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The aim of this paper is to find the tracking effects on career differentiation of high school graduates in Japan, which high school hierarchy has in both dimensions of individual and of system. I use...d the results of two research projects : (1) the article of the first project is 'The Influence of Educational and Socioeconomic Conditions on the Care er Differentiation of High School Graduates' (Amano, I. et. al.; 1984) (2) the report of the second project is 'High School and Beyond in Japan-The Second Report-' (Japan Youth Research Institute ; 1984). I reviewed the previous studies of high school hierarchy in Japan, and pointed out the problems, such as about the distinguishment between academic ability and educational aspiration. With the results, I found (1) high school hierarchy in Japan, and (2) its bearing upon the career differentiation of high school graduates. (1) I graphed the high school hierarchy at the national level in Japan, and made the index of hierarchy, i.e. correlation ratio (η) between high schools. High school graduates in Japan are differentiated on their career to 44% by high school hierarchy. (2) I proposed the hypothetical model adout the two structural (tracking) effects, and then applied it for the data both at the micro and macro (prefecture) levels. I found that the both results are coordinate with the model. This model is ; at the micro level, < 1 > probability of college attendence for all institutes is determined by individual ability and the ability context of his attending school, < 2 > probability of ratio of college attendence for selective institutes vs. for all institutes is determined by the ability context ; and at the macro level, < 1' > rate of college attendence for all institutes is constant, 6lt; 2' > rate of college attendence for selective institutes is determined by the school segregation of ability. Further, it is necessary to elaborate the data and analysis, and there are three coming problems. They are (1) the educational authorities and the society, which have created the high school hierarchy, (2) the anomie about education, which high school hierarchy has been accelerating and (3) 'the identity about ability' which high school hierarchy imposes upon pupils through 'labeling'.続きを見る
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