About the CoMSES Model Library more info
Our mission is to help computational modelers at all levels engage in the establishment and adoption of community standards and good practices for developing and sharing computational models. Model authors can freely publish their model source code in the Computational Model Library alongside narrative documentation, open science metadata, and other emerging open science norms that facilitate software citation, reproducibility, interoperability, and reuse. Model authors can also request peer review of their computational models to receive a DOI.
All users of models published in the library must cite model authors when they use and benefit from their code.
Please check out our model publishing tutorial and contact us if you have any questions or concerns about publishing your model(s) in the Computational Model Library.
We also maintain a curated database of over 7500 publications of agent-based and individual based models with additional detailed metadata on availability of code and bibliometric information on the landscape of ABM/IBM publications that we welcome you to explore.
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An agent-based model of school enrollment process under educational competition
Yao Tong | Published Sunday, August 04, 2024Due to the role of education in promoting social status and facilitating upward social mobility, individuals and their families spare no effort to pursue better educational opportunities, especially in countries where education is highly competitive.
In China, the enrollment of senior high schools and universities mainly follows a ranking system based on students’ scores in national entrance exams (Zhongkao and Gaokao). Typically, students with higher scores have priority in choosing schools and endeavor to get into better senior high schools to increase their chances of entering a prestigious university.
However, students can only select “better” senior high schools based on their average Gaokao grades, which are strongly influenced by the initial performance (Zhongkao grades) of enrolled students. The true quality indicator of school education (schooling effect, defined as the grade improvement achieved through education at the senior high school) is unknowable. This raises the first question: will school rankings reflect the real educational quality of schools over decades of educational competition, or merely the initial quality of the students they enroll?
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