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High-Stakes SchoolingWhat We Can Learn from Japan's Experiences with Testing, Accountability, and Education Reform$
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Christopher Bjork

Print publication date: 2015

Print ISBN-13: 9780226309385

Published to Chicago Scholarship Online: May 2016

DOI: 10.7208/chicago/9780226309552.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 21 October 2019

Epilogue

Epilogue

Chapter:
(p.213) Epilogue
Source:
High-Stakes Schooling
Author(s):

Christopher Bjork

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226309552.003.0012

The Epilogue summarizes developments in Japanese schools in the years after the author completed the primary fieldwork for this study. That information indicates that the relaxed education reforms have had limited impact on curriculum and instructional practice in both elementary and middle schools. The Ministry of Education has rescinded several of the changes introduced in the name of relaxed education. The gradual erosion of support for yutori kyoiku underscores the powerful influence of the entrance examination system on students, teachers, and parents. It also points to the widespread commitment to change that is necessary to achieve fundamental reform of a national education system.

Keywords:   limited impact, curriculum, instruction, relaxed education, entrance examinations

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