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This paper presents partial results of two studies conducted in Mexico and Argentina, aiming at characterizing secondary education from a quantitative-qualitative perspective. A number of concerns about the serious problems that high schools in Mexico face is shared. The main thesis is intended to demonstrate that the problems of secondary education in Mexico and Jalisco are more related to the structure than to the curricular reforms on which policies have been focusing for the secondary level in the last two administrations. [ABSTRACT FROM AUTHOR]