The district system adapted to the fact that the rural area was vast and sparsely populated at that time, which facilitated the local people to directly participate in the management of education, solved the problem of children going to school nearby, and promoted the development of hometown education at that time to a certain extent.

/kloc-in the 0/9th century, American capitalist economy developed rapidly, and education and economic development were interdependent and promoted each other. On the basis of absorbing the educational experience of Britain, Germany and other countries, the United States has formed an educational system with American characteristics.

/kloc-At the beginning of the 9th century, the state education leadership system was formed in the United States, which promoted the development of the public education system in the United States and had a positive impact on making up for the shortcomings such as the fragmentation of district system and the lack of guarantee of education quality.

/kloc-The establishment of local tax system, the establishment of public primary schools, compulsory enrollment and free education promoted by the public school movement since the beginning of the 9th century greatly promoted the development of primary education in the United States at that time. The development of primary education will inevitably increase the demand for teachers, which will inevitably promote the development of normal education, and the number of people receiving primary education will increase. Correspondingly, the scale of secondary education will inevitably expand, which of course will also promote the development of secondary education.

Although it is a state education leadership system in the United States, the federal government has not neglected education. On the contrary, the federal government attaches great importance to education. 1862 The Morrel Act greatly promoted the development of A&M colleges in the United States and changed the tradition of attaching importance to theory and neglecting practice in higher education. After World War II, the American federal government frequently reformed education to adapt education to social development and promote social development.

Since the beginning of the 20th century, various educational thoughts, including progressivism, pragmatism, essentialism and eternalism, have been arguing and absorbing each other. This theoretical thought and development also promoted the development of American educational practice.