Bibliographic record
Abstract
Until recently, it was widely assumed in societies with long-established, pub licly funded school systems that school attendance served the interests of children, society, and parents alike. In the United States and other common-law jurisdictions, safeguarding and promoting the independent welfare and devel opmental interests of every child was a public responsibility under the parens patriae doctrine. Compulsory schooling laws enacted under parens patriae authority required all persons having care and control of a child to share their custodial authority with publicly certified teachers for limited periods of time.1 By compelling all parents to send their children to school, the state ensured that all children had access to instruction and opportunities for social, economic, and civic participation beyond what their parents alone could provide. Parents were incidentally freer to manage the competing demands of domestic life and paid employment, and the enforcement of child labor laws was greatly facilitated by efforts to ensure school attendance.2 While compulsory schooling laws imposed obvious limits on the custodial authority of all parents for the sake of all children, they were rarely challenged on that basis. Not so today. Growing numbers of parents in the United States, Canada, the United King dom, and elsewhere are now attempting to educate their children at home, many of them claiming an exclusive and unconditional right to determine what their children will and will not learn.3 These parents are quite diverse and have a va riety of reasons for homeschooling and unschooling, though the movement is dominated by conservative Christian parents and the Christian fundamentalist Home School Legal Defense Association (HSLDA).4 Much of what is written about homeschooling emanates from or relies on the claims of the HSLDA and its affiliates.5 A slender stream of scholarship not endorsed or underwritten by the HSLDA and the National Home Education Research Institute (NHERI) has begun to flow, but little of it has taken a wide view of the aims and advantages of common schools and the limitations of what parents can provide children outside of common schools. The general case for compulsory school attendance has not been revisited and evaluated, despite occasional references to civic education
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.015 | 0.016 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.012 | 0.020 |
| Insufficient payload (model declined to judge) | 0.018 | 0.002 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".