Questioning Equity and Excellence in Ontario and Scotland: Critical Policy Analysis of Parent Inclusion for Reducing Educational Inequality
Bibliographic record
Abstract
Over the last three decades many countries made efforts to improve their education systems by increasing students’ academic achievement. A new appreciation of inequality in education among policymakers provided impetus to focus on equity. Parental involvement and engagement in education are vital for students’ academic achievement. If in the context of educational policy, excellence and equity go together, what is the role assigned to parents? A critical policy analysis of seven policy documents from Ontario and Scotland showed that policies acknowledge the crucial role of parents in achieving educational excellence and mention barriers marginalized parents face in engaging with their children’s education. The role of White middle-class nonimmigrant parents in pursuing excellence for their children at the expense of equity for all is neglected. Marginalized parents are seen through the deficit lens. Implications for policy include making parents from dominant groups visible and adopting an asset-based approach to marginalized parents.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.022 | 0.032 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.018 | 0.018 |
| Scholarly communication | 0.011 | 0.004 |
| Open science | 0.003 | 0.008 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".