Reducing barriers to post-secondary education among former youth in care: A scoping review
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
Young people with child welfare experience face significant barriers in accessing and completing post-secondary education. Barriers to post-secondary education often include various system-level factors related to access to college or university, including lack of high school completion, lack of institutional knowledge and familiarity with academic culture, low educational attainment and expectation bias, first in family to attend post-secondary, and financial constraints. These barriers can have lifelong consequences for these individuals, their families, and communities, including economic, social, and legal impacts. While tuition waiver programs are interventions aimed at addressing financial considerations, additional barriers to post-secondary education for this population continue to persist. Our research team undertook a scoping review to better understand the barriers facing former youth in care (FYIC) and how tuition waiver programs can address these challenges. Particularly, the aim of this scoping review was to understand how well Canada, as a signatory on the Sustainable Development Goals (SDGs), is achieving its commitment to addressing SDG 4, Quality Education, noting that tuition waiver programs for FYIC are a growing trend aimed at advancing SDG 4. This scoping review followed the methodology as described by Arksey and O'Malley (2005) and a total of 58 peer-reviewed articles met the inclusion criteria. These articles describe the variable requirements for acceptance into a tuition waiver program as well as the differing types of supports offered in tuition waiver programs aimed at FYIC.
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 | 0.007 | 0.020 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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 it