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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: 20 September 2019

Curricular Reform, Academic Achievement, and Educational Opportunity

Curricular Reform, Academic Achievement, and Educational Opportunity

Chapter:
(p.119) Seven Curricular Reform, Academic Achievement, and Educational Opportunity
Source:
High-Stakes Schooling
Author(s):

Christopher Bjork

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226309552.003.0007

Chapter seven present data to analyzes the impact of that pattern on student learning. It concludes that changes to the curriculum introduced with the goal of making learning more appealing to all students actually had the opposite effect in the middle schools: achievement-oriented pupils capitalized on the opportunities offered to them while their less motivated peers fell further behind. The chapter considers the effect that neoliberal reforms have had on molding Japan as a “gap society,” and the effect that such opportunity disparities between the rich and the poor have had on schools.

Keywords:   academic achievement, educational opportunity, impact, student learning, curriculum, achievement oriented, gap society, disparities

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