The research aimed to test the significance of the differences for the quality standards issued by (National Authority for Quality Assurance & Accreditation) for each of the schools that applied the standards of total quality and did not apply the standards of total quality, and to test the significance of the differences for the quality standards issued by (National Authority for Quality Assurance & Accreditation) for each stage of basic education, and to achieve those goals was conducted this research is in an area in the Faqous regon in Sharkia Governorate, and the study followed the descriptive approach. The study sample consisted of 97 schools, and that was a principal from each of those schools. The sample was collected by comprehensive inventory. The researcher took the questionnaire as a tool for the study, and data was collected in the period from the beginning of December in 2021 until the first of February 2022, and the research data were analyzed by frequency and percentages, Pearson correlation coefficient, Stepwise correlation analysis method, Mann-Whitney test, and Kruskal-Wallis test. There are significant differences between each stage of basic education in terms of quality standards issued by (National Authority for Education Quality Assurance & Accreditation). It was found that there were differences in all fields except for the second field: quality standards in education objectives. The differences were in (the first field: the quality of administrative and organizational policy, the third field: quality standards in school curricula, the fifth field: quality standards for teacher performance, the field Seventh: Standards for the quality of assessment and examinations, Ninth Domain: Quality standards for monitoring and following up the educational process, all standards) in favor of the primary stage, and the differences were in (the fourth field: Textbook quality standards, Sixth field: quality standards for teaching methods and methods, the eighth field: Student quality standards) in favor of the kindergarten stage, and all the differences were at the 0.01 significance level, and it was also found that there were differences at the 0.01 significance level in each of (the third standard: quality standards in school curricula, the fourth standard: quality standards for textbooks, the fifth standard: quality standards the performance of the teacher, the sixth criterion: quality standards for teaching methods and methods) and it was in favor of the approved, i.e. those applied to the quality standards. There were also differences at the significance level of 0.05 in each of (the eighth criterion: student quality standards). The ninth standard: Quality standards for monitoring and following up the educational process, all standards) were in favor of the approved, i.e. those applying to quality standards.