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JEL Classification Number: H75, I28, I29
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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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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.
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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,
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demic Achievement”, 1989, American Sociology of Education, 62(2), pp.109-118.
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in Wales: What Do We Know?” NBER Working Paper, 2006, No.12176.
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Test Scores?” mimeographed, London School of Economics, 2007.
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