Weighing In: Elementary-Age Students and the Debate on Attitudes toward School
Bibliographic record
Abstract
Many of theprevailing theories concerning therelatively lowacademic performance of African American students tend to center on the attitudes of adolescents. Much less research attention hasbeen paid to the attitudesofyoungerstudents. As a result, the image ofblack adolescents- who, like mostAmerican adolescents, exhibitoppositional attitudes- hascometo represent much of what we know and takeforgranted about blackstudents as a group. The findings of this study, basedon data collected in an ethnographic studyof twoall-black elementary schools, suggest that black children begin school very muchachievement-oriented and engaged with theprocess ofschooling. These findings provide evidence that the school experience plays a significant role in the development ofattitudes toward school. Perhaps the most pressing concern in education today is the persistence of the black-white test score gap. There is no shortage of attention to this topic in the popular or academic press and in the media. For example, in 1998 Jencks and Phillips published an edited volume entitled The Black-White Test Score Gap; in November 1999 a daily newspaper in Raleigh, North Carolina, published a weeklong series entitled "Worlds Apart: The RacialEducation Gap; ' examining the gap in North Carolina schools (Simmons 1999); and in October 1999 PBSexplored the topic of the gap in a Frontline special, "Secrets of the SAT. " In each of these " An earlier version of this article was presented at the annual meeting of the American
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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 | 0.006 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.016 | 0.019 |
| Scholarly communication | 0.010 | 0.009 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.006 | 0.010 |
| Insufficient payload (model declined to judge) | 0.008 | 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".