An Analytical Study on the Differences and Determinants of Basic Education Resource Allocation in Rural China and the United States

Abstract

In the current international perspective, China and the United States, as typical representative countries of different social systems, present resource allocation models with research value in the field of rural basic education. There are significant differences in hardware facilities, teaching staff, curriculum design, and other aspects between rural schools in the two countries. The emergence of these differences is not only related to national financial investment, but also reflects the deep influence of social and economic development, educational policy direction, and cultural value orientation. This article mainly analyzes the differences in the allocation of rural basic education resources between China and the United States, and explores their influencing elements in depth.