Since the cold war system was broken, China and Korea have had many developments in various aspects recently; cultural, economical and especially educational aspects. But because of the difference of the social․economical systems, there are big gaps in educational systems between Korea and China. However a comparison between the two systems can produce significant implications on their educational reform policies.There are lots of requirements for highschool graduation in China.On the contrary, there are not that many requirements for Korean highschool students. Among them, the biggest difference of graduate requirements between two countries is that the Chinese students must pass the graduate test, while the Korean students just need to attend the school 2/3 of all classes. Curiously there is no difference of graduate rate between Korea and China. In the last decade, the Korean and Chinese average graduate rate is about 94%, 95% respectively. Because there are more difficult conditions for graduation in China, it looks uncommon. Two assumptions could support this result. First, almost of the students could reach the basic level. Second, there are intentional adjustments for higher graduation rate.To prove the assumptions, using the comparison criteria is very useful. In this research, there is comparison form triangled. The triangle form have three apex. The first apex is the ?scholastic achievements? of highschool students. The second apex is the ?social․ cultural aspects? inside or outside school. The third apex is the ?political․facility aspects? from the nation level to the school unit. The first is included in the first assumption and the second, third are included in the second assumption. By the comparison triangle, it is possible to compare each country and lead the conclusion.The research methods are the questionnaire and the reference inquiry. By the reference inquiry, the scholastic achievement and political aspects of each country could be found. As a result, eachcountries' scholastic achievement did not correspond with the graduate rate. The low level Korean students need more scholastic treats.Chinese class culture of the graduate test have broken the role as the criterion of scholastic achievement. The graduate rate was abnormally high. That is, the first assumption of this research was wrong. If so, why are that trobles happening? They could be founded through the questionnaire. In the social․cultural aspects, there are big problems of the paternalism. Even if the graduate test is the one of the important ritual in China, there seriousness was lack. The teacher encouraged or ignored the student's cheating. And they use lots of methods for the higher graduate rate even if that breaks rules. Also in Korea there are lots of paternalism that have made the rate higher.If some students couldn't graduate school, usually of them and their parents want to stay their school until to fill the requirements. But teachers of all country thought that students should go to another institutions. Usually of students of all both country will say to teacher the understanding. Some Chinese students want to get a job and imitate the diploma. Koreans choose the another methods for the graduation. So Korean wants more graduation diploma.Synthesizing, this result means that the graduation requirements are yet in name but not reality because of their limits of educational facilities, big class size, cultural paternalism, etc. Curiously, the each countries' students and parents thought that the rate of graduate is proper. On the contrary, the each countries' teachers said that have lots of problems, so the requirements of graduate need to strengthen. It also could be the theme of later researches.