Education for the seventh generation: a first nations school reform model
Bibliographic record
Abstract
The conditions and context of First Nations students attending on-reserve schools is markedly different from the general population who attend provincially funded and managed school systems. The historical, political, and fiduciary relationship between First Nations and the federal government, due in large part to the inequity in funding levels for education, are just some of the challenges that First Nations struggle with in their attempt to provide their students with an education comparable to their provincial counterparts. The ability to appropriately and accurately assess the achievement of First Nation students in on-reserve schools has been greatly hindered by these conditions. The purpose of this study was to develop, implement, and assess a research based comprehensive board-wide improvement plan in a First Nation school system, following the plan over a three year period. In addition to the research based practices advocated by the Ontario Ministry of Education, the plan included locally developed performance indicators to assess growth and student achievement between the 2006/2007 and 2008/2009 school year. The question posed in this study sought to find out if the plan would bring the First Nation school system to the provincial standard, and additionally, if it would improve the perception of the school system held by community members. The results from the provincial assessments over the three year period showed that the Ahkwesahsne Mohawk Board of Education did not meet the provincial standard for either Grade 3 or Grade 6 in any of the assessed areas of reading, writing, or mathematics. The most significant amount of growth for both Grade 3 and Grade 6 occurred between Year 1 and Year 2 in the area of writing. However, all of these gains were lost in Year 3, when a political conflict in the community closed the schools for three days during the last week of the provincial assessments, which then led to the reconfiguration of the schools to t
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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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.006 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
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".