The Impact of the Policy of High School Entrance Exams in Local Working Places on the Occupation Expectations of Migrant Children
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Bibliographic record
Abstract
The issue of compulsory education for migrant children is widely concerned, which largely determines children's choice of occupations in the future.Yet the Hukou policy and low intergenerational mobility in China impeded the right to education and choices of occupations for unregistered residents in local.In 2012, the Ministry of Education released the policy of high school entrance exams in local working places, which means more migrant children can participate in high school entrance exams in their parents' working places, providing more opportunities for educational attainment and choices of occupations for migrant children.The paper uses the logistic model to understand whether the policy itself or the parental expectation influences children's self-expectation of occupation based on 2013-2014 China Education Panel Survey.It finds that the policy will give future occupation expectations to migrant children, and those migrant children from families with non-elite and elite occupation expectations are more likely to choose elite occupations after the policy intervention.Parents who expect their children to pursue elite occupations will make children have more expectations of elite occupations.In addition, the paper finds that the policy does not significantly slow down the intergenerational transmission of occupation expectations among migrant children's families.The findings of this paper provide policymakers with some thoughts and references to consider the issues of educational equity, social stratification, and mobility.
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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 | 0.009 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.010 | 0.039 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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