pluralistic politics, resulting in variable state spending and regulatory actions, not simply from a deterministic advance of rationalized institutions.
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