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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, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 17 October 2021

Framing the Education Crisis

Framing the Education Crisis

(p.18) Two Framing the Education Crisis
High-Stakes Schooling

Christopher Bjork

University of Chicago Press

Chapter Two situates the themes of this book in broader social and political contexts. It compares the forces that have been driving calls for educational reform in Japan and the U.S. over the past twenty-five years. The analysis indicates that while politicians in both locations have relied on a rhetoric of crisis to support their education reform agendas, the evidence used to justify those claims as well as the proposed solutions differed markedly. At the same time that the U.S. Department of Education was promoting expanded testing and accountability in schools through the No Child Left Behind Act, MEXT was decrying those very factors as responsible for the “crisis” the Japanese education system was experiencing.

Keywords:   political context, rhetoric of crisis, education reform, testing, accountability, no child left behind

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