The purpose of this study was to evaluate the level-based class and to verify and confirm the effect on the motivated class in a specialized high school of art. The results of this study were based on analyses of school record data through T-test and ANCOVA by SPSS. To achieve this purpose, four research questions were posed, as follows:

1) Does the level-based class with motivated English learners draw a significant improvement on their school record?
2) Does the level-based class with unmotivated English learners draw a significant improvement on their school record?
3) Does the unleveled class draw a significant improvement on their school record?
4) How different are the improvements on their school record among the level-based and motivated class, the level-based and unmotivated class, and the unleveled class?

For evaluating the importance of the level-based class and the effect of the motivated class and verifying them, three different kinds of school records were analyzed, the English listening test, the mock university entrance test, and the national achievement test from 2009 to 2012.

1) To confirm the importance of the level-based class with motivated English learners, the test scores from the first and second semester of the motivated level-based students were analyzed.
2) To confirm the importance of the level-based class with unmotivated English learners, the test scores from the first and second semester of the unmotivated level-based students were analyzed.
3) To confirm the efficiency of the unlevel-based class, the test scores from the first and second semester of the unlevel-based class students were analyzed.
4) To confirm the importance of the level-based class, the test scores from the first and second semester of the level-based class and the unlevel-based class students were analyzed.

From the analyses of data, four findings emerged:

1) The level-based class with motivated students established a significant improvement of school record.
2) The level-based class with unmotivated students established a significant improvement of school record.
3) The unlevel-based class didn''t establish a significant improvement of school record.
4) The level-based class established a significant improvement of school record more than the unlevel-based class.

Five meaningful conclusions were determined from the findings.

1) The motivated class has more efficiency on students'' academic achievement than the unmotivated class.
2) The unmotivated class(low level students) can have more efficiency on students'' academic achievement than the unlevel-based class.
3) The significant achievement of the low level students are guaranteed when teachers are concerned with their affective domain.
4) Korean EFL(English as a Foreign Language) need to have confidence and conviction with the level-based class, especially with low level students.
5) The level-based class should be administered in the long term, and the class will have significant efficiency on students'' academic achievement, by managing the level-based class and drawing students'' motivation into the each level class.