The majority of the students at Clayton County Public School System are being left behind in the crisis of improving their mathematics grades. Improving mathematic outcome at Riverdale High School will require efforts from many fronts, but the central premise of this issue is the solution that involves helping the student to better regulate their learning by utilizing effective learning techniques. Fortunately, educational specialists have been developing and implementing easy-to-use learning techniques that help the students of Riverdale high school achieve their mathematic learning goals. In the current crisis, we discuss in detail the techniques of learning as well as offer the best recommendation about their utility. Here, we selected the techniques that sound relatively easy to be used by the students and hence adopted by majority students. Also, some of the techniques such as highlighting and rereading were selected in the current study because many rely heavily on them. Thus it is important to examine how they work. The technique selected includes self-explanation, elaborative interrogation, summarization, practice testing, interleaved practice, and highlighting.  In order to offer the relative utility of these techniques, the recommendation included evaluation of generalized benefits of the student characteristics, learning condition, criterion tasks, and materials. Student learning condition includes the aspect of the learning environment; student characterization includes variables likeability and level of prior knowledge; materials vary from concepts of handling simple mathematic problems to complicated problems, and criterion tasks include measures that can improve student achievement such as problem-solving. Our hope is that the current paper will foster the improvement of the student learning activity and also encourage researchers to investigate promising techniques of improving the grades of mathematics and science related subjects worldwide. Accordingly, these techniques can be useful to teachers, students and it highlights the direction of future mathematics research.

The implementation of teaching practices has played a crucial role in determining the performance and outcome of the students since the publication of Coleman report, (Coleman, 2011). In the report, socioeconomic background of the student was the main determinant of education achievement and the influence of teachers on student achievement was minimal. Since then, more study designs have shown the measurement of what goes around in the school and its relation to the student outcome. Finding shows that teachers and the environment they operate in can indeed make a difference in student achievement. Conceptual methods now indicate the different dimension of the learning environment like teaching practices, resources; school climate as well as interactions among the student affects the performance of the students’ achievement. In the successful educational framework, an effective school environment is the one that has a positive effect on the student outcome over and above home influence, (Paige, 2011). More specifically, the study has examined the impact of various educational factors such as home background, school instruction, and school environment on the student learning achievement with the aim of identifying essential factors for educational effectiveness. The teacher’s characteristics can be categorized into background qualification, instructional practices, and belief and attitudes.

The background of teachers’ qualification includes teachers’ degree, test scores, college ratings and teaching experience. High teachers’ background qualification has always been associated with better student learning outcome. Although the research has been replicated and other negative effects have also been reported. Teachers’ belief and attitude include self-efficacy, student expectation for success and belief about the nature of learning process. Evidence indicates that teacher belief impacts the learning of the student as well as motivates them to achieve greater learning outcome. Lastly, instruction practice of teachers includes the activities that teachers carry out within the classroom. What teachers do in the classroom is the best predictor of the student learning outcome. It helps to predict the student learning outcome, and this has shown that it covers the teacher’s qualification background, belief, and attitudes.

Mathematics teachers who produce higher achievement and those who produce lower achievement results have a positive impact on the performance of the students. Generally, the most important factor affecting the performance of mathematics among the students depends on the teachers. Usually, effective teachers tend to appear effective with the students of all the achievement level, regardless of the level of the students in their classrooms. The persistent greater achievement among the teachers is enhanced or limited by the experience in the classrooms. Achievement in mathematics is determined by the subsequent effective teachers as they gain more experience. Highly effective teaching practice in mathematics results to greater gains in the student outcome than the less effective counterparts.

The number can help to summarize the cumulative academic outcome due to less effective teachers who are failures and hopelessness that the students experience in their classrooms. Undoubtedly, the students wonder what could be the problem, but in reality, the quality of instruction is the problems. The teachers are supposed to build an effective character that the students can catch and follow up to boost their results. Students with high performing teachers are likely to enjoy the advantage of good teaching that can enhance the learning abilities of the students in future. In the case of Riverdale high school, lower-achieving grades in mathematics are more likely to put with the lower effectiveness teachers. Thus, the negative impact of less effective mathematics teachers is always visited by students who need more help to advance their grades.

It’s conceptual that the teachers want feedback, not only in their practice of teaching but also on their personal results of teaching. Timely and informative teaching feedback is important for their personal improvement and putting more effort into teaching practice. Teachers’ evaluation always serves the purpose of providing feedback and guidance for the improvement of mathematic teachers. The process of evaluating teachers acts as the catalyzed of improving the performance and documenting accountability. Improvement of mathematics performance functions correlates to the personal growth of the teachers and involves involving the students learn about, reflect and improve their grades as well as improving the practices of the teachers.

The improvement in mathematics grades always functions as the formative need for continuous teaching professional development and growth. Accountability acts as the reflection of the commitment to the professional goals, competence, and quality performance. Teaching accountability is viewed as the summative and includes the judgment of the effectiveness of teaching services. Teacher’s evaluation is based on the act of teaching and documentation through the use of classrooms observation. It provides the teachers of being artificial by nature and narrows the scope of cheating among the teachers during teaching such as avoiding classes.

The measurement of student learning is one of the best learning assessments of the teachers’ evaluation process. According to Coleman, J. (2011), the various measurement techniques for the student learning process involves accuracy of the grading procedures by the teachers, alignment of student achievement tests with the current curriculum, diagnostic values of learning approaches for instrumental improvement and pointing out the nature of all the learning indicators. In the absence of important and meaningful pre-test and grade test scores at least one a month have the valid measures of measuring the influence of the teachers on student achievement and learning the outcome.  The assessment of the student should be curriculum-aligned and should be administered both at the beginning of their lessons and at the end of the year.

It has become evident that the factors affecting student learning are multifaceted and are quite challenging. It is hard to reach the best and precise consensus on how to measure the learning of mathematics students. Given this complexity, it is hard to subject the teachers on the public about the track of the student learning activities for the purpose of improving the results and evaluating their own performance. However, the current state of accountability for the students and schools have made it possible to examine the ways of assessing the performance of the student’s outcome by analyzing the quality of the teachers are fair and always realistic. The principals and the teachers are held accountable for the achievement and outcome of the mathematic students. The teachers are pressured to produce good results by use of necessary information and supported decisions.

In this chapter, we will focus on the theoretical framework of best teachers’ practices and student achievement in mathematics. Best teacher’s practice refers to the process of conveying the right kind of knowledge, applications, and skills to mathematic students. The right way includes the application of knowledge according to the content, process, methods and best means of conveying contents.  Best teachers are also able to help, guide and counsel the student in order to achieve the best and high grades in mathematics.

Mathematics achievement has always been the determination factor in student’s academic success and provides access to further studies or secures a good job. Students need to pass a variety of levels of standardized examination that function as the yardstick to best mathematics performance and achievement. There are a strong indication and correlation between student mathematics achievement and intelligence levels. While this correlation can be true, there are other important factors that contribute to the high grades in student’s mathematics performance and determinant to student’s academic achievement. Hence, poor grades in mathematics can be due to the interplay between different factors originating from the students themselves and their learning environment.

Factors influencing mathematics achievement has been widely researched, however, thorough empirical research in Riverdale high school can be further be explored and analyzed. Usually, only 18^th percentiles of the students in the school are able to pass GMAS assessment in mathematics. Although empirical analysis needs to be examined to identify the contributing factors to low performance in that majority of students at Riverdale School has consistently posted low marks. Research indicates that learning culture and the pattern adopted by majority students are some of the underlying factors. In this chapter, we will discuss theoretical framework based on personality, sociological and physiological factors. Additionally, we will focus on three main domains such as self-efficacy and cognitive ability, support system and socio-economic status.