Abstract
With the promulgation and implementation of China's "double reduction" policy, the proposal to reduce the academic burden of primary and secondary school students and the strict approval of subject-based education tutoring institutions has attracted widespread public attention. Some studies have argued that the "double reduction" policy has significant implications for the future development of education in China, shifting from the pursuit of equity in the quality and outcomes of education to equity in the quality of education. This study examines the impact of the "double reduction" policy on education stakeholders from the perspectives of students, parents, teachers, and schools and explores the problems. The study finds that the policy has significantly impacted education in China, improving social attitudes towards education and promoting the development of quality education for students.
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