Chenggu county has developed education since ancient times, and it is known as "being polite and observing poetry". Gu Li, the spokesman of Beidou, was born in the Eastern Han Dynasty. In the second year of Song Chongning (1 103), the county government moved to this city, and Confucianism was established in that year. The educational facilities in the Ming and Qing Dynasties gradually developed into a variety, including county studies (Confucianism), social studies, self-study, academies, private schools, schools and so on. There are many students and many participants in scientific research. From the fourth year of Wenjian in the Ming Dynasty (1402) to the 504 years when the imperial examination was abolished in the late Qing Dynasty, Chenggu County had an average of 2.6 years, and a scholar was born in less than 10. In the recorded Ming and Qing history, * * produced 5 1 Jinshi and 196 juren.

The imperial examination was abolished in the late Qing Dynasty and new learning was advocated in the early Republic of China. However, due to the shortage of education funds, the development of new schools is slow, ethnic-run, village-run and private schools have existed for a long time, and old schools, new schools and missionary schools coexist. Since War of Resistance against Japanese Aggression, some universities and middle schools in Ping, Jin, An and other places have moved to Chenggu County, and there are more than 20 schools in China, such as Northwest University, Northwest Institute of Technology, Northwest Normal College and Middle School, which radiate the countryside with the county as the center, gather scholars and celebrities, and promote the development of education in Chenggu County. Chenggu during the Anti-Japanese War was also called "the holy land of education in the bonfire of the Anti-Japanese War".

After 1980, the education reform will be carried out step by step and the school layout will be adjusted. By 1990, the enrollment rate of migrant children in industrial and mining areas and urban areas reached 98%; Compared with 1950, the number of primary schools increased by 74.5%, and the number of students in school increased by four times. The number of middle schools increased by 26.5 times, and the number of students increased by 27.4 times.