Social class and sex differences in absolute and relative educational attainment in England, Scotland and Wales since the middle of the twentieth century
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
Changes over time in social-class inequality of educational attainment have been shown by previous research to depend on whether attainment is measured absolutely or relatively. The pioneering work in this respect by Bukodi and Goldthorpe found that inequality has fallen when attainment is measured absolutely (for example, as the percentage completing full secondary schooling) but has changed less when a relative measure is used (for example, reaching the top quarter of the distribution of attainment). Although absolute measures remain intrinsically interesting, insofar as they represent cognitive or cultural accomplishment, relative measures are more relevant for understanding the role of education in allocating people competitively to employment. Implicit in this previous research, as in much research on the connection between education and social mobility, is that the society over which the relative standing of qualifications is measured is the same as that in which they are used to gain social rewards, such as a job. When labour markets operate across educational borders, this assumption might be open to question. The present analysis investigates the interpretation of absolute and relative educational inequality by comparing England, Scotland and Wales, which have distinct education systems but a common labour market.
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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 | 0.000 |
| 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 | 0.001 |
| 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 it