Education　is　not　only　a　guarantee　of　personal　knowledge,　but　also　a　topic　of　national　importance.　In　this　paper,　we　analyzed　the　scientific　papers　published　by　authors　from　China　and　the　United　States　in　239　educational　journals　over　a　period　of　20　years　(2000–2019).　We　first　extracted　the　topic　of　each　paper　via　the　Latent　Dirichlet　allocation　model,　which　demonstrated　significant　differences　in　specific　sub-fields　between　both　countries.　Next,　we　constructed　two　networks　of　scientific　collaboration　among　the　educators　of　each　country.　By　analyzing　these　networks’　topological　properties,　we　show　both　countries’　differences　and　common　features.　Regarding　individuals,　Chinese　educators　collaborate　widely,　whereas　American　educators　are　more　likely　to　collaborate　in　certain　groups.　Regarding　groups,　there　exists　an　optimal　team　size　for　producing　highly　popular　papers　in　both　countries.　©　2021