Learning through Literature: Banks Help Students Master the Fundamentals of Reading and Financial Literacy, One Book at a Time
Why this work is in the frame
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Bibliographic record
Abstract
[ILLUSTRATION OMITTED] the popular children's book I Can Read with My Eyes Shut! Dr. Seuss wrote, more that you read, the more things you will know. The more that you learn, the more places you'll go. It's a simple but Inspiring quote--an encouragement to young readers to devour literature and expand both their Imaginations and practical knowledge. But for many children across the country, simply gaining access to books can be a challenge. In middle and low income communities, there is an average of just one book for every 300 kids, says Anna Anderson, manager of strategic alliances with Book, a nonprofit organization dedicated to putting literature the hands of students need throughout the United States and Canada. Book works with several corporate partners to make this possible, Including TD Bank. TD has partnered with Book for the past five years, bringing new books to children need through large-scale book truck events and through the bank's school-based volunteer program, Banking on Books. 2015 alone, TD provided more than 215,000 new books to children across Its market area. Working directly with teachers, TD's Banking on Books volunteers choose financial literacy titles to take to classrooms and read with students, engaging them in discussions about the Importance of responsible money management. Learning about concepts like saving, budgeting and credit early helps put children on the right path, says Andrea Johnson, TD's head of U.S. financial education. When kids grow into young adults, they form habits quickly. want to ensure these habits lead to positive outcomes. The Banking on Books program is unique, according to TD's community relations program manager, Erin O'Connor Jones, because it brings new books to the classroom while engaging students during their reading time. Each child receives a copy of a new book to bring home, O'Connor Jones says. For too many children, this may be their very first new book. Building a Strong Financial Foundation Having access to books is a critical for building a foundation for success later life, Anderson says. If you don't connect someone early on with the love of reading, the educational gap just widens. According to national study by the American Educational Research Association, students who do not read on grade level by the third grade are four times less likely to graduate than proficient readers. Poverty compounds the problem: students who have lived poverty and don't read well are 13 times more likely to drop out or fail to graduate on time. And when It comes to financial literacy, other studies have shown the importance of providing Instruction early--students who are taught about financial concepts during their K-12 education have significantly higher savings, higher credit scores and higher net worth throughout their lives than those that aren't, according to a report from the U.S. Treasury Department. First Book supports our efforts to engage employees as volunteers and provides access to a wide network of educators and schools, O'Connor Jones says. We have a shared commitment to getting books to disadvantaged children and youth. This commitment resonates with bankers across the industry, says Corey Carlisle, executive director of the ABA Foundation. We've had requests from many banks asking for book recommendations that they could incorporate into their financial literacy curriculum, he says. Together with Book, we're working to curate a list of books for children of all ages. preparation for Its 20th annual Teach Children to Save Day on April 29, the ABA Foundation recently launched a new program in partnership with Book: the ABA Foundation Book Award Program. Through the program, bankers can supplement their Teach Children to Save curriculum by providing books to the classrooms they visit. …
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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 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| 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