Student performance can not go up, in addition to the student’s foundation is not solid, is there other influencing factors? In response to such questions, from 2011, uptown and Beijing Normal University cooperation, the latter third of the students’ learning, family situation for five years of tracking research, last month, the research report came out. Investigation: How did the motivation to study disappear? First-year students do not differ much, the second to the third year, is the key to change. Uptown on the district’s schools under the jurisdiction of the 5-year tracking survey found that the new first year, the second third of students’ learning outlook scores, to significantly higher than the first two-thirds of students, indicating that these students in a new starting point, especially eager to change. The same findings were found in tests of indicators of self-control and self-efficacy. There was no significant difference between the scores of the second third of the students in the new first year, and the first two thirds of the students on the indicators of self-control and self-efficacy. The change occurred between the second and third years of junior high school, when the second third of students showed more negative emotions in their studies. In the second year of junior high school, the latter third of the students showed much more enhanced depression and anxiety and significant mood changes than in the new junior high school. In terms of students’ cognitive ability, memory ability and reasoning ability, the highest scores of the latter one-third students were basically not different from the highest scores of the first two-thirds students in the first year of junior high school. However, these abilities began to decrease for the bottom one-third of students as they entered middle school. In terms of student scores on academic self-indicators, the gap between the bottom third of students and the top two-thirds of students was slightly different in their first year of school, but the gap widened significantly in their second year, and this gap remained until their third year. For these findings, Uptown found the reason in the tracking study: the latter third of the students had low academic self-confidence. This lack of self-confidence lies in the lack of solid learning foundation in elementary school. When they entered middle school, they began to hope for a change in their new starting point, but the accumulating learning problems caused learning to become increasingly difficult. Therefore, the divergence of students’ academic performance into junior high school actually manifests itself in elementary school. Findings: Family environment is very important, and most of the students surveyed, lack parent-child communication and care. Family factors are a very important part of the causes of the latter third of the students, especially some of the latter third of the students have a lack of critical period guidance and parent-child communication, as well as a lack of family care. Xiaofei is a junior high school student in a public junior high school in Hangzhou, the class is the bottom of the results. School teacher Jin said that in the second year she went to this student’s home visit, to his home, his mother went to play mahjong, and later his father came, no smile at all, look fierce. He kept telling the teacher that his son didn’t want to be good, he didn’t care about his studies and never did anything to make him happy. Little Fei just sat on the edge and listened to his father complain to Mr. Wang. He sat quietly, frowning, just like his father, and no smile on his face. Fei later told Mr. Wang that when he first entered junior high school, he also wanted to do well, but his father never said a word of praise to him; his mother told him that the family had three sets of houses and it didn’t matter if he didn’t study well. Data from similar individual cases combined with some of the family situations in the study are of interest. In terms of parental education, the parents of the latter one-third of the students had significantly lower levels of education than the first two-thirds of the students. The proportion of parents with high school education or less in the latter third of students amounted to 61.9%, while the figure for the parents of the first two-thirds of students in the item was 42.9%; the proportion of parents with bachelor’s degree or above in the latter third of students was 13.5%, while the figure for the parents of the first two-thirds in the item was 30.6%. In terms of parental expectations, the parents of the latter one-third of the students had lower and lower educational expectations as their grade level increased. In both the new junior high school and new junior high school, the percentage of parents of the latter one-third of students who expect their children’s education to be high school and below is more than 10%; while the percentage of parents of the first two-thirds of students who expect their children’s education to be high school and below is very small, almost none. The proportion of parents who expected their children’s education to be graduate or above was only about 10% among the parents of the latter one-third of the students, while it was as high as 40% among the parents of the first two-thirds of the students. In addition, there are more children of migrant workers in the latter third of students than in the first two-thirds. Teacher-student relationships also have an impact. Low rapport with teachers makes it easier to lose confidence and interest in learning. This follow-up study in Uptown also analyzed the relationship between the latter third of students and their teachers, who were more likely to lose confidence and interest in learning due to a lack of support and trust from teachers. The study found that the percentage of students in the latter third who got along well with their language and math teachers was lower than that of students in the first third; as the grade level increased, the relationship with the teacher became less and less cordial. In the new first, second and third years, 45.6%, 38.2% and 33.5% of students in the second third fully agreed that “I get along well with my language teacher”, while 52.8%, 45.4% and 42.7% of students in the first two thirds agreed that they got along well with their language teachers. This difference was even more pronounced in the subject of mathematics. In the new first, second and third years, 56%, 44% and 33.6% of students in the bottom third fully agreed that “my math teacher cares about my math learning”, compared to 61.9%, 53.8% and 47.1% of students in the top two thirds, respectively. In addition, the second third of students received less motivation from their math teachers than the first two-thirds. One day at noon, the school science teacher saw a boy in the first-year classroom, sitting alone in his seat, and went over to him and asked, “Have you eaten?” To his surprise, in every subsequent science class, the boy listened very carefully and with unparalleled attention. The boy was in the bottom third of the class when this incident occurred. “That day, he probably encountered something unhappy and didn’t go to dinner, and such a simple greeting from the science teacher made him feel that this teacher cared about him.” Because of the science teacher’s words, he liked science class, and when he learned science well, he was more willing to spend time on language and English. “Our graduation video, he made it, the text, music and production, he operated it all by himself and was really competent. He just went from someone who felt useless to someone who was useful.”