In the article “Success of second year students…” research is conducted to evaluate whether students are affected academically by their teacher training. The training incorporated into this research is choice theory/reality therapy training. The purpose of the article was to specifically determine whether students performed better in math and reading if they were taught by a teacher who had participated in CT/RT training, compared to those who were taught by teachers who had not. trained. The research was conducted by analyzing the scores of 83 second graders. Students were used to compare the results of those who were taught by a teacher trained in CT/RT and those who were taught by a teacher who was not trained at all. In the article, it is explained that the CT/RT training used in this research “was designed to educate teachers on how they can encourage students to have their needs met in positive ways.” (Hale, Maola, 2011, p.2)The 83 second graders used in the research came from a “small rural district in Pennsylvania” (Hale, Maola, 2011, p.4). The students consisted of 39 women and 44 men. Three of the second-year teachers were not trained in CT/RT and two of them were trained in CT/RT. The research only compared whether or not a teacher was trained in CT/RT, it did not take into account whether they had implemented their training in the classroom. The study was therefore simple and this allowed results to be obtained more quickly. Although they included a comparison of the results by separating the sexes, so that other results could be obtained. The achievement test used in this research is the Terranova Third Edition Multiple Assessments test (Hale, Maola, 2011, p.4). This middle section proposed in the article promotes the idea that although teachers are trained in choice theory/reality therapy, it does not have an effect on student outcomes. Additionally, future research should focus on whether teachers actually use what they learned in CT/RT training in their classrooms. It is possible that teachers did not integrate their training into the classroom, which could explain the results. Knowledge in this area could be broadened by looking at other schools. This article focuses on a study carried out in a small rural school, which resulted in smaller data collection. If the research is done in a larger school with more students, more will be learned. More data will be collected and more information will be provided, resulting in greater knowledge on the subject of the relationship between student achievement and teacher education..