A Study On The United States Federal Government's Rural Teacher Support Policy In 21^st Century

The shortage of teachers,the lack of high-quality teachers and the high turnover rate of teachers have always been the important factors restricting the development of education in rural areas of the United States.For a long time,the federal government of the United States has paid more and more attention to the development of rural teachers due to its attention to the education equity issues such as balanced regional development and disadvantaged groups.Since the Elementary and Secondary School Education Act of 1965,the federal government of the United States has officially started to intervene in the support of rural teachers.In the 21 st century,the US federal government has introduced a series of policies to support the construction of rural teachers.This dissertation takes the rural teacher support policy issued by the US federal government since the 21 st century as the research object,taking the four federal administrations of Bill Clinton,George w.Bush,Barack Obama and Donald Trump as a timeline.And select the most influential policies of each administration to analyze the objectives,contents and effects of rural teacher support policies of the federal government of the United States.These policies started from the aspects of rewarding and subsidizing high-quality rural teachers,supporting the professional development of rural teachers,encouraging multi-party cooperation,creating a competitive salary system,and expanding the access scope of rural teachers by adopting a selective approach,etc.,which brought positive influence to the development of rural teachers in the United States.It has supplemented the number of rural teachers,improved the quality of rural teachers and narrowed the achievement gap between rural students and students nationwide.At the same time,there are obstacles in the implementation of these policies.There are some problems such as the gap between the policy effect and the target and the difficulty in the implementation of the policy.Through the research on the content and effect of the supporting policies,it can be found that the rural teacher support policy of the federal government of the United States has the characteristics of attaching importance to the role of financial incentives,using diversified support strategies,formulating laws and regulations to ensure the implementation of policies,attaching importance to the consistency of policies and forming the synergy of support from all parties.The development and improvement of the rural support policy of the federal government of the United States has gone through a history of nearly 60 years.The study of the federal government's rural teacher support policy and the summing up of its development experience are instructive to the establishment of a rural teacher policy system suitable for the development of rural education in China.