From the perspective of national financial allocation, if the nine-year compulsory education is extended to 12, which is different from what most people think, it will not necessarily increase the annual subsidy budget of the relevant high schools or vocational schools, but due to the needs of expansion and the changes in educational structure, the financial subsidy for education will be greatly improved in the end. This is because in China, in addition to the nine-year compulsory education, the scientific research subsidies of universities also account for a large part of the national financial allocation for education. Generally speaking, for China, the education in senior high schools and vocational schools is the weakest, and there is a relative lack of state financial support. This is because nine-year compulsory education is related to the overall education popularization of our population, while university education is related to the quantity and scale of high-end talent education in the whole country, as well as high-end academics and technology in universities. And theoretical research. If the nine-year compulsory education is extended to 12, from the perspective of fiscal expenditure, as a whole, due to the continuation of nine-year compulsory education, the average annual growth of normal expenditure is not large. But the problem is that if we want to popularize 12 compulsory education, the resources of senior high schools and vocational schools will be obviously insufficient at present. This requires increasing teacher training and the construction of fixed hardware facilities. This will at least lead to a sharp rise in training and construction costs in the first five years of policy implementation. On the other hand, the purpose of 12 compulsory education is to improve people's education level. In this case, the construction of colleges and universities will have to be further expanded. The common changes in this aspect will lead to an increase in the demand for financial support for college construction and teacher training. Structurally, this is a lever for fiscal expenditure to adapt to structural changes. From the financial point of view, there is no problem about the advantages and disadvantages of extending compulsory education, but from the national level, the ultimate goal of popularizing 12 compulsory education should actually lay the foundation for the expansion and improvement of the scale of colleges and higher vocational education in the future. This is because in the future social production, labor-intensive and capital-intensive industries will eventually give way to technology-intensive and knowledge-intensive industries. If 12 compulsory education is not popularized, it will cut off a large part of the existing teenagers' access to higher knowledge and technical education, and will also lead to a large number of people being "eliminated" in the future economic structure because they cannot adapt to productivity and social changes. This "elimination" will lead to a series of serious problems, which cannot be accepted by the leadership and ordinary people. In the final analysis, the advantages and disadvantages and burdens of finance cannot be considered in decision-making. For the leadership, how to promote 12 compulsory education, how to reform and expand the follow-up higher education, how to adapt to the future changes in economic structure and the development of humanities, how to maintain the prosperity and strength of the country, and how to promote long-term economic structure reform and income reform through educational reform are the primary considerations affecting national stability.