The article COVID-19 and student performance, equity, and U.S. education policy describes the impact of the COVID-19 on students’ learning, and emphasizes several times how the pandemic has negatively impacted low-income families and students. At the end of the article, three “R” ideas are proposed, namely “Relief”, “Recovery” and” Rebuilding “, to help students get rid of the shadow of the COVID-19.

In this paper, we focus on, less time for learning make students’ learning quality dropped a lot, under the influence of various factors inside and outside the school, the students’ learning style and achievement level difference is very big, in other words, a lot of school can’t design good how to let the children cheer up to make up for knowledge and create a more personalized education. Absenteeism among students has also increased during the pandemic. After being removed from school management, students face social and emotional distress, family financial challenges, and physical and mental or health problems. These are also big reasons for their absenteeism and absence, which are difficult for schools to solve.

Secondly, the authors talk about the impact of online teaching on students and teachers. Teaching online school make the students compared with the traditional offline is less input, but at home in online class the student result is pretty good, but at home online students go to school because they didn’t received this training or household income is not ideal and the conditions of students’ learning level gap will be more and more far. And it’s not just students who are affected by online learning. Many educators don’t have much experience with it either. In this case, the imperfect online attendance tracking system also makes many teachers unable to understand the status of students, and the emotional bond between students and teachers has become increasingly fuzzy. Many parents even act as teachers for children.

Of course, the most important point is that COVID-19 has made the gap between poor and rich families for children wider and wider. Because of limited opportunities for continuing education through distance learning. For these students, Internet accessibility is low: only half of students in middle-income countries and one in 10 in the poorest countries have access to the Internet. At the same time, inadequate food security and housing facilities, as well as inadequate health insurance and relief measures, have been exposed during the pandemic, which has greatly increased the attainment gap between different classes of students. And only about half of eighth graders had experience using the internet at home frequently for homework, with a much larger share of non-poor students (56.1%) than poor students (46.4%) accustomed to using the home internet frequently for homework.

So what about the three R’s? During the Relief phase, the government should provide schools with emergency resources, at least the minimum necessary to ensure that students are fed, clothed, housed, treated, and attended school. In the Recovery stage, the first thing to do is to allow students to return to a normal learning environment. It is necessary to re-cultivate the relationship between teachers and students and to provide teachers with better training. The last stage is the, in which many of the problems exposed during the pandemic need to be addressed to the greatest extent. We need to nurture and educate our kids in a more holistic way, rather than just focusing on their GPA. And for poor students, it is necessary to reassess whether their resources meet their learning needs.