Advanced Placement Environmental Science and the Curriculum and Community Enterprise for Restoration Science (CCERS) Project in the New York City High School
Bibliographic record
Abstract
This paper explores the issue of social justice through the lens of equitable access to Advanced Placement courses inthe City of New York High Schools, with focus on Advanced Placement Environmental Science. A criticalcomponent of the Advanced Placement Environmental Science course is the incorporation of environmentalfieldwork. The National Research Council (2014) suggest that field stations are important for STEM education andprovide opportunities to engage students in the natural environment and get them excited about science. Through theCurriculum and Community Enterprise for Restoration Science, an NSF funded opportunity, students in theAdvanced Placement Environmental Science course are integrating their field station work in Oyster Restoration inthe New York City Harbor. These interactions with the environment offer unique experiences which engagemarginalized students in both rigorous coursework and affords equity in science learning. In turn, it affords allstudents the opportunity for upward mobility and increased career opportunities in the area of STEM.
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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 | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| 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".