The evaluation of the balanced development of compulsory education in Beijing，Tianjin and Hebei is very important for promoting the balanced development of compulsory education in the three regions. Under the premise of grasping the connotation and policy orientation of the balanced development of compulsory education in China，this paper drew on experience in the construction of the evaluation index system of balanced development of China’s compulsory education as represented by the “National Compulsory Education Basic Equilibrium Index System” and the “National Compulsory Education Quality Equilibrium Index System”，and combined with the compulsory education balanced development policy orientation and the significant gap among the three places in the foundation of economic and social development，the basis of compulsory education development，and the balanced development level of compulsory education，thus trying to put forward the basic ideas for promoting the balanced development of compulsory education in the Beijing-Tianjin-Hebei region：We must promote the high-quality development of compulsory education in the three places；it is necessary to promote the development of the Beijing-Tianjin region to drive the development in Hebei，based on the active development of Hebei；it could be advanced step by step along the route “the basic equilibrium of Hebei Province county—the high—quality equilibrium of Hebei Province county-the inter-city equilibrium of Hebei Province—the coordinated development of Beijing-Tianjin-Hebei region”，to propose the framework of the evaluation index system for the balanced development of compulsory education in Beijing-Tianjin-Hebei region：Taking the national county-level compulsory education quality balanced development evaluation index system as the primary reference blueprint，combined with the announced compulsory education coordinated development action plan for the three places，the evaluation index system shall be built from eight aspects of the resource allocation，government guarantee level，education quality，social recognition，key area development guarantee，deep integration of basic education in the three places，collaboration to improve teachers’ ability and quality，and joint creation and sharing of quality basic education resources.