The purpose of this study was to investigate the relationship between education responsibility evaluation policy and educational performance policy in order to improve the academic achievement of elementary and junior high school student s achievement. Various data collection databases were used to collect and analyze graduates and dissertations, journals, and research reports that have been published globally for the past 15 years from 2000 to 2015. Education accountability evaluation policy variables and control variables. The number of articles selected is 20, and the number of effect size cases is 157. In conclusion, we obtained the following results as: First, the overall average effect size of education accountability evaluation policy on academic achievement was 0.193, which was a small positive relation. From the end of the 20th century, the impact of education accountability evaluation policies on academic achievement has been decreasing. Second, the effect of education accountability evaluation policy on academic achievement varies with time is not significant. The effect of the state-wide out-of-school education accountability evaluation policy on educational achievement of 2000 years ago was 0.629 for Carnoy & Loeb s Accountability Policy Index, 0.256 for State Accountability Policy, and 0.212 for Amrein & Berliner s Accountability Policy Index. The impact of the 2000 NCLB measure on academic achievement is not significant.