The Alabama Literacy Act is based on best practices and supports students being on grade level. However, during a pandemic it is very difficult for teachers and educators to provide intensive and explicit instruction while students are virtually or remotely learning (e-learning) verses learning in a traditonal setting. The Covid Pandemic has created an environment that is not conducive for optimal learning, especially for students in a Title I School. The socioeconomic barriers for Title I students (and all students) include parents having to work, students not having a quiet place to work (other siblings interrupting instruction, simply having to care for other siblings, etc.), limited access to technology and internet (regardless of free vouchers, devices breaking, not computer literate), large language barriers, screen fatigue, and emotional distress due to limited interaction with peers, sickness or loss of family members, and lack of consistency. Even students in traditonal learning face obstacles with masks, social distancing and the same emotional and communication issues. The law should be postponed or considered a pilot year until students are back in a consistent traditional setting. As of right now, the act cannot be carried out to fidelity and it has created unneeded stress on students, families and educators.