Introduction The educational system is a critically important part of any state as it guarantees the transfer of knowledge to the next generation and its ability to succeed and contribute to the development of the nation. In this regard, its effectiveness is one of the major concerns for every country. The given paper is devoted to the comparison of the U.S. and Russian systems with the primary goal to outline differences and conclude with the recommendations for further improvement. Political Goals In the Russian educational system, much attention is devoted to patriotic issues. Russia is presented as one of the leading countries with its unique history full of glorious victories that shaped the nation of winners. The WWII is presented as an example of courage and heroism of Russian citizens who made the biggest contribution to win in this war (“Russian education system”, n.d.). The given approach forms the image of a superstate and specific mentality among pupils who recognize a fundamental role of the state at the international level. In the USA, patriotism also plays a critical role in the education system. The state is described as one of the dominant forces in the world policy, and its history serves as the factor to form mentalities that will support this idea and contribute to the further development of this vector of global relations (Corsi-Bunker, n.d.). Social Goals In Russia, social goals are not devoted much attention during classes. It comes from the peculiarities of the state’s development as such issues as racism, gender, or racial discrimination are not typical for the country (“Russian education system”, n.d.). At the same time, there are attempts to solve current violence or drugs problems by promoting a healthy lifestyle and better relations with peers. There are also meetings with parents organized to discuss some problematic questions or support of social agencies. On the contrary, in the USA, racism, sex education, gangs, and racial discrimination remain relevant issues for the education system (Ravitch, 2016). There are multiple attempts to reconsider attitude to these elements by creating a specific environment promoting the evolution of tolerance and quality among pupil. In Russia, there are also free-lunch programs accepted in every public school with the primary aim to provide pupils with food and ensure the preservation of their health status. Learners from various families or belonging to different social groups can have a free meal during their school day. It is one of the critical elements of the educational system in the state (Potapova & Trines, 2017). However, in many cases, the quality of food might be doubtful, and students can refuse to eat it. In the USA, there are a subsidized meal and free-lunch programs presupposing that students and pupils have an opportunity to eat in the school cafeteria. However, in many cases, parents and children are not satisfied with the offered products and provide children with lunchboxes packed from home to ensure that a child will eat tasty and healthy food (Loo, 2018). Comparing the systems, the critical differences in the length of school days should be admitted. In Russia, classes normally start at 8 a.m. and end at 2 p.m. There are 6 or 7 lessons, 45 minutes each, every day (Potapova & Trines, 2017). Learners attend educational establishments five days a week; howev