Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence through a meta-analysis of 69 independent studies (196,473 participants). The results revealed that (a) there was a moderately strong and positive correlation between overall student engagement and academic achievement, and an analysis of the domains of behavioral, emotional, and cognitive engagement showed that almost all had a positive correlation with students' academic achievement; and (b) a moderator analysis revealed that the relationship between student engagement and academic achievement was influenced by the method of reporting engagement, cultural value, and gender. Furthermore, the relationships of behavioral, emotional, and cognitive engagement with academic achievement were influenced by reporting method for engagement, cultural value, or gender.

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For whom does the curriculum exist? Does it exist to benefit high-level leaders, headmasters, teachers, or children? Who formulates the curriculum for children? Is it created by experts, leaders, headmasters, teachers, or students and their parents? Is it formed unilaterally or through negotiation? Do parents have the right to understand the school curriculum and make suggestions and evaluations? All these questions reflect focal points of school curriculum administrative system reform for grades 1-12, and the concerns regarding how curriculum power should be distributed among the national government, local jurisdictions, schools, and other interest groups. A curriculum administration system accounts for the delegation of rights and obligations with regard to curriculum design, implementation, and evaluation among administrative levels. A curriculum administration system also comprises the roles of and relationship among these elements. 1 Curriculum Administration China has long implemented a highly centralized curriculum administrative system.