This study investigates the current state of the "Double Reduction" policy implementation in rural primary schools within the LA district. Through questionnaires and interviews

the research reveals a positive attitude towards the policy among local educational administrative departments. However

the implementation effectiveness is limited due to factors such as urban-rural disparities

unequal resource allocation

and traditional concepts. Key issues include incomplete school implementation

a teacher-centric focus on academic performance

parental anxiety

a singular evaluation method

and traditional societal views on employment. In response to these issues

the study proposes the following countermeasures: educational administrative departments should increase publicity

clarify implementation standards

and promote educational equity; schools should strengthen promotional guidance

improve teaching quality

and enhance communication between schools and families; the government needs to promote reforms in the examination and evaluation system and establish a diversified talent selection mechanism. Theoretically

this study provides insights for the implementation of educational policies. Practically

it offers experience for the implementation of the "Double Reduction" policy in the LA district and other rural areas

promoting balanced educational development between urban and rural areas.