An Empirical Study on the Performance of the American Government's Responsibility for Compulsory Education

Abstract

Over past years, the development of compulsory education in China has been featured with a regional imbalance, especially between urban and rural areas. The root causes of such an imbalance are multifold, mainly due to the unclear division of governmental responsibilities at all levels, the weak commitment of government responsibilities and mutual shirking. In comparison, owing to the advanced experiences of compulsory education, the three levels of government in the U.S. perform respective duty and own individual emphasis, thus forming a relatively stable and clear responsibility structure. Such a responsibility structure greatly promotes the development of compulsory education. Therefore, this paper mainly studies the status quo of both implementation and investment in compulsory education given by U.S. governments, irrespective of levels. Because it is of great inspiration for the Chinese counterparts to enhance its own social public power execution and duty fulfillment, in realm of compulsory education, crossing diverse levels.