School Readiness of Children of Immigrants: Does Parental Involvement Play a Role?<sup>*</sup>
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
Objectives. Using data from the Early Childhood Longitudinal Survey—Kindergarten Cohort, this article analyzes the link between parental involvement and the school readiness of children of immigrants. Methods. Multivariate regression models estimate the association between parental involvement and the school readiness in English proficiency and math scores of children of immigrants. They also estimate the impact of this association on the gap in math scores between children of immigrants and children of natives. Results. Results demonstrate that parental involvement is associated with an increase in the level of English proficiency for children of immigrants. Parental involvement also is associated with a decrease in the gap in math scores between immigrant children from English‐ and non‐English‐speaking backgrounds. Parental involvement decreases the gap in math scores between children of immigrants and children of the native born by a third of a standard deviation. Conclusion. Given that parental involvement appears to benefit children of immigrants and given that they have lower academic achievement than children of the native born, these findings suggest that parental involvement policies and practices targeting children of immigrants could help decrease the academic achievement gap between children of immigrants and children of the native born.
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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 | 0.001 |
| Science and technology studies | 0.001 | 0.004 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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