Black Students and High School Completion in Quebec and Ontario: A Multivariate Analysis
Bibliographic record
Abstract
The paper contributes to the literature on black students and racial disparities in high school completion in Canada and makes original use of the 2006 Census to analyze the educational attainment of 18‐ to 19‐year‐olds in Ontario and Quebec. Results of a logistic regression indicate that in both provinces, black/white disparities in graduation rates disappear when income, family structure, language, gender, and place of residence are taken into account. Higher rates of socioeconomic disadvantage among black children pose challenges for high school completion. These findings do not imply that racism has no impact; indeed, the paper concludes that high school completion may not be the outcome most suitable for evaluating the effects of racism on educational attainment. Future studies should examine the causes of racial disparities in intermediate outcomes of school success (i.e., grades, special education placement, academic tracking, and disciplinary sanctions), and their effects on the graduation rates and postsecondary pathways of black students. Cet article contribue à la littérature portant sur les élèves noirs et les inégalités raciales au niveau de l'obtention d'un diplôme secondaire des 18–19 ans en Ontario et au Québec. Les résultats d'une régression logistique démontrent que, dans les deux provinces, les inégalités entre les noirs et les blancs au niveau du taux de diplomation disparaissent lorsque le revenu, la structure familiale, la langue, le sexe et le statut d'immigration sont pris en considération. Des taux plus élevés de désavantage économique chez les enfants noirs constituent un obstacle pour l'obtention d'un diplôme d’études secondaires. De plus, l'utilisation de la diplomation afin d’évaluer la présence de racisme dans les écoles peut s'avérer un critère faible. Il est possible que la présence de racisme s'avère détectable uniquement lors de l'utilisation d'indicateurs mesurant de façon plus précise l'expérience dans les écoles ainsi que le cheminement à long terme des étudiants noirs, tels que le taux d'inscription et la performance au niveau de l’éducation postsecondaire.
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.006 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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 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".