1. The educational goals are different. Happiness education in the United States pays attention to learning interest and experience, while elite education pays attention to cultivating leadership ability; China pays more attention to realizing the goal of exam-oriented education by reducing the burden.

2. The learning content and methods are different. American happy education pays attention to comprehensive quality and practical skills, and the learning methods are lively and interactive; Elite education is exposed to richer materials and opportunities; China pays more attention to basic knowledge and adopts a more traditional way to reduce the burden.

3. Parents and society have different expectations. American parents and society pay more attention to children's all-round development and allow children to pursue personal interests; Parents and society in China expect their children to get good grades and attach importance to the improvement of their ability to take exams.

4. Different evaluation criteria. American education adopts comprehensive evaluation, pays attention to personality development, and has no unified standard; China's education focuses on the national college entrance examination, focusing on specific scores and rankings.

5. Different educational resources. The United States is rich in educational resources, and both happy education and elite education can support it. China's educational resources are limited, and it is difficult to fully implement the burden reduction policy.

6. Different responsibilities have been assigned. The distribution of educational responsibilities in the United States is balanced, and families, schools and society participate together; The responsibility of education in China is mainly borne by schools, and the participation of families and society is insufficient.

To sum up, the happy education and elite education in the United States are very different from those in China in terms of educational concepts, learning methods, parents' expectations, evaluation criteria, educational resources and responsibility distribution. This is related to the social and cultural background of the two countries, and it also restricts the successful implementation of educational policies and practices. To reduce the burden on students in China fundamentally, we need to further change our concepts, learn from the successful experience of American education, and promote all sectors of society to contribute to education. This requires a long-term process of social system reform.