EmoClass stringclasses 10
values | EmoAct float64 1 7 | EmoVal float64 1 7 | EmoDom float64 1 7 | SpkrID int64 1 3.33k | Gender stringclasses 2
values | Split_Set stringclasses 2
values | transcript stringlengths 1 353 ⌀ | emotion2vec_features listlengths 1 1 |
|---|---|---|---|---|---|---|---|---|
H | 4.6 | 4.4 | 4.4 | 1,312 | Male | Train | ... of increasing graduation, this has emerged as a kind of cheap technical fix or cheap technical solution to gradually improving- | [
{
"feats": [
0.07834523916244507,
-0.18479491770267487,
0.17091518640518188,
-0.041810598224401474,
0.661369264125824,
0.4421830177307129,
0.04545385390520096,
1.2338166236877441,
0.7665624022483826,
0.0442771278321743,
-0.8923970460891724,
... |
X | 4.2 | 3.8 | 3.6 | 1,312 | Male | Train | graduation rates. and so yes, there is i think, and among the people i've spoke to about this, a general sense of- | [
{
"feats": [
0.06779663264751434,
-0.11568346619606018,
0.19077345728874207,
-0.13817402720451355,
0.8338103890419006,
0.4742494225502014,
0.07554997503757477,
1.3005740642547607,
0.7342003583908081,
-0.015172706916928291,
-1.0238572359085083,
... |
S | 4.2 | 4.6 | 4.4 | 1,312 | Male | Train | all right, let's take a closer look at what is really going on with these programs and if students are really learning. | [
{
"feats": [
0.10315326601266861,
-0.1572248637676239,
0.19807712733745575,
-0.02767897956073284,
0.7636591792106628,
0.40924885869026184,
-0.014489520341157913,
1.2439260482788086,
0.7460575699806213,
0.048152826726436615,
-0.7761784791946411,
... |
N | 4.8 | 3.8 | 4.2 | 1,179 | Male | Train | what about the providers of these courses? as i understand it, these are private- | [
{
"feats": [
0.14581768214702606,
-0.23331472277641296,
0.10070270299911499,
0.08620177954435349,
0.6249839067459106,
0.3838879466056824,
0.043136950582265854,
1.2114002704620361,
0.7626330852508545,
0.05280519649386406,
-0.7528945207595825,
... |
H | 3.833333 | 4.333333 | 4.333333 | 1,312 | Male | Train | it's good news for online credit recovery and their response to that is basically, "look"- | [
{
"feats": [
0.06448627263307571,
-0.12641838192939758,
0.16675402224063873,
-0.04903055354952812,
0.6942650079727173,
0.38710880279541016,
0.04090343043208122,
1.1951032876968384,
0.6703624129295349,
-0.0029375834856182337,
-0.9376588463783264,
... |
N | 3.8 | 3.6 | 4.4 | 1,312 | Male | Train | these programs, this software is a tool. tools just- | [
{
"feats": [
-0.02478915825486183,
-0.28191959857940674,
0.270243763923645,
-0.15665331482887268,
0.9810184240341187,
0.4490869641304016,
0.029329022392630577,
1.259552001953125,
0.8664705157279968,
-0.005812447518110275,
-0.8474103808403015,
... |
X | 4.6 | 3.2 | 4.4 | 1,312 | Male | Train | like textbooks, which is the analogy they use, can be used well, and they can be used not- | [
{
"feats": [
-0.029458481818437576,
-0.23531916737556458,
0.13976198434829712,
0.016991635784506798,
0.9169872999191284,
0.44406917691230774,
0.12354879826307297,
1.3571968078613281,
0.9025101661682129,
-0.09242290258407593,
-0.8487476706504822,
... |
N | 3.8 | 3.8 | 4 | 1,312 | Male | Train | district and schools to select products that are helping their students, but- | [
{
"feats": [
0.11302754282951355,
-0.17877064645290375,
0.18455027043819427,
-0.07342668622732162,
0.8247792720794678,
0.46106505393981934,
0.09311753511428833,
1.174340009689331,
0.7867645621299744,
0.00644732266664505,
-1.029874324798584,
... |
S | 3 | 3 | 3 | 1,312 | Male | Train | that's kind of their defense when the outcomes aren't so great. | [
{
"feats": [
-0.020759422332048416,
-0.1676686555147171,
0.16552533209323883,
-0.07252780348062515,
0.8121837973594666,
0.5149261355400085,
0.1602899581193924,
1.2873871326446533,
0.8214508891105652,
0.01583407260477543,
-0.9890828132629395,
... |
X | 4 | 3.333333 | 4.666667 | 1,179 | Male | Train | suggesting, i think, that it's unlikely that online coursework is going to go away. | [
{
"feats": [
0.1678861379623413,
-0.2185739129781723,
0.15488307178020477,
-0.03740135207772255,
0.6601491570472717,
0.3573457896709442,
0.0629771500825882,
1.1365727186203003,
0.7349231243133545,
0.0037060785107314587,
-0.6673269271850586,
... |
N | 3.4 | 3.4 | 5.4 | 1,179 | Male | Train | from american high schools. so what should we be doing and at what level to try and clean up the situation? | [
{
"feats": [
0.06000634655356407,
-0.1530138999223709,
0.15666340291500092,
-0.0829026848077774,
0.6746540665626526,
0.3525995910167694,
0.06890832632780075,
1.1974369287490845,
0.727415919303894,
-0.015431142412126064,
-0.7604394555091858,
... |
N | 4.2 | 4.2 | 4.2 | 1,334 | Female | Train | beyond that, as you mentioned, it's unlikely to go away just because it's become- | [
{
"feats": [
0.11452513933181763,
-0.07309550046920776,
0.19027726352214813,
-0.06946097314357758,
0.7843589186668396,
0.38813239336013794,
0.15885919332504272,
1.2826831340789795,
0.7266286611557007,
0.05774584785103798,
-0.866653323173523,
... |
N | 3.4 | 3.6 | 3.8 | 1,312 | Male | Train | earning credit after going through a series of online modules and online quizzes, the students would then have to take- | [
{
"feats": [
0.06646402180194855,
-0.0886741653084755,
0.2199261486530304,
-0.11284583806991577,
0.7589429020881653,
0.4046211838722229,
0.01608840934932232,
1.1198586225509644,
0.8228081464767456,
-0.031033014878630638,
-0.9749244451522827,
... |
N | 4.2 | 3.8 | 4.6 | 1,312 | Male | Train | an external or objective exam in order to recover credit. so that could look like an end of course exam or something like that, but that's basically- | [
{
"feats": [
0.023277562111616135,
-0.14568579196929932,
0.13144315779209137,
-0.10781646519899368,
0.6262637376785278,
0.34156879782676697,
0.03467625379562378,
1.1048839092254639,
0.762552797794342,
-0.08335720002651215,
-0.7591289281845093,
... |
O | 3.8 | 4.8 | 5 | 1,312 | Male | Train | safeguard to ensure that students are actually mastering the content. so tree states have done that. but i think we need- | [
{
"feats": [
0.06243672966957092,
-0.1376602202653885,
0.1821225881576538,
-0.05483293905854225,
0.6943264603614807,
0.4670938551425934,
0.06817486137151718,
1.1419615745544434,
0.6658435463905334,
0.045125458389520645,
-0.8742644786834717,
... |
C | 4 | 3.4 | 3.8 | 1,312 | Male | Train | programs to really understand and give districts and schools the- | [
{
"feats": [
0.09499148279428482,
-0.14239783585071564,
0.2457013577222824,
-0.0630553662776947,
0.8684459328651428,
0.4858398139476776,
0.010883445851504803,
1.2803747653961182,
0.8063374757766724,
-0.04218475893139839,
-0.9777594804763794,
... |
N | 3.4 | 3.6 | 3 | 1,312 | Male | Train | tools that they need to properly vet these private providers and then implement- | [
{
"feats": [
-0.04371606558561325,
-0.22187840938568115,
0.22146998345851898,
0.07677001506090164,
0.7956961393356323,
0.4590979814529419,
0.10052758455276489,
1.2054523229599,
0.7531866431236267,
0.0037306093145161867,
-0.9236147403717041,
... |
N | 3.4 | 3.6 | 4.2 | 1,312 | Male | Train | ... service. the one that is still true for this is that we need more research and there is some work going on to better understand- | [
{
"feats": [
0.07963494211435318,
-0.1523812860250473,
0.2502472698688507,
-0.02037583664059639,
0.734460711479187,
0.4937087595462799,
0.19354687631130219,
1.251063585281372,
0.7208892107009888,
-0.013808106072247028,
-0.9395474195480347,
... |
N | 4.2 | 3.6 | 5.2 | 1,312 | Male | Train | and what quality actually looks like, because that's still kind of an open question. like, what is it- | [
{
"feats": [
0.07101015746593475,
-0.2005825787782669,
0.12752372026443481,
-0.02594752237200737,
0.6388169527053833,
0.3219875693321228,
-0.004956606775522232,
1.2416576147079468,
0.7175322771072388,
-0.03901789337396622,
-0.7585867643356323,
... |
X | 4.6 | 5 | 4.6 | 1,312 | Male | Train | ... high quality, online learning course look like. we're still, in the grand scheme of things, this is all still relatively new. and in some ways the- | [
{
"feats": [
-0.016580699011683464,
-0.24254120886325836,
0.2258552610874176,
-0.031552307307720184,
0.7811179757118225,
0.4555131793022156,
0.10347117483615875,
1.2510786056518555,
0.7236089706420898,
-0.05893698334693909,
-0.8179578185081482,
... |
S | 3.6 | 2.6 | 3.8 | 1,312 | Male | Train | information is playing catch-up to the fact that it is already widely implemented? | [
{
"feats": [
0.09623610973358154,
-0.14515189826488495,
0.23740020394325256,
-0.013977281749248505,
0.8655283451080322,
0.6117042303085327,
0.137089341878891,
1.444586992263794,
0.7250440120697021,
-0.012280146591365337,
-1.1331191062927246,
... |
X | 3.6 | 5.2 | 4.8 | 1,179 | Male | Train | author of a digital path to a diploma, available now at- | [
{
"feats": [
0.09781840443611145,
-0.2957518398761749,
0.16311965882778168,
-0.06391346454620361,
0.7101193070411682,
0.21786531805992126,
0.09930748492479324,
1.1427927017211914,
0.7966570854187012,
-0.012365908361971378,
-0.6546254754066467,
... |
H | 4.6 | 5.4 | 5.4 | 1,179 | Male | Train | to the ednext podcast. if you like what you've heard, be sure to subscribe on whatever platform you use so that you don't miss an episode. and especially if you're listening through apple podcast- | [
{
"feats": [
0.08978578448295593,
-0.20906443893909454,
0.057772595435380936,
-0.07033263891935349,
0.5912617444992065,
0.26280081272125244,
0.08404960483312607,
1.194232702255249,
0.7594681978225708,
0.027542898431420326,
-0.6405557990074158,
... |
H | 2.6 | 5.4 | 4.8 | 1,179 | Male | Train | it helps us find more listeners and more listeners to find us. | [
{
"feats": [
0.11972871422767639,
-0.1779528260231018,
0.12921473383903503,
-0.07232102751731873,
0.8090734481811523,
0.33717095851898193,
0.10590921342372894,
1.1780881881713867,
0.8790765404701233,
0.03893614187836647,
-1.0263733863830566,
... |
X | 5.6 | 4.2 | 5.4 | 1,179 | Male | Train | the council member, eva moskowitz, each year the 17,000 students who attend one of its 47 schools post eye-popping results on state tests, outpacing not only the rest of- | [
{
"feats": [
0.09067102521657944,
-0.16466180980205536,
0.18404676020145416,
-0.03980166092514992,
0.5055477619171143,
0.17579273879528046,
-0.0380142517387867,
1.0766581296920776,
0.6976130604743958,
0.033897195011377335,
-0.7064396142959595,
... |
X | 4.2 | 4.2 | 4.6 | 1,179 | Male | Train | ... spent a year embedded within a success elementary school to find out what's behind success at success academies and what lessons we can draw for american education broadly. | [
{
"feats": [
0.10655631124973297,
-0.16502416133880615,
0.13681216537952423,
-0.024679034948349,
0.5082307457923889,
0.22630807757377625,
-0.012550409883260727,
1.016305923461914,
0.7603814005851746,
0.012565793469548225,
-0.6834489107131958,
... |
A | 4 | 3.6 | 4 | 1,227 | Male | Train | i think there's a lot of photographs from that book that people know and are iconic, but they may not realize what the source of them is. i mean, pictures of children sleeping in alleyways and- | [
{
"feats": [
0.09765586256980896,
-0.11475212126970291,
0.1491313874721527,
-0.10083235055208206,
0.6350506544113159,
0.3868284821510315,
0.008376836776733398,
1.0484414100646973,
0.8019025921821594,
-0.009880594909191132,
-0.8088495135307312,
... |
H | 5 | 4.8 | 4.2 | 1,227 | Male | Train | ... by, i hope people who are interested outsiders to education, who are curious about the type of education that we're giving to our less fortunate. | [
{
"feats": [
0.1482267826795578,
-0.15901514887809753,
0.12603643536567688,
-0.0343659408390522,
0.6323776841163635,
0.40341031551361084,
0.11005566269159317,
0.9683172702789307,
0.7381980419158936,
-0.02794806845486164,
-0.840949535369873,
... |
S | 5 | 4 | 5.2 | 1,227 | Male | Train | be that as it may, four out of five kids in my school were below grade level and often quite below grade level in both math and reading. so here's- | [
{
"feats": [
0.07701516151428223,
-0.17123068869113922,
0.20320752263069153,
-0.06710581481456757,
0.6722599864006042,
0.40467920899391174,
0.012868084944784641,
1.1567437648773193,
0.7468153238296509,
0.057165827602148056,
-0.7503647804260254,
... |
X | 4.2 | 3.8 | 4.4 | 1,179 | Male | Train | so let's turn to your time at success academies and what comes through very clearly in the book is the extent to which you really had unfettered access. at least to the- | [
{
"feats": [
0.08786965906620026,
-0.18015560507774353,
0.17220908403396606,
0.011290126480162144,
0.5770714282989502,
0.33550935983657837,
0.034285008907318115,
1.227293848991394,
0.6631467342376709,
-0.018822649493813515,
-0.652783215045929,
... |
X | 4.6 | 3.8 | 4.8 | 1,227 | Male | Train | challenge. one, it's very, very difficult to spend the, frankly, massive amounts of time in a single school that i spent for this book. and- | [
{
"feats": [
0.08777233213186264,
-0.12763865292072296,
0.15313109755516052,
-0.1081952378153801,
0.6888443231582642,
0.4855804443359375,
0.08767269551753998,
1.0891706943511963,
0.7356113791465759,
0.02598617598414421,
-0.9099975824356079,
... |
C | 4 | 3.4 | 4.4 | 1,227 | Male | Train | ... academy, not one minute of a teacher's time is spent on google and pinterest with the empty plan book by their elbow, wondering, "what am i going to teach tomorrow?" | [
{
"feats": [
0.12543737888336182,
-0.10742978006601334,
0.14481785893440247,
-0.06405288726091385,
0.6308263540267944,
0.35452985763549805,
0.02845342457294464,
1.0064177513122559,
0.7562842965126038,
0.027194282039999962,
-0.9169808030128479,
... |
U | 4.8 | 4.2 | 5.2 | 1,179 | Male | Train | an observation about the role of curriculum, actually, resonates for me as someone who teaches a lot of former teachers here at the harvard graduate school of education. when we- | [
{
"feats": [
0.14326006174087524,
-0.2619416117668152,
0.07148156315088272,
-0.00913518387824297,
0.5353878736495972,
0.2521415948867798,
0.010696821846067905,
1.0935490131378174,
0.7720628976821899,
0.012559819966554642,
-0.710425615310669,
... |
U | 5.2 | 4.5 | 5 | 1,179 | Male | Train | ... in education next, that chapter's titled come to jesus, and that refers to an attempt to provide a come to jesus moment for the parents of- | [
{
"feats": [
0.07376158982515335,
-0.15027548372745514,
0.13539773225784302,
0.0006578695611096919,
0.6077162027359009,
0.2775590419769287,
0.06304552406072617,
1.2221074104309082,
0.7247138619422913,
0.04159504175186157,
-0.7151156663894653,
... |
N | 4.6 | 4.4 | 5 | 1,179 | Male | Train | ... kindergarteners, if i recall correctly, really saying that we need to increase the urgency of making sure that these students are ready to move to the next grade. tell us a little bit about- | [
{
"feats": [
0.11430706828832626,
-0.21259532868862152,
0.11017048358917236,
-0.02201862819492817,
0.6142538189888,
0.29876428842544556,
0.059170644730329514,
1.228511929512024,
0.6987088322639465,
-0.030055871233344078,
-0.6574808359146118,
... |
U | 4.6 | 4.4 | 4.2 | 1,227 | Male | Train | ... it felt almost plaintiff or pleading, like she was almost begging the parents to step up and be more involved. and that's when it occurred to- | [
{
"feats": [
0.1229163184762001,
-0.13360288739204407,
0.17487265169620514,
-0.05607830733060837,
0.6906124353408813,
0.4966210126876831,
0.11879471689462662,
1.0748950242996216,
0.7207731604576111,
0.038315363228321075,
-0.8486266136169434,
... |
O | 4.6 | 3.2 | 4.4 | 1,227 | Male | Train | ... something teacher, who was seen to read the riot act to these parents, were all low income people of color whose lives she can't really understand, and- | [
{
"feats": [
0.10417962074279785,
-0.18531514704227448,
0.12685450911521912,
-0.02801072970032692,
0.686901867389679,
0.3914170563220978,
0.11408381909132004,
1.096305251121521,
0.8223847150802612,
-0.001062889932654798,
-0.8049172759056091,
... |
X | 5.1 | 5 | 4.6 | 1,227 | Male | Train | ... of it, or you can view it as, and frankly, as i tend to view it, as really more of an attempt to get the parents on board and- | [
{
"feats": [
0.07581660151481628,
-0.1673589050769806,
0.17333653569221497,
-0.04695618897676468,
0.8160637021064758,
0.4993894100189209,
0.16402485966682434,
1.2082473039627075,
0.7593228220939636,
-0.018970277160406113,
-0.920564591884613,
... |
N | 4.8 | 4.8 | 4.4 | 1,179 | Male | Train | they articulate high expectations for parents and their degree of involvement, but it's not clear that they actually follow through or that- | [
{
"feats": [
0.09349226206541061,
-0.17025244235992432,
0.08970122784376144,
0.008714748546481133,
0.6251794695854187,
0.3474535644054413,
0.010198619216680527,
1.2255827188491821,
0.740321934223175,
-0.03925356641411781,
-0.7639976739883423,
... |
N | 3.4 | 4 | 3.8 | 1,179 | Male | Train | ... there's a lot behind that. they sort of take parental involvement where they can find it, but it's not demanded. but i feel as if at success, that requirement is- | [
{
"feats": [
0.05714242905378342,
-0.1440548300743103,
0.1698901504278183,
-0.02850300259888172,
0.5776069760322571,
0.25054240226745605,
0.05430947616696358,
1.1204391717910767,
0.6779330372810364,
-0.04369811713695526,
-0.7265377044677734,
... |
U | 5 | 4.6 | 4.2 | 1,227 | Male | Train | parent. so parents are evaluated by school staff for their level of commitment and their follow through. it's quite remarkable. | [
{
"feats": [
0.10852820426225662,
-0.1505908966064453,
0.19667795300483704,
-0.028504841029644012,
0.64591383934021,
0.3574100136756897,
-0.011533218435943127,
1.0383514165878296,
0.759824275970459,
0.007940449751913548,
-0.7493491172790527,
... |
X | 5 | 4 | 5 | 1,227 | Male | Train | and significantly, at every step along the way, if you do not show up and do not communicate with the school that you have made other plans- | [
{
"feats": [
0.11575451493263245,
-0.15014322102069855,
0.2124505490064621,
-0.07147610187530518,
0.6844893097877502,
0.5035392045974731,
0.1313379406929016,
1.10616934299469,
0.7064248323440552,
0.001792399911209941,
-0.8823379278182983,
-... |
U | 4.4 | 5 | 4.6 | 1,227 | Male | Train | ... for affluence as it were. well, i hope that the book is a little bit more nuanced and does not suggest in any way that the only thing that's going on is- | [
{
"feats": [
0.11358475685119629,
-0.19959352910518646,
0.17994248867034912,
-0.07393775880336761,
0.6831205487251282,
0.45204588770866394,
0.17580687999725342,
1.1052358150482178,
0.7286816239356995,
-0.02408350445330143,
-0.8238236308097839,
... |
X | 4.6 | 4.6 | 5 | 1,227 | Male | Train | ... sorting. i think it's just dishonest to suggest that doesn't play a role, because it does set the conditions in the classroom that- | [
{
"feats": [
0.09329063445329666,
-0.06818395853042603,
0.14147990942001343,
-0.07578256726264954,
0.6949500441551208,
0.3988434672355652,
0.12114550918340683,
1.0736491680145264,
0.6734649538993835,
0.01287013292312622,
-0.9114380478858948,
... |
N | 4.4 | 4 | 5.2 | 1,179 | Male | Train | vocational education has been on the decline in american high schools for several decades, a by-product of state efforts to ramp up academic requirements for high school graduation. | [
{
"feats": [
0.09760555624961853,
-0.22400285303592682,
0.16129256784915924,
-0.11805273592472076,
0.5980076789855957,
0.2310933917760849,
-0.003514651209115982,
1.079554796218872,
0.7706923484802246,
0.04039726406335831,
-0.7353957295417786,
... |
X | 5 | 4.4 | 4.4 | 1,311 | Male | Train | yeah, four or so. and i think one implication is that there's just a lot of variability in students experience. so some students are taken- | [
{
"feats": [
0.05013527348637581,
-0.22593724727630615,
0.20134475827217102,
-0.034215446561574936,
0.6841117143630981,
0.38307300209999084,
0.05103453993797302,
1.0722397565841675,
0.7414356470108032,
0.048652950674295425,
-0.8315162658691406,
... |
H | 5 | 4.8 | 4.2 | 1,179 | Male | Train | differ, one of the ways in which there's variation that you all call attention to in the article deals with different types of vocational courses, whether they're- | [
{
"feats": [
0.09328894317150116,
-0.17604731023311615,
0.1524011790752411,
0.004912113305181265,
0.6271963119506836,
0.28879159688949585,
0.08148591220378876,
1.1681768894195557,
0.6861498951911926,
0.010584014467895031,
-0.7823853492736816,
... |
H | 5 | 5 | 4.6 | 1,311 | Male | Train | research on the topic and consensus that you actually want these programs to be tied to particular kind of careers and paths, rather than just- | [
{
"feats": [
0.09094607084989548,
-0.147831529378891,
0.18090994656085968,
-0.06423015147447586,
0.67847740650177,
0.4326055943965912,
0.09460292011499405,
1.129178524017334,
0.7518690228462219,
0.04201313108205795,
-0.9254782795906067,
-0.... |
N | 4 | 3.8 | 4.4 | 1,311 | Male | Train | ... not just in one school district or one school or even one state. and so we worked with a dataset called the national longitudinal survey of youth, which- | [
{
"feats": [
0.08088918030261993,
-0.11620218306779861,
0.1901863068342209,
-0.10566111654043198,
0.6190633773803711,
0.3414623439311981,
0.04340678080916405,
1.0808031558990479,
0.7240476012229919,
0.05720330402255058,
-0.7851071953773499,
... |
X | 4.4 | 4.6 | 4.2 | 1,311 | Male | Train | ... on both their career and their personal lives, we're able to track their educational histories in high schools through their transcripts and all- | [
{
"feats": [
0.04499180614948273,
-0.18226662278175354,
0.20254036784172058,
-0.1129046231508255,
0.6162991523742676,
0.3401494026184082,
0.05548235774040222,
1.01460862159729,
0.7830793857574463,
0.09814541041851044,
-0.8098713755607605,
-... |
X | 4.6 | 4.2 | 5 | 1,311 | Male | Train | ... going rates, as students that did not concentrate in cte. and so we think of this as this is definitely, these courses definitely do not- | [
{
"feats": [
0.048972077667713165,
-0.14555037021636963,
0.20984245836734772,
-0.10184330493211746,
0.6742529273033142,
0.4220525026321411,
-0.004503863863646984,
1.1605079174041748,
0.6905844807624817,
0.0013797313440591097,
-0.8617194294929504,... |
U | 5 | 4.4 | 4.8 | 1,311 | Male | Train | they are set up as best positioned to answer, is to be able to look at effects on earnings. let me give you just a blanket caveat, which is- | [
{
"feats": [
0.11913660913705826,
-0.198586106300354,
0.1562192738056183,
-0.1175120621919632,
0.7602131962776184,
0.3942156732082367,
0.1099330261349678,
1.2126975059509277,
0.7980684638023376,
-0.005675423890352249,
-0.8024538159370422,
-... |
N | 5 | 4.6 | 5 | 1,311 | Male | Train | ... more vocational courses might be different than people take more academic courses, and so our best approach to this is to basically try to control for every thing that we can in terms of- | [
{
"feats": [
0.09707674384117126,
-0.1626136600971222,
0.16047611832618713,
-0.13664299249649048,
0.6448973417282104,
0.3289531469345093,
0.04471658542752266,
1.062644600868225,
0.7741937637329102,
0.023132463917136192,
-0.8017302751541138,
... |
C | 5.2 | 4.2 | 4.8 | 1,311 | Male | Train | yeah, so we find that academic courses also are valuable in- | [
{
"feats": [
0.03620097041130066,
-0.17515908181667328,
0.23098595440387726,
-0.09387770295143127,
0.7680050730705261,
0.5338528156280518,
0.06904274225234985,
1.272449254989624,
0.7204656004905701,
0.019965797662734985,
-0.8561505675315857,
... |
N | 4.6 | 4.4 | 4.6 | 1,311 | Male | Train | ... having the opportunity to take these courses positively impacts your likelihood of graduating from high school among students that are interested in these types of- | [
{
"feats": [
0.0767972320318222,
-0.12815287709236145,
0.16090130805969238,
-0.077360138297081,
0.5921631455421448,
0.3575510084629059,
0.054656703025102615,
1.0497732162475586,
0.7454045414924622,
0.0008618324063718319,
-0.8261048793792725,
... |
U | 5 | 5.2 | 4.6 | 1,311 | Male | Train | so one is to sort of fight to make sure that high school students have the opportunity to take these courses and a variety of them, particularly specialized courses. | [
{
"feats": [
0.07190663367509842,
-0.14890021085739136,
0.14052438735961914,
-0.060818661004304886,
0.5841559171676636,
0.38350605964660645,
0.08755315840244293,
1.1161173582077026,
0.7059171199798584,
0.01018367987126112,
-0.7927137613296509,
... |
H | 4.8 | 4 | 4.2 | 1,311 | Male | Train | we've seen an erosion of support financially, and just politically for this type of- | [
{
"feats": [
0.09790413826704025,
-0.10733189433813095,
0.14193904399871826,
-0.05555267259478569,
0.6850723028182983,
0.5208204388618469,
0.06278181821107864,
1.1084959506988525,
0.6930338144302368,
0.09668178856372833,
-0.9338992834091187,
... |
X | 5 | 5 | 4.6 | 1,179 | Male | Train | able to prepare themselves for a specific career path.exactly. exactly.my guest today has been kevin stang, associate professor of public policy- | [
{
"feats": [
0.03800458088517189,
-0.2262035608291626,
0.17150022089481354,
-0.04554510489106178,
0.5997708439826965,
0.26353925466537476,
0.002205383265390992,
1.0754605531692505,
0.7622151970863342,
-0.052861712872982025,
-0.668319582939148,
... |
X | 4.2 | 4.6 | 4.8 | 1,179 | Male | Train | the state of louisiana has been the site of some of the most far reaching education reform efforts in the us. among them is the louisiana scholarship program. the statewide- | [
{
"feats": [
0.0691860169172287,
-0.23327235877513885,
0.18577790260314941,
-0.05812666937708855,
0.5853728652000427,
0.2654205858707428,
-0.018998945131897926,
1.0456424951553345,
0.7934433221817017,
0.0013669122708961368,
-0.634098470211029,
... |
H | 4.8 | 5 | 5.4 | 1,179 | Male | Train | ... in the bayou, examining the effects of the louisiana scholarship program that will appear in the fall 2019 issue of the journal and is available now at educationnext.org. | [
{
"feats": [
0.1094074621796608,
-0.21006186306476593,
0.19460783898830414,
-0.05298659950494766,
0.5551154613494873,
0.21222060918807983,
0.0557427741587162,
1.0213346481323242,
0.7867818474769592,
0.03915351256728172,
-0.6619642376899719,
... |
N | 3.4 | 4.2 | 4.2 | 1,298 | Male | Train | ... and that any voucher students who seek to enroll in that particular school, so they can't apply any admission screens. | [
{
"feats": [
0.07121817767620087,
-0.24956129491329193,
0.15307407081127167,
-0.06761395931243896,
0.6892408132553101,
0.39897671341896057,
0.08420242369174957,
1.0475480556488037,
0.7550004124641418,
-0.038206782191991806,
-0.9476401805877686,
... |
N | 3.8 | 4 | 4 | 1,298 | Male | Train | but there's a long tradition of private school students taking the state test because it's been required for extracurricular activities in that state for- | [
{
"feats": [
0.11251599341630936,
-0.186532661318779,
0.13638310134410858,
-0.11182858794927597,
0.6281265616416931,
0.3597742021083832,
0.02373776212334633,
0.9617876410484314,
0.7142916321754456,
0.059941504150629044,
-0.8533372282981873,
... |
H | 5 | 4.4 | 5 | 1,179 | Male | Train | you just told us something about the program's geographic scope and that it's statewide. how about its scale, just in terms of the number of students who participate, who are allowed to participate? | [
{
"feats": [
0.1279127597808838,
-0.21326853334903717,
0.09995616227388382,
-0.014736805111169815,
0.6200687885284424,
0.29449811577796936,
-0.006295838393270969,
1.1213608980178833,
0.8293542861938477,
0.04698096215724945,
-0.7957066297531128,
... |
X | 5.5 | 4.75 | 5.125 | 1,298 | Male | Train | the participants in the scholarship program are outside of new orleans and private school choice is their main opportunity for parents to choose a school besides their- | [
{
"feats": [
0.05926685780286789,
-0.2059263288974762,
0.1463019996881485,
-0.051191288977861404,
0.6258090734481812,
0.3349308669567108,
0.07712135463953018,
0.9346718788146973,
0.8076004981994629,
0.026910867542028427,
-0.8945100903511047,
... |
X | 4.2 | 4.8 | 4.4 | 1,298 | Male | Train | sure, well, we have seen private school choice programs deliver achievement gains in many urban environments where they've been tried. | [
{
"feats": [
0.040527716279029846,
-0.1829739362001419,
0.18988294899463654,
-0.06366552412509918,
0.628288745880127,
0.3498782217502594,
0.05110561475157738,
1.00389564037323,
0.7794206142425537,
0.02588149718940258,
-0.9483751654624939,
-... |
H | 4.6 | 3.8 | 4.6 | 1,179 | Male | Train | bottom line is that we saw quite substantial negative effects on student achievement in both math and reading in the first year but only the effects in.. | [
{
"feats": [
0.04523538425564766,
-0.11229066550731659,
0.13995008170604706,
0.009273562580347061,
0.509949266910553,
0.3465433418750763,
0.045191772282123566,
0.9967857599258423,
0.6827579736709595,
0.0211544930934906,
-0.8151518106460571,
... |
U | 4.8 | 4.4 | 4.6 | 1,298 | Male | Train | it affects the second year before they switched to that initial test. so there's a lot of sensitivity of these results to the specific tests being implemented the steaks.. | [
{
"feats": [
0.04847026988863945,
-0.20786906778812408,
0.17716018855571747,
-0.03631789982318878,
0.6349164843559265,
0.3731481432914734,
0.07938005775213242,
1.030701756477356,
0.69505375623703,
-0.014505336992442608,
-0.9048186540603638,
... |
N | 3.8 | 3.4 | 4.6 | 1,179 | Male | Train | regulatory framework influences the decisions of private schools as to whether or not to participate in the program and that provides a limited and maybe lower quality | [
{
"feats": [
0.0429985374212265,
-0.201218381524086,
0.14086933434009552,
0.038074374198913574,
0.5699014067649841,
0.214858740568161,
-0.017825506627559662,
1.134181261062622,
0.8012060523033142,
0.0821886658668518,
-0.6704021096229553,
-0... |
N | 4 | 3.8 | 4.2 | 1,179 | Male | Train | thought experiment for you. as we discussed, your study follows a single cohort of students as they attend a private school over multiple years. | [
{
"feats": [
0.13635452091693878,
-0.1763112097978592,
0.15634089708328247,
-0.019176118075847626,
0.5771259069442749,
0.2780437171459198,
0.024580346420407295,
1.00260591506958,
0.7060336470603943,
0.043205130845308304,
-0.7889174222946167,
... |
N | 3.4 | 4 | 4 | 1,298 | Male | Train | time for any improvements in the private schools to demonstrate themselves in the test score performance of this first cohort of | [
{
"feats": [
0.08476173132658005,
-0.1959899663925171,
0.23726317286491394,
-0.06759411096572876,
0.7564061284065247,
0.42168647050857544,
0.08954689651727676,
1.119210124015808,
0.7855751514434814,
0.012334583327174187,
-1.0378971099853516,
... |
X | 4.4 | 4 | 4.2 | 1,298 | Male | Train | voucher students. so we really don't know, this is a short term assessment of the achievement effects of the program. we don't know what the effects | [
{
"feats": [
0.06931093335151672,
-0.1164054274559021,
0.08910616487264633,
0.012915264815092087,
0.6088813543319702,
0.38067740201950073,
0.0755465179681778,
1.0425523519515991,
0.6937263011932373,
-0.003964276518672705,
-0.9050100445747375,
... |
U | 4.8 | 5 | 5.2 | 1,298 | Male | Train | long-term are, and if the regulatory regime actually has positive effects on | [
{
"feats": [
0.07373126596212387,
-0.17267635464668274,
0.10531331598758698,
-0.003343567717820406,
0.7018915414810181,
0.4984281659126282,
0.056867580860853195,
1.0957422256469727,
0.7500685453414917,
0.004632638767361641,
-1.0849168300628662,
... |
U | 4.6 | 4 | 4.8 | 1,298 | Male | Train | the vectra students enrolled in colleges at the same rate as control group students, even though they suffered some.. | [
{
"feats": [
0.08663024008274078,
-0.1675783395767212,
0.1361009180545807,
-0.053441617637872696,
0.6937664747238159,
0.3812512755393982,
0.076784648001194,
1.1102176904678345,
0.726151168346405,
0.03313664346933365,
-0.9341592788696289,
-0... |
X | 5.2 | 4.8 | 5.4 | 1,179 | Male | Train | but is it true? has the availability of charter options led families to sort into schools that are more homogenous than those they would have been assigned to? | [
{
"feats": [
0.10065028071403503,
-0.24344344437122345,
0.19613686203956604,
-0.04349144175648689,
0.6306002140045166,
0.3194904923439026,
0.057996172457933426,
1.0586405992507935,
0.7668269276618958,
-0.01589101366698742,
-0.8268451690673828,
... |
N | 4.8 | 4.4 | 4.8 | 1,179 | Male | Train | charter schools in the u.s. clearly serve a disproportionate share of black and hispanic students. they also clearly make up.. | [
{
"feats": [
0.04850277304649353,
-0.2226177304983139,
0.19697557389736176,
0.009802224114537239,
0.6069043874740601,
0.2985076904296875,
0.04836559295654297,
1.1241297721862793,
0.7378641963005066,
-0.04964318126440048,
-0.6825419068336487,
... |
X | 3.4 | 4 | 4.4 | 1,178 | Male | Train | many people of the same race, specifically students of color attending the same school without a lot of diversity in there. and another way to think about it as think about | [
{
"feats": [
0.042529698461294174,
-0.11835905909538269,
0.1468665450811386,
0.020523058250546455,
0.6342812180519104,
0.4342508018016815,
0.0941028818488121,
1.087192177772522,
0.7517140507698059,
0.04432469978928566,
-0.910805344581604,
-... |
O | 4.4 | 4 | 3.8 | 1,178 | Male | Train | it's not so much while it is also important that charter schools are enrolling predominantly student of colors.. | [
{
"feats": [
0.07796397060155869,
-0.19112569093704224,
0.2269338220357895,
-0.10449335724115372,
0.628470778465271,
0.3877405524253845,
0.08005005121231079,
1.057682991027832,
0.7025362849235535,
-0.04544144123792648,
-0.9232231378555298,
... |
X | 4.4 | 4.8 | 4.6 | 1,179 | Male | Train | it's about how we're measuring segregation and defining it, but also about not just what charters look like, but what impact charters are having. | [
{
"feats": [
0.02796512097120285,
-0.13750159740447998,
0.13986915349960327,
-0.053780652582645416,
0.6196463108062744,
0.3072982430458069,
0.07270213961601257,
1.1941829919815063,
0.8063828945159912,
-0.050403621047735214,
-0.7596098780632019,
... |
S | 5 | 4 | 4.8 | 1,178 | Male | Train | this cause relative segregation that is relative to the composition of my community as a whole. does the schools seem to be "racially balanced"?. | [
{
"feats": [
0.018001805990934372,
-0.08397791534662247,
0.21866503357887268,
-0.07808291912078857,
0.6305115222930908,
0.41690587997436523,
0.0694839209318161,
1.0025229454040527,
0.7757432460784912,
0.004806614946573973,
-0.8623788952827454,
... |
X | 4.2 | 4.2 | 3.8 | 1,178 | Male | Train | minority kid there to be quite exposed to white peers, just because of the demographics and that we wouldn't expect quite the same thing in a place like los angeles unified. | [
{
"feats": [
0.09937196224927902,
-0.19375856220722198,
0.2028409093618393,
-0.011801907792687416,
0.6752312779426575,
0.4219793677330017,
0.10226447135210037,
1.0075792074203491,
0.766981840133667,
-0.07890968769788742,
-0.8541640043258667,
... |
N | 4.4 | 4.2 | 5 | 1,178 | Male | Train | yeah, i think one way of thinking about it, is if you took the average minority kid in a school district or in a metropolitan area, how you wanted to find | [
{
"feats": [
0.11725279688835144,
-0.1143297627568245,
0.17073531448841095,
-0.06189610809087753,
0.7043615579605103,
0.4345971345901489,
0.0791550874710083,
1.0722012519836426,
0.8243452310562134,
-0.05507612228393555,
-0.893057644367218,
... |
U | 4.6 | 3.8 | 5.2 | 1,178 | Male | Train | between these two numbers, right? so it's how much more are minorities exposed to themselves than whites are? and i know it's kind of like a tricky concept to sometimes explain, | [
{
"feats": [
0.1053813248872757,
-0.13791978359222412,
0.24342909455299377,
0.0009372301865369081,
0.5321103930473328,
0.40482228994369507,
0.06352201849222183,
0.980376660823822,
0.7622503638267517,
0.009557348676025867,
-0.8243515491485596,
... |
F | 4.6 | 4.8 | 4.8 | 1,178 | Male | Train | but we're also going to be not totally dependent on that measure. and we've run a lot of checks to make sure that our results are not only by | [
{
"feats": [
0.08214297145605087,
-0.17583024501800537,
0.20350435376167297,
-0.07019142061471939,
0.6657390594482422,
0.49556857347488403,
0.09487920999526978,
1.1310343742370605,
0.7230915427207947,
-0.05720249563455582,
-0.8798105120658875,
... |
X | 5 | 4.428571 | 4.571429 | 1,178 | Male | Train | the other side of cities that have had historically a lot of political upheaval and resistance to desegregation efforts versus | [
{
"feats": [
-0.01688336208462715,
-0.1661197990179062,
0.21242018043994904,
0.004476434085518122,
0.6648418307304382,
0.42561081051826477,
0.11973578482866287,
1.1243678331375122,
0.732708752155304,
-0.02118104137480259,
-0.8615500926971436,
... |
X | 4.4 | 4.2 | 5 | 1,178 | Male | Train | in a sense that is bad variation. those are other explainers that we're trying to clean from our econometric model as we try to focus on this causal effect | [
{
"feats": [
0.10595904290676117,
-0.1408449113368988,
0.17476792633533478,
-0.08092013746500015,
0.6387991309165955,
0.410722017288208,
0.17899024486541748,
1.0211269855499268,
0.7426940202713013,
-0.010607403703033924,
-0.9058955907821655,
... |
H | 4.4 | 3.6 | 4.2 | 1,178 | Male | Train | and sort of a trade off being that we can't say that this will apply to every single place that our estimates where charters open. | [
{
"feats": [
0.07210439443588257,
-0.1721041053533554,
0.1674291044473648,
-0.09387169033288956,
0.7028273940086365,
0.3817766606807709,
0.10970716178417206,
1.0921448469161987,
0.739052951335907,
0.021612100303173065,
-0.9177183508872986,
... |
X | 4.2 | 4.2 | 4.6 | 1,179 | Male | Train | and so, those are the results when you're talking about segregation at the level of this school district. so comparing each individual public school within a geographic school district to the.. | [
{
"feats": [
0.1650579422712326,
-0.1756846010684967,
0.10883866995573044,
-0.10411152243614197,
0.5611685514450073,
0.30529138445854187,
0.051176685839891434,
1.1589621305465698,
0.7843246459960938,
0.13139358162879944,
-0.7457789182662964,
... |
U | 5 | 4.6 | 4.8 | 1,178 | Male | Train | the exact same analysis, but sort of being a little bit more agnostic about what is a community. and so we looked at school districts and we saw that that led to increases | [
{
"feats": [
0.12429545819759369,
-0.1984931230545044,
0.18123218417167664,
-0.045722246170043945,
0.609767496585846,
0.41795584559440613,
0.08726971596479416,
1.0370935201644897,
0.7367763519287109,
-0.015771323814988136,
-0.7980150580406189,
... |
X | 5 | 4.833333 | 5.5 | 1,178 | Male | Train | charging very little indication that charters are leading to more segregation at that level. and while, the technicalities of it start getting a little bit | [
{
"feats": [
0.06859877705574036,
-0.1467415690422058,
0.13448402285575867,
-0.07248767465353012,
0.6364161968231201,
0.40142157673835754,
0.10691605508327484,
1.0710594654083252,
0.7334356307983398,
0.029543964192271233,
-0.8728120923042297,
... |
X | 4.6 | 4.2 | 4.8 | 1,178 | Male | Train | compromising, we're seeing some decreases in the segregation between school districts. that is, so it seems that, and we're still exploring this finding. there's still a little bit of | [
{
"feats": [
0.11529145389795303,
-0.15775921940803528,
0.21111483871936798,
-0.0569748654961586,
0.688940703868866,
0.43761929869651794,
0.11117441952228546,
1.0759724378585815,
0.7709963917732239,
0.027232322841882706,
-0.9023454785346985,
... |
X | 4.8 | 4.4 | 4.8 | 1,178 | Male | Train | closing. we're not seeing that these urban school districts are sort of the opposite of white flight into these urban school districts is leading to.. | [
{
"feats": [
0.14382775127887726,
-0.13480520248413086,
0.19653747975826263,
0.025822767987847328,
0.6412622928619385,
0.4527188837528229,
0.07625674456357956,
1.0436813831329346,
0.7281046509742737,
0.005182388238608837,
-0.8889493942260742,
... |
X | 4.8 | 4.4 | 5.4 | 1,179 | Male | Train | there's one other aspect of the study that i wanted to ask you about. and that's, in addition to reporting estimates for the nation as a whole concerning the effects of charters, you also.. | [
{
"feats": [
0.07940086722373962,
-0.15699712932109833,
0.20593325793743134,
-0.05695601925253868,
0.5460131764411926,
0.31939584016799927,
0.05039043724536896,
1.0696412324905396,
0.7253959774971008,
-0.04127638787031174,
-0.8214688897132874,
... |
N | 4.6 | 4 | 4.2 | 1,178 | Male | Train | nothing specific. all we know is that states are the wants of sort of ripe charter law. and they are the ones that | [
{
"feats": [
0.107693150639534,
-0.17105622589588165,
0.18269337713718414,
-0.03288565203547478,
0.7275160551071167,
0.5078201293945312,
0.06839312613010406,
1.1288466453552246,
0.7765928506851196,
0.006660524755716324,
-0.880827784538269,
... |
X | 5.4 | 4.2 | 5.2 | 1,178 | Male | Train | as we found such a small effect, we thought that maybe we're finding that in some states, charters were leading to more integrated schools and another's more segregated schools, and so when you.. | [
{
"feats": [
0.0681501030921936,
-0.1276082843542099,
0.2116413563489914,
-0.045784853398799896,
0.6022130846977234,
0.3446255922317505,
0.10274047404527664,
0.9807409048080444,
0.7518839836120605,
0.04245735704898834,
-0.8186290860176086,
... |
U | 5.285714 | 5 | 5.285714 | 1,179 | Male | Train | my finding suggests, that it's misleading to blame charter schools for increases in the very high levels of segregation many american students experience. | [
{
"feats": [
0.046351052820682526,
-0.11854734271764755,
0.1582961231470108,
-0.016545230522751808,
0.6049774885177612,
0.38578611612319946,
0.07668482512235641,
1.13409423828125,
0.7280054688453674,
0.021465053781867027,
-0.8361238837242126,
... |
U | 3.6 | 4 | 4.4 | 1,179 | Male | Train | perhaps, this evidence shows that they're not going to completely bring us back to the 1950s era of segregation. | [
{
"feats": [
0.07309912145137787,
-0.16593845188617706,
0.16523228585720062,
-0.01950857974588871,
0.6145128607749939,
0.4929577112197876,
0.14738580584526062,
1.195806860923767,
0.7298224568367004,
-0.026926279067993164,
-0.992175281047821,
... |
U | 5.2 | 4.4 | 5 | 1,179 | Male | Train | but, that growth has since stalled and may even have reversed raising alarm at colleges that have come to rely on a steady stream of foreign students to remain viable. are we | [
{
"feats": [
0.09079453349113464,
-0.18579109013080597,
0.15930114686489105,
-0.014183192513883114,
0.6112858057022095,
0.21361321210861206,
0.05636725202202797,
1.152367353439331,
0.7523921132087708,
-0.03184080123901367,
-0.6909661889076233,
... |
N | 5 | 4 | 5 | 1,179 | Male | Train | entering a toronto based consultancy? alex is the author of the new article, has president trump's scared away all the foreign students, that will appear in the fall 2019 issue of the journal. | [
{
"feats": [
0.12560240924358368,
-0.21091800928115845,
0.1644931584596634,
-0.008197087794542313,
0.5660181641578674,
0.23714810609817505,
0.07743637263774872,
1.0032826662063599,
0.7590506672859192,
0.011877140030264854,
-0.6733861565589905,
... |
X | 4.6 | 3.8 | 4 | 1,226 | Male | Train | have taken the place that out of state students used to take. they're not subject to the same kinds of restrictions on tuition. so for public institutions that can be particularly | [
{
"feats": [
0.01974579691886902,
-0.19498996436595917,
0.15100644528865814,
-0.08972024917602539,
0.5840769410133362,
0.3694312870502472,
0.046386394649744034,
1.064365029335022,
0.7377809286117554,
-0.01968422904610634,
-0.8049563765525818,
... |
N | 4 | 3.8 | 3.8 | 1,226 | Male | Train | over 50% of their income is coming from international students at some of their big research universities, because, they're charging 30,000 australian dollars and they'll do it too. | [
{
"feats": [
0.1117936447262764,
-0.1475818008184433,
0.09238365292549133,
-0.0700598731637001,
0.5321214199066162,
0.26717236638069153,
0.060439128428697586,
0.9505568742752075,
0.7774555087089539,
0.056097131222486496,
-0.7631864547729492,
... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.