Rural and urban educational attainment: An investigation of patterns and trends, 1981-1996. Rural and Small Town Canada Analysis Bulletin 4(5
Bibliographic record
Abstract
♦ The gap in educational attainment between urban and rural regions persisted over the 1981 to 1996 period. ♦ Although the average gap did not close, there was a decline in the disparities in educational attainment across census divisions within each type of region. Thus, disadvantaged census divisions were relatively less disadvantaged at the end of the period. ♦ The rural-urban primary education gap closed considerably, but individuals with only primary educational attainment are now more concentrated in rural regions. Thus, more can still be achieved in levelling spatial disparities in primary educational attainment. ♦ Post-secondary educational attainment increased within each type of region – the rural-urban gap persisted – but the concentration in urban regions did not increase. ♦ Differences between macro-regions are marked ― a major divide appears with the southern and western parts of Canada having higher levels of educational attainment and the northern and eastern parts of Canada having lower levels.
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.
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 | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.018 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".