A comparison of the mathematical performance of grade 3 students in provincial public and Islamic private schools in Ontario.
Bibliographic record
Abstract
This causal comparative study was designed to compare the mathematical performance of Grade 3 students in Provincial public and Islamic private schools in Ontario. Three hundred and fifty-eight third grade students' EQAO (Education Quality and Accountability Office) mathematics assessment results of the years 2001-2002 to 2003-2004 were analyzed. At the provincial standard (Level 3) in 2003-2004, An-noor Islamic school superseded the entire public school board by 2%. More than a half of the students of both An-noor Islamic school and Queen Victoria public school achieved at or above the provincial standard. In 2003-2004, more than a half (54%) of all students of Abraar Islamic School obtained Level 3 or the provincial standard whereas only, 21% of Pinecrest public school students obtained Level 3. The results indicated that Abraar school students outperformed their counterparts at Pinecrest public school students in mathematics. When the 2002-2003 EQAO assessments of An-noor Islamic School and Queen Victoria public school of Windsor, Ontario were compared, the results showed a significant difference in mathematics achievement between the two school types. The p-value reported was less than the selected significance level (i.e., p < .05). The exact p-value was found to be .015. When each private Islamic school's EQAO mathematics results were compared to the EQAO results of the entire province, only An-noor Islamic school versus Province of Ontario of 2002-2003 EQAO assessment results indicated significant difference. However, in most cases, the findings indicated that the school type (public or private) that a student attends had no significant effect on mathematical achievement. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2005 .M644. Source: Masters Abstracts International, Volume: 45-01, page: 0036. Thesis (M.Ed.)--University of Windsor (Canada), 2006.
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How this classification was reachedexpand
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) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".