What we know and don't know about small schools: A view from Atlantic Canada
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In the 1913-1914 school year, the number of one-room schools in the United States swelled to an estimated 212,000. Yet, at the same time, educational reformers were leading a much publicized campaign to abandon these small schools. Among the weaknesses cited were the inadequate recruitment and supervision of teachers, out-of-date curricula, haphazard school attendance, limited course offerings, poor academic performance, and unsanitary practices. What children needed in the new industrial age, the reformers argued, were larger schools with age-graded classrooms, workshops, gymnasiums, cafeterias, diversified course offerings, and much more. Eventually the reformers prevailed. Most U.S. one-room rural schools were consolidated and the buildings sold, used for other purposes, or abandoned. Yet small schools have not entirely disappeared from the educational landscape. In the following article, Michael Corbett, a professor of education in Nova Scotia, explores current international research on the effectiveness of small and large schools, the hotly contested trend to close small Atlantic Canadian schools, and efforts to preserve these schools as essential to the well-being of rural communities.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| 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 it