The Relationship between Compulsory Schooling Policy, Educational Equity and Student Achievement in Turkey and Portugal
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
AbstractCompulsory schooling laws are used as a policy tool for promoting educational equity and access to education, especially for disadvantaged students. However, the evidence regarding the impact of these laws on decreasing inequalities is not consistent. This paper uses PISA data from 2009 and 2015—before and after compulsory schooling policy changes in Turkey and Portugal in 2012—to examine changes in the math achievement of students with low and high socioeconomic status (SES). The results suggest the impact of compulsory schooling laws can vary depending on the context as SES achievement gaps decline in Turkey but do not change in Portugal. As there is little previous quantitative research conducted about these reforms in Turkey and Portugal, this study will contribute to the comparative literature by providing recent evidence about the role of compulsory schooling policy change on socioeconomic inequalities in middle-income countries with their unique challenges and opportunities.
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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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 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 it