An Economic Analysis of the Treaty Right to Education
Bibliographic record
Abstract
This thesis is an economic analysis of two of the ways in which the Canadian government has fallen short of providing a treaty right to education. Chapter 2 lays the foundation of the thesis by introducing the reader to contemporary differences in educational attainment between Indigenous and non-Indigenous peoples. I focus on the results of a math test administered to a national sample of off-reserve students. After establishing that a large gap in test scores exists on average, the chapter shows that accounting for both the level of and returns to observable characteristics eliminates this gap for low performing students, but a sizeable gap remains in the right tail of the test-score distributions. The next chapter analyzes one of the largest national student aid programs in Canadian history. The Post-Secondary Educational Assistance Program was implemented in 1977 to assist Status Indian and Inuit students with financing their post-secondary programs; however, financial constraints led to cutbacks in this program in the late 1980s. I show that these cutbacks not only led to a reduction in community college completion, but also resulted in a large decline in high school graduation rates. This finding highlights an important indirect effect associated with varying the costs of higher education. The final chapter examines the intergenerational effects of Canada's residential school system. From the late nineteenth century until the end of the twentieth century, the Canadian government, in collaboration with Christian churches, removed Indigenous children from their families and placed them in live-in boarding schools. While economists have shown the schools led to an increase in the educational attainment of those who attended, residential school attendance is negatively correlated with the educational attainment of subsequent generations. This is at odds with the literature on the intergenerational transmission of human capital. The fourth and final chapter explores this puzzle.
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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 | 0.002 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.006 | 0.007 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.017 | 0.001 |
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".