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1994 1988 2006 8 JEL Classification Number: H75, I28, I29 Key Words: 21 10 22 3 2 [email protected]
Transcript
Page 1: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

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1994

1988

2006 8

JEL Classification Number: H75, I28, I29

Key Words:

21 10 22 32

[email protected]

Page 2: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

2

Does the Comprehensive curriculum prevent high school dropout in Japan?

By Hiroko ARAKI

Abstract

In 1994, a new academic track combining both vocational and academic courses was introduced

to Japanese high schools. The system, termed S g -Gakka, has since been expanded to schools

nationwide as the centerpiece of current secondary school educational reforms. Before its introduc-

tion, Japanese high school applicants had to select either an academic or a vocational track, which

would set the course for their future career and life. In contrast to traditional academic and voca-

tional tracks, the s g -gakka curriculum covers a wide variety of academic and vocational subjects

and is designed to provide an education that meets the individual needs of contemporary students

and it is expected to improve students’ achievement. The adoption of s g -gakka has created a situ-

ation in Japanese high school education where both traditional academic/vocation tracking and

comprehensive school tracks coexist. For this reason, contemporary Japanese high schools offer an

excellent opportunity to study the impact of a tracking versus a comprehensive education on stu-

dent achievement. In this study, I estimate the comprehensive curriculum’s preventative effect on

dropout using school-track level (academic, vocational or s g -gakka) panel data covering all high

schools in northern Japan, controlling for initial academic ability of students entering the schools

and unobservable school-track effects. The results suggest that the adoption of s g -gakka com-

prehensive tracks is particularly effective in preventing dropout among public high school students.

JEL Classification Number; H75, I28, I29

Keywords: tracking, comprehensive schools, high school dropout

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3

3 4 1

6 7 20 334

62

2

2

20 3

1 292 tracking streaming, ability grouping

3 18 (2007)

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Page 4: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

4

1988

2006 84

2.0

63 18 94000

8 5 16651

18

3

37.4 7.3 30.1 5

5 8 35000

8 6

2004

2

3

4

5

4

8

5 (1998)6 8 2 (1998)

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Page 5: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

5

2.1.

7

100

2005

1

1995 8

7 5 3

8 1995 6

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6

2.2.

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100

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2005 1997 1995

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Page 7: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

7

8 (1989 2006 )

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3.2.

10

PISA

9 2004 6 8 8 5

14 5 2000 8 20043 3 8 108 4

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Page 8: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

8

10

Argys et al. 1996

Hanushek and Woessmann 2005 Schuetz et al. 2008

Figlio and Page 2002

Natriello et al. 1989

Figlio and Page 2002

DID

Hanushek and Woessmann 2005 Waldinger 2007 Value added Pischke

and Manning 2006 Pischke and Manning

2006 10

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Page 9: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

9

3.3.

1112

8

Pischke and Manning 2006

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Page 10: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

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Page 11: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

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Page 12: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

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Page 14: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

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Page 15: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

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Page 17: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

17

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Page 18: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

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Page 20: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

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21

15

2005.

1996, 9, pp.65-77.

ESRI Discussion Paper Series

69, 2006.

1995, No.449, pp. 46-49.

1997.

6

1995.

1997.

2000.

2004, 55(2),

pp.29-30.

2

1995, 42(2), pp.121-135.

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Page 22: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

22

Stata

2007.

2002.

2007, Vol.12, pp.1-24.

1998.

Argys, Laura M., Daniel I. Rees, and Dominic J. Brewer “Detracking America’s Schools: Equality

at Zero Cost?” Journal of Policy Analysis and Management, 1996, 15(4), pp.623-645.

Figlio, David N. and Marianne E. Page “School Choice and the Distributional Effects of Ability

Tracking: Does Separation Increase Inequality?” Journal of Urban Economics, 2002, 51,

pp.497-514.

Hanushek, Eric A. and Ludger Woessmann “Does Educational Tracking Affect Performance and

Inequality? Differences-in-Differences Evidence across Countries”, Economic Journal, 2006,

116(510), pp.C63-C76.

Natriello, Gary, Aaron M. Pallas and Karl Alexander “On the Right Track? Curriculum and Aca-

demic Achievement”, 1989, American Sociology of Education, 62(2), pp.109-118.

Pischke, Jorn-Steffen and Manning, Alan “Comprehensive versus Selective Schooling in England

in Wales: What Do We Know?” NBER Working Paper, 2006, No.12176.

Schutz, Gabriela, Heinrich W. Ursprung and Ludger Woessmann “Education Policy and Equality of

Opportunity”, KYKLOS, 2008, 61(2), pp.279-308.

Waldinger, Fabian “Does Ability Tracking Exacerbate the Role of Family Background for Students’

Test Scores?” mimeographed, London School of Economics, 2007.

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Page 24: Ù ã 4 m ~ * Ë ¯ Â ° Ë ® Â ½ Á ¸ + & Þ ] · F 0 H * Ð r E 9 ... · b m c37.4># _ V >&! *Ë7.3># í Y Â30.1>#>'5 G b m 7 K _ \ Z c u d ¹ B5 º b p3õ3å Û* b : U ¹

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