The Role of Private Junior High Schools in Japan: Institutional Characteristics, Educational Practices, and Parental Choice

• In Event: Innovative approaches to foster student learning and connection

Proposal

This paper examines the features of private schools in Japan, focusing specifically on those at the lower secondary (junior high school) level. It outlines these characteristics by presenting both institutional attributes and empirical data. In recent years, private junior high schools in Japan have gained prominence despite a declining birthrate, attracting greater social attention due to the impact of parental social class on educational opportunities.
The objective of this paper is to elucidate the characteristics of private schools in Japan, examining policy, social context, and empirical data, with particular emphasis on private schools at the compulsory junior high school level. The research questions guiding this paper are as follows: What are the differences between public and private junior high schools in Japan? Beyond institutional differences, how do public and private educational environments and practices differ when analyzed systematically through empirical data? Following the exploration of these questions, the paper concludes with an international perspective on the characteristics of private schools in Japan.
Private schools in Japan play a significant role at the kindergarten (87.5%) and university (74.1%) levels, but are less common at the elementary (1.3%) and junior high (7.7%) levels. Governed by the Private Schools Act, they are managed by non-profit educational corporations. The Ministry of Education (MEXT) supports their distinctive educational activities, with prefectural governments overseeing their operation at the secondary level.
Private junior high schools in Japan have gained social prominence due to a growing demand for differentiated education. Their popularity, particularly in Tokyo, where nearly 20% of students attend private junior high schools, reflects parental aspirations for high-quality education, opportunities for university admission, and a competitive academic environment. The increasing attention to private schools is driven by media coverage and high-stakes entrance exams, with parents often investing significant resources in cram schools to prepare their children for these exams.
The paper compares the educational environments and practices of private junior high schools with those of public junior high schools. The goal is to empirically identify and measure the differences between the two. To achieve this, domestic and international datasets, including TIMSS and TALIS, are analyzed, involving students, parents, teachers, and principals, to reveal the extent and nature of these differences.
Based on James' (1994) theoretical framework, this paper classifies private junior high schools in Japan as catering to differentiated demand. This contrasts with the view that private schools at the high school and university levels in Japan emerge from excess demand that public schools are unable to accommodate due to limited enrollment capacities.
The empirical findings suggest that, aside from the greater administrative autonomy of private schools and differences in parental social class and student diversity, private schools in Japan generally show fewer differences from public schools regarding educational environment and practices. Teacher qualifications and quality are similar across both sectors, with public school teachers receiving more frequent training. Despite public school teachers working longer hours, there is no major difference in classroom practices or attitudes toward students between public and private school teachers. Contrary to some beliefs, private schools often have larger average class sizes. Although some public schools face issues with limited educational resources, they are not generally less well-resourced. There is little variation in students' attitudes toward teachers and school experiences, such as bullying, between the sectors. A notable difference was observed in parental attitudes. Thus, contrary to domestic expectations, this paper’s analysis reveals that public and private schools differ less than anticipated.
Economist Estelle James (1994) observed that “since a public school alternative is available, consumers who choose differentiated private schools must feel these are ‘better’ along some dimension” (p. 779). James suggested that these aspects may relate to socialization, ideology, value-formation, and academic quality. In the context of private junior high schools in Japan, the choice appears to reflect academic differentiation and specific preferences (e.g., school culture, distinctive educational opportunities, and pathways to prestigious universities) rather than factors like religious or ethnic backgrounds.
Additionally, the data indicate that private junior high schools are selected not necessarily due to perceived inadequacies in public schools. This is connected to survey results showing a desire to keep up with trends and invest in children's education. In other words, the choice of a private school may not stem from overt dissatisfaction but rather from nuanced demands influenced by subtle pressures from surrounding parents, media information, and cram schools.
Can we genuinely claim that public schools are of poor quality based on the empirical results presented in this paper? Furthermore, does attending a private school truly reflect risk aversion? First, it’s important to recognize that perceptions of "quality" may be influenced more by parental subjectivity than by objective criteria. Second, whether attending a private junior high school actually enhances students' status, as parents might expect, requires further rigorous investigation. The empirical findings of this paper suggest that, at least in terms of teacher quality, students’ attitudes, and teachers’ educational practices, Japanese public schools perform similarly to private schools.
These results suggest that parents' expectations for private junior high schools may not align with the actual changes observed in their children. Parents might be investing more in factors like satisfaction, security, and perceived peer environment rather than in tangible improvements. Based on the overall body of evidence, there appears to be only a modest difference in the actual effects between the school sectors.
The paper provides valuable insights for shaping educational policy. From a policy perspective, it is crucial to recognize that Japan's public junior high schools perform robustly compared to private schools. Public schools play a vital role in maintaining a healthy society. As these schools become increasingly diverse—accommodating more foreign students and those with special needs—sustaining their performance will require careful management of teacher workloads and working conditions, along with prudent budgeting and resource allocation.

Author

• Izumi Mori, Chuo University