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
From the late nineteenth century until the end of the twentieth century, the Canadian government collaborated with Christian churches to operate a network of boarding schools for Indigenous children to culturally and economically assimilate them. These children were taken from their families and placed into residential schools, where they were to be assimilated into the Eurocentric culture of the dominant society. Using a unique restricted-access database that asked Indigenous respondents about their family history with residential schools, in addition to questions on socioeconomic outcomes, I study the intergenerational effects of these schools. Despite previous research showing that residential schools increased human capital accumulation among attendees, I find that residential schools are associated with lower educational attainment among subsequent generations. I present evidence consistent with the notion that both cultural detachment and a breakdown in family relationships contributed to a reversal of the standard relationship between parents' and children's human capital. Encouragingly, I find suggestive evidence that greater access to cultural centers might buffer the harmful legacy of this historical trauma.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.000 |
| 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