Abstract
Purpose: This study aims to investigate discourse and policy trends in basic academic achievement
 by analyzing texts associated with the subject. Exploring main topics and their changes in response
 to the dynamics of basic academic achievement guarantee policies will provide insights that can
 contribute to the development and improvement of relating policies.
 Methods: Structural Topic Modeling (STM) was employed to extract topics in analyzing academic
 journal articles, Ministry of Education press releases, and media articles. The topic prevalence was
 estimated and statistically tested in relation to the phases of the basic academic achievement guarantee
 policy, namely growth period, transition period, and confusion period. These policy phases served
 as metadata for the analysis.
 Results: Seven topics were extracted from academic journal articles, including academic achievement
 assessment, the characteristics of underachievers, and basic academic achievement policies. Another
 seven topics emerged in the Ministry of Education press releases, including basic academic achievement
 improvement programs, customized support for educational welfare, and online class and learning loss
 support. In media articles, nine topics were identified, including basic academic achievement
 improvement programs, support for linking specialized institutions, and controversies over how to
 conduct diagnostic evaluation. The prevalence of these topics changed over the policy phases.
 Conclusion: The study suggests that research on learner characteristics and vulnerable groups should
 be continued and expanded. It also emphasizes the importance of establishing long-term policies,
 fostering social consensus to strengthen the diagnosis of basic academic achievement, and providing
 support to enhance teachers’ expertise on basic academic achievement.
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