The major purpose of this study is to analyze the influence of the amount of secondary teacher’s on-the-job training on student’s achievement. Latent growth model(LGM) is used to analyze the EDSS data with three control variables(teachers' scholarship, career, and the number of students per teacher) that the influence has been already confirmed by previous studies. The findings are as follows. First, the intercept of on-the-job training had a positive influence only on the intercept of achievement, and the slope of on-the-job training had a positive influence only on the slope of achievement. Second, there was a significant difference between the middle school and the high school only in the case that the slope of on-the-job training influenced on math achievement. Third, controlled variables like as scholarship, career, and the number of students per teacher were the same as or more influential than the amount of on-the-job training on achievement. This study is meaningful because of suggesting the ideas for using the amount of teacher’s on-the-job training to the teacher evaluation criteria or schools by statistically verifying the relationship between teacher’s on-the-job training and the change of student’s achievement. However, there were still limitations of using randomly selected data per only secondary school and data unconsidered the contents or faithfulness of on-the-job training because of insufficient data. The study on analysis of effect per school or person and the affective effect of on-the-job training needs to conduct in the future.