Bibliographic record
Abstract
IN 2013, PRESIDENT OBAMA launched the ConnectED initiative the goal of connecting 99 percent of K-12 students in America access to broadband Internet in the classroom by the year 2018. Since ConnectED was launched, 20 million more students have gained access to broadband at school, according to Joseph South, director of the Office of Educational Technology of the United States Department of Education. At the same time, more and more schools have implemented laptops, tablets and online educational resources. While initiatives such as ConnectED are helping to close the digital divide in the classroom, that divide reopens once the school day is over. [ILLUSTRATION OMITTED] As of 2014, nearly one quarter of American households still did not have Internet access, according to a March 2016 Issue Brief from the Council of Economic Advisers. Low-income households are far less likely to have Internet, with just under half of households in the bottom income quintile using the Internet at compared to 95 percent of households in the top quintile, according to the report. This disparity in home Internet service has lead to the gap, where economically disadvantaged students from a digital oasis to a digital desert when they go from school to home, as Chike Aguh, CEO of EveryoneOn, described it. Some of these students are going to extraordinary lengths to complete their assignments, standing outside their schools at night trying to pick up WiFi signals through the wall, or going to the public library or local businesses to do their homework. I applaud those students, but that is not an acceptable solution, and it's tremendously inequitable in providing them an education that's similar to their peers, South said. Reasons for the Homework Gap Some people have attributed the homework gap to the lack of Internet infrastructure in rural and remote areas. However, the majority of families that are not connected to the Internet live in urban areas that do have infrastructure. They simply can't afford it. There are 64 million Americans who are not connected to the Internet. Only 16 million of those are offline because there's not infrastructure, Aguh said. The other 48 million are living in big urban metro areas where they have offers available to them. It's just that they cannot afford them. So we need to change our thinking and our mindset and our stereotype that this is a rural It's not. It is really an urban and suburban problem. But the homework gap can exist even in households that do have Internet service, according to Sarah Trimble-Oliver, the chief information officer for Cincinnati Public Schools. A couple of years ago, that district surveyed its students to ask if they had Internet at and 75 percent of students answered yes. However, Trimble-Oliver soon discovered that they hadn't asked the right What we're finding is that, even though they answered yes, there was a large percentage who only have access through a smartphone, she said. they have access, but it's too slow. Or they have a computer in the but it's shared amongst five or six family members, so actually getting time on that Internet-enabled computer is difficult in order to complete homework. And then we have families who may have Internet access one month but then the next month it's interrupted because either the bill wasn't paid, or the data plan on their phone ran out. It's not a simple yes or no question. Fortunately, schools, government and other organizations are working to find ways to close the homework gap. Dedicated Mobile Hotspots for Students A few years ago, Cincinnati Public Schools adopted an Advanced Placement blended learning program to expand AP courses to students who previously did not have access to them. With the blended learning program, about half of the instruction occurs online through the district's learning management system and the other half is face-to-face the teacher. …
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How this classification was reachedexpand
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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".