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United States of America



Structure of Educational System
Pre-higher Education System
Higher Education System
Administrative structure of higher education  
Admissions to Higher Education and Recognition



INSTITUTION TYPES & CREDENTIALS

Types of higher education institutions:

Research Universities

Doctorate-Granting Universities

Master's (Comprehensive) Universities and Colleges

Baccalaureate (Liberal Arts) Colleges

Associate of Arts Colleges

Professional Schools and Other Specialized Institutions

Postsecondary Vocational and Technical Schools

 

School leaving and higher education credentials:

High School Diploma

Associate Degree

Bachelor's Degree

Diploma

Certificate

First Professional Degree

Post-Bachelor's Diploma

Master's Degree

Certificate of Advanced Study

Education Specialist

Doctorate

 

 

STRUCTURE OF EDUCATION SYSTEM

Pre-higher education:

Duration of compulsory education:

Age of entry: 6

Age of exit: 18

Structure of school system:

Pre-Primary

Type of school providing this education: A) Kindergarten B) Nursery Schools C) Preschool programmes; D) Child/day Care Centres

Length of program in years: 2

Age level from: 4 to: 6

Certificate/diploma awarded: Practice varies. Certificates may be given, especially if needed, to prove attendance for entry into Elementary School.

Primary

Type of school providing this education: Elementary School (Grades 1-4)

Length of program in years: 4

Age level from: 6 to: 10

Certificate/diploma awarded: Practice varies. Awards may be given in States/Districts when necessary for transition to Middle School.

Primary

Type of school providing this education: Elementary Schools (Grades 1-5)

Length of program in years: 5

Age level from: 6 to: 11

Certificate/diploma awarded: Practice varies. Awards may be given in States/Districts when necessary for transition to Middle School

Primary

Type of school providing this education: Elementary Schools (Grades 1-6)

Length of program in years: 6

Age level from: 6 to: 12

Certificate/diploma awarded: Practice varies. Awards may be given in States/Districts when necessary for transition to Secondary School.

Primary

Type of school providing this education: Elementary Schools (Grades 1-7)

Length of program in years: 7

Age level from: 6 to: 14

Certificate/diploma awarded: Practice varies. Awards may be given in States/Districts when necessary for transition to Junior High or Secondary School.

Middle

Type of school providing this education: Middle Schools (Grades 4-6, 5-7 or 6-8)

Length of program in years: 3

Age level from: 10 to: 14

Certificate/diploma awarded: Practice varies. Awards may be given in States/Districts where middle school is a recognized level.

Secondary

Type of school providing this education: High Schools (Grades 7-12 or 8-12)

Length of program in years: 6

Age level from: 13 to: 18

Certificate/diploma awarded: High School Diploma (Regular/Standard, Vocational, Honor/Regents, College Preparatory)

Junior Secondary

Type of school providing this education: Junior High Schools (Grades 7-8, 7-9 or 8-9)

Length of program in years: 3

Age level from: 13 to: 15

Certificate/diploma awarded: Practice varies. Awards may be given in States/Districts where secondary education is divided into lower and upper divisions.

Upper Secondary

Type of school providing this education: High Schools, Senior High Schools (Grades 9-12 or 10-12)

Length of program in years: 4

Age level from: 15 to: 18

Certificate/diploma awarded: High School Diploma (Regular/Standard, Vocational, Honor/Regents, College Preparatory)

School education:

Concerning the age of entry to compulsory education in the U.S., it varies, according to the state, between 5 and 7 years of age, 6 being the most common; the age of exit varies between 16 and 18 years of age, the most common being 16. The length of primary education varies from four to seven years. According to its length it is followed (or not) by a number of years of middle school education (generally three years). Secondary education occurs in grades 7-12, depending upon the laws and policies of states and local school districts. There is no national structure, curriculum or governing law; all laws and policies are set and enforced by the 50 state governments and the over 14,000 local school districts. All states and school districts have set the secondary school graduation level as the completion of 12th grade, and the common name for the secondary graduation qualification is the High School Diploma. This diploma name covers a variety of awards for different curricula and standards. There are Honors/Regents, academic/college preparatory, vocational, and general/basic high school diploma tracks. There is a statewide minimum course requirement and other graduation requirements in each State which usually corresponds to the general/basic track. Vocational and academic/college preparatory or honors/Regents diplomas usually have additional set curricular requirements and/or standards which aspiring graduates must meet or exceed. In addition, the majority of US secondary school districts and private schools permit students to participate in the Advanced Placement (AP) programme of the College Board. This programme allows qualified students to take college level introductory courses in selected subjects taught by certified faculty. Examinations are offered in each AP subject at the end of an academic year; a score of 3 or higher generally results in universities awarding advanced standing in that subject - exempting the student from distribution requirements. A growing number of secondary schools also offer the International Baccalaureate (IB) as an optional track; completion of IB requirements usually requires an additional summer or semester of study beyond the 12th year. The title "High School Diploma" remains the most commonly recognized name for the U.S. secondary school leaving diploma. Contents of the curriculum leading to this diploma are contained in the record of studies leading to it and grades (marks) obtained, called a High or Secondary School Transcript.

Higher education:

Higher education in the U.S. is also called postsecondary education. It is not divided into different sectors (university, non-university, etc.) as are some other national systems and it is a diverse and autonomous community of publicly and privately supported institutions. Current data indicate that there are some 2,819 institutions offering a Bachelor's or higher degree; 2,657 institutions offering at least an associate's degree but less than a bachelor's degree; and 4,927 institutions offering shorter non-degree programmes of less than two years duration.Institutions are classified in the following categories: 1) RESEARCH UNIVERSITIES (I and II): Comprehensive doctorate-granting institutions that operate extensive theoretical and applied research programmes in a wide variety of disciplines; 2) DOCTORATE-GRANTING UNIVERSITIES (I and II): Institutions offering comprehensive studies in a wide variety of disciplines but which do not award the Doctorate in as many fields as do research universities; 3) MASTER'S (COMPREHENSIVE) UNIVERSITIES AND COLLEGES (I and II): Institutions offering academic and professional programmes at the Bachelor's and Master's degree levels, and first-professional degrees, but which do not award the research Doctorate; 4) BACCALAUREATE (LIBERAL ARTS) COLLEGES (I and II): Institutions offering academic and professional programmes at the Bachelor's degree level, but not higher degrees; 5) ASSOCIATE OF ARTS COLLEGES: Institutions offering academic and professional or occupational studies at the Associate Degree level, including public community colleges and public and private junior colleges; 6) PROFESSIONAL SCHOOLS AND OTHER SPECIALIZED INSTITUTIONS: Institutions that offer instruction in only one or a few related subjects, either professional or academic, and thus are not comprehensive enough to fit into other classifications. The degree level ranges from the associate degree through the research Doctorate (eg. Independent schools of medicine, engineering, dentistry, and law; schools for the visual and performing arts; theological seminaries, etc.) 7) POSTSECONDARY VOCATIONAL AND TECHNICAL SCHOOLS: Institutions offering short, non-degree training programmes of less than two years duration, leading to Certificates or Diplomas in occupational specialities. (The classification of these institutions by I or II refers, for the research universities, to the amount of research funding the institution obtains from the Federal Government. For all the others, it refers to the size of the institution and to the number or types of programmes offered. None of the classifications is meant to be used as an indicator of quality or status - these are determined by other means).  The higher education system is characterized by accessibility, diversity, and autonomy and is known for both its size and quality. The federal government has no jurisdiction or authority over the recognition of educational institutions, members of the academic professions, programmes or curricula, or degrees or other qualifications. Nearly all U.S. postsecondary institutions are licensed, or chartered, by a state or municipal government to operate under the ownership of either a government (if public) or a private corporation (if independent), and may be for-profit or not-for-profit enterprises. Religious institutions are considered independent, or private. Quality assurance is achieved via state requirements, voluntary accreditation, and the reputation of institutions and among their academic peers and employers of graduates. Accreditation is a self-regulating process of quality control engaged in by the U.S. postsecondary education community to ensure minimum standards of academic capability, administrative competence, and to promote mutual recognition of qualifications within the system. Six (6) regional accreditation associations set minimum standards for institutions chartered in the states of their respective jurisdictions. In addition,  other recognized accrediting associations set and regulate minimum standards for individual subjects or related subjects, particularly in professional fields, and for specialized institutions.

Academic year:

Classes from: Sep to: Jun

Languages of instruction: English

Stages of studies:

Non-university level post-secondary studies (technical/vocational type):

Non-university level:

There is no distinction between "university level" and "non-university level" higher education. The level of studies is delineated by the level of qualification offered in a specific programme rather than by type of institution offering it. Educational programmes corresponding to "non-university level technical/vocational post-secondary studies" would include all technical & occupational programmes that lead to a degree, diploma or certificate below the Bachelor's degree. Education at this approximate level would include (1) all institutions that only award qualifications less than the Bachelor's degree, (2) programmes leading to awards less than the Bachelor's degree offered at other institutions. Institutions in the first category may be classified under the Carnegie Classification headings of "Two-Year Community, Junior, and Technical Colleges" and "Professional Schools and Other Specialized Institutions" (in the latter category, only those institutions awarding less than the Bachelor's degree). They would also fit the NCES classifications of "Institutions Awarding Certificates or Diplomas of at Least 2 but Less Than 4 Years", "Associate Degree Institutions", "Institutions Awarding Certificates or Diplomas of at Least One but Less Than 2 years", and "Institutions Awarding Certificates or Diplomas of Less Than One Year". Institutions in the second category may include universities and other institutions that award short course and Associate Degree qualifications in addition to Bachelor's, Master's, and Doctoral degrees.

 

University level studies:

University level first stage: Associate Degree, Bachelor degree, Advanced Certificate, 1st professional degree:

The Associate Degree is the first academic or professional degree that can be awarded in U.S. postsecondary education. Holders of this Degree may apply to enter other first degree programmes (such as those leading to the Bachelor's Degree), but are not qualified to apply directly for advanced (graduate) studies programmes. Programmes of study for this degree are usually designed to take 2 years of full-time study, but some programmes take longer to complete. Persons who pursue this degree on a part-time basis also take longer than 2 years to finish. The Associate Degree may be awarded in the liberal arts and general studies as an academic qualification or it may be awarded in a professional occupational field. Associate Degree programmes generally fulfil 2 years of the course requirements needed for a Bachelor's degree. Credit for Associate Degree studies is usually transferable to Bachelor's degree programmes, especially where transfer agreements have been established between or among institutions. The Bachelor's Degree is the second academic degree that can be awarded in U.S. postsecondary education, and is one of two such undergraduate (first) degrees that qualify a student to apply to programmes of advanced (graduate) study (the other such degree is the first-professional degree). Programmes of study for this degree are designed to take between 4 and 5 years of study, depending on the field of study and whether the degree is pursued on a full- or part-time basis. Honours programmes are offered by many institutions that award the Bachelor's degrees. These generally require the completion of additional requirements such as preparation of an undergraduate thesis, honours paper or project, advanced coursework, or special examinations. Advanced certificates requiring a year or less of study following (and sometimes accompanying) completion of a Bachelor's are sometimes awarded to signify a concentration in a sub-specialization or completion of a related set of competences.First professional degrees comprise a limited number of second first degrees. Students are only admitted to first professional degree programmes after completing most, or all, of a Bachelor's degree programme in another subject. The study content of the first professional degree programmes is undergraduate in nature and the degrees are prerequisites for entry-level access to certain regulated professions. Confusion sometimes arises because several first professional degrees use the term 'doctor' in the title even though they are not advanced research degrees. First professional degrees are awarded in Medicine (MD), Dentistry (DDS/DMD), Veterinary Medicine (DVM), Osteopathic Medicine (DO), Optometry (OD), Podiatry (DPM), Chiropractic (DC), Pharmacy (D.Pharm), Divinity (M.Div), Rabbinics (MHL/Rav), and Law (JD).

University level second stage: Master's Degree, Post-Master's Degree, Diploma or Certificate:

The Master's Degree represents the second stage of higher education and is the first advanced (graduate) degree awarded. U.S. Master's Degrees may be taught (without thesis) or research (with thesis) and may be awarded in academic or professional fields. Most Master's Degrees are designed to take 2 years of full-time study, although the time may vary depending upon the subject, the preparation achieved by the student at the undergraduate level, the structure of the programme, and whether the degree is pursued on a full- or part-time basis. Master's degrees generally require completion of a series of course requirements and may, depending on the type of Master's programme, require completion of a research thesis, special project, examinations in one or more subfields, satisfaction of special requirements (such as linguistic or quantitative skill), or a combination. U.S. awards that fall between the Master's and the research doctorate may be of several types, but all of them fall within the second stage of U.S. higher education. Examples of awards given at this level include the degree of Education Specialist (E.Sp. or Ed.S.) and Certificates and Diplomas of Advanced Study (C.A.E., D.A.E.).

University level third stage: Research Doctorate:

The Research Doctorate represents the third and highest stage of higher education in the United States and may be awarded in academic disciplines and some professional fields. This degree is not awarded by examination or coursework only, but requires demonstrated mastery of the chosen subject and the ability to conduct independent, original research. Doctoral programmes require intensive study and research in at least one subfield and professional level competence in several others. Following a series of research seminars and comprehensive examinations, the student must prove his or her capability in original research or independent practice through the preparation and defence of a published dissertation or project thesis and the passage of a battery of oral and written examinations before a committee of senior faculty, including both the examining committee and invited guests. Most doctoral degrees take at least 4 or 5 years of full-time study and research after the award of a Bachelor's degree or at least 2 to 3 years following a Master's degree. The actual time to degree varies depending upon the subject and the structure of the programme. Research Doctorates are awarded in the academic disciplines and for theoretical research in some professional fields, with the most common such degree being that of Doctor of Philosophy (PhD). There are a variety of equivalent degree titles used in some institutions and disciplines. The focus of professional doctoral studies is usually on applied rather than theoretical research, and there is a wide variety of degree titles in use.

 

Teacher education:

Training of pre-primary and primary/basic school teachers

Requirements for education and certification (licensure) of early childhood (kindergarten) and elementary (primary) teachers are set by state governments which require multiple exams (subject matter, etc.) prior to entering teacher education and again following completion of teacher education but prior to certification. Four States (Alaska, Idaho, Vermont and Wyoming) require no examinations and 8 states require only minimal skills assessment. Thirty-eight (38) states require completion of a prescribed programme of studies at the undergraduate level in order to qualify for certification and satisfactory completion of a supervised practicum. Undergraduate studies must be completed at an accredited institution in 47 States and in a state-approved institution in the other three States. The initial teaching qualification is a Bachelor's degree plus certification. Most states offer higher levels of certification based on experience and additional education, and many teachers at this level earn a Master's degree. Continuing professional education is required in 42 states in order to maintain certification.

Training of secondary school teachers

The basic pre-certification requirements for secondary teachers are the same as for elementary school teachers. A major difference is that secondary school teachers are certified as competent in one or more academic or vocational subjects and spend their careers concentrating on these subjects, whereas elementary school teachers - especially for the lower grades - may be comprehensively certified to teach the full primary course or may specialize, particularly if teaching in the more differentiated upper elementary/middle school grades. All States certify teachers according to subject specializations as well as grade levels/ranges.Special education teachers are trained in most States in specialized programmes at both the undergraduate and graduate levels and are also separately certified. Forty-seven (47) States certify such teachers according to the particular specialization that they practice, e.g. education of the deaf, education of the visually impaired, etc. as well as the degree of severity of the handicap with which they are trained to work. While the minimum academic requirement is a Bachelor's degree in special education or a related field (such as developmental psychology), most teachers possess a Master's degree. Specialized non-instructional personnel must also be certified in most U.S. States; these individuals include school administrators, school counsellors, school health personnel (psychologists, nurses), school librarians, supervisory teachers and curriculum specialists.

Training of higher education teachers

State law varies regarding the requirements for faculty in postsecondary education. The responsibility for determining the standards and requirements for faculty positions and for hiring and promoting faculty rests with the individual institution and the faculty, department, or school within an institution. Requirements that institutions set may vary depending on level at which the faculty are expected to teach, the subject or field to be taught, whether research is to be conducted, whether a professional license or qualification is required, and whether the position is full- or part-time and tenure-track or not. Accredited institutions also follow any faculty standards set by the regional accrediting association to which they belong and any standards set by the association that accredits programmes in a particular field. Higher education faculty are universally expected to possess the necessary expertise and qualifications to teach and, where applicable, to conduct research and consult in the discipline or professional field of their specialization.

 

Non-traditional studies:

Distance higher education

Distance education is considered to be a vehicle for delivering education to persons whose location, circumstances or work make remote links necessary or convenient. It is not considered to be a separate type of education altogether. Rather, distance education is considered to be a modality of instruction that differs from traditional campus-based instruction but is no less legitimate. There is rapid growth in educational programmes at all levels delivered via radio, television, satellite downlink stations, videos, computer terminals and other means. Many programmes are offered for credit and lead to Certificates, Diplomas and Degrees; others are designed for leisure studies, personal enrichment or specific work-related education and training. Distance education programmes are accredited by recognized associations and the good programmes benefit from significant recent advances in designing, implementing and monitoring these learning environments and their support tools.

Lifelong higher education

Frequently called continuing education. Institutions operate specific continuing education programmes, some very extensive and parallel to regular institutional degree offerings, whilst others are short or specialized programmes. Continuing education may be structured to lead to Certificates, Diplomas or Degrees, or unstructured and used to provide general and leisure study opportunities. Some continuing education is offered through distance learning methods while other programmes are offered at an institution or provided at a branch site. When offered in order to provide further education and training for professionals who already hold basic qualifications, it is usually called continuing professional education. Credit for work completed in such programmes may be recognized and accepted by regular higher education authorities through policies developed by institutions, and it is also recognized and accepted by state licensing authorities and professional associations.

Higher education training in industry

This is considered a specific form of continuing professional education and is referred to as employer-sponsored training. Programmes are offered by employers or through contract by postsecondary institution, professional association, union or consulting organization. Education or training may be provided at work site or elsewhere. Continuing professional education or training ranges in length and depth from short courses intended to refresh or introduce new skills up to full degree programmes. Credit for work completed in such programmes may be recognized and accepted by regular higher education authorities through policies developed by institutions. A specific form of employer-sponsored training of major interest to many U.S. postsecondary institutions, especially at the sub-Bachelor's degree level, is training received in the U.S. armed forces and how to award credit for it when personnel re-enter civilian life. Detailed guidelines exist for this process that have been developed by U.S. institutions and the armed forces in cooperation.

Other forms of non-formal higher education

Many varieties of education and training opportunities exist that are not formally structured, do not result in recognized awards and are not intended to result in transferable credit or professional recognition. They include courses and programmes provided by libraries, museums, parks and recreation authorities, clubs and others that are intended for members or the public. Some programmes provided by employers are not intended to result in formal recognition, such as informal seminars and presentations on topics related to work issues and products.

 

 

NATIONAL BODIES

Administration & co-ordination:

Responsible authorities:

United States Department of Education

Head: Roderick Paige, Secretary of Education

400 Maryland Avenue, SW
Washington, DC 20202
United States of America

Tel: +1(202) 401-2000

Fax: +1(202) 401-3130

EMail: customerservice@inet.ed.gov

WWW: http://www.ed.gov

 

Role of governing body: The Executive Branch agency responsible for federal education programmes of all types & levels & headed by the Secretary of Education, a Presidential Cabinet appointment. The federal role in education is strictly limited by the US Constitution and by federal statutes. The Department of Education does not function as a governing body but operates in cooperation with state and local authorities.

 

Association of Governing Boards of Universities and Colleges (AGB)

Head: Richard T. Ingram, President

One Dupont Circle, Suite 400
Washington, DC 20036
United States of America

Tel: +1(202) 296-8400

Fax: +1(202) 223-7053

WWW: http://www.agb.org

 

 

Association of Community College Trustees (ACCT)

1740 N Street, NW
Washington, DC 20036
United States of America

Tel: +1(202) 775-4667

Fax: +1(202) 223-1297

WWW: http://www.acct.org

 

 

Education Commission of the States (ECS)

707 17th Street, Suite 2700
Denver, Colorado 80202-3427
United States of America

Tel: +1(303) 299-3600

Fax: +1(303) 296-8332

EMail: ecs@ecs.org

WWW: http://www.ecs.org

 

Role of governing body: Coordinates State government authorities in each State

 

National Association of State Boards of Education (NASBE)

277 South Washington Street, Suite 100
Alexandria, Virginia 22314
United States of America

Tel: +1(703) 684-4000

Fax: +1(703) 836-2313

EMail: boards@nasbe.org

WWW: http://www.nasbe.org

 

Role of governing body: Coordinates State Boards of Education

 

National Association of State Directors of Teacher Education and Certification (NASDTEC)

39 Nathan Ellis Highway, PMB 134
Mashpee, MA 02649-3267
United States of America

Tel: +1(508) 539-8844

Fax: +1(508) 539-8868

EMail: nasdtec@mediaone.net

WWW: http://www.nasdtec.org

 

 

National Association of State Directors of Vocational and Technical Education (NASDVTEC)

444 North Capitol Street, NW
Washington, DC 20001
United States of America

Tel: +1(202) 737-0303

Fax: +1(202) 737-1106

EMail: kgreen@nasdvtec.org

WWW: http://www.nasdvtec.org

 

 

State Higher Education Executive Officers Network (SHEEO)

707 17th Street, Suite 2700
Denver, CO 80202-3427
United States of America

Tel: +1(303) 299-3685

Fax: +1(303) 296-8332

EMail: sheeo@sheeo.org

WWW: http://www.sheeo.org

 

 

United States Network for Education Information (USNEI) - National Library of Educationn (NLE)

Head: Sheila McGarr, Executive Director, National Library of Education

Administrative officer: Stephen Hunt, Manager, USNEI

International Affairs Staff/OUS, US Department of Education,  400 Maryland Avenue SW
Washington, DC 20202-8401
United States of America

Tel: +1(202) 401-3710

Fax: +1(202) 401-2508

EMail: usnei@ed.gov

WWW: http://www.ed.gov/NLE/USNEI

 

 

American Council on Education (ACE)

Head: David Ward, President

Administrative officer: Madeleine F. Green, Vice-President

International relations: Barbara Turlington, Director, International Education

One Dupont Circle, Suite 800
Washington, DC 20036-1193
United States of America

Tel: +1(202) 939-9300

Fax: +1(202) 659-2212

EMail: stanley_ikenberry@ace.nche.edu

WWW: http://www.acenet.edu

 

 

American Association of Collegiate Registrars and Admissions Officers (AACRAO)

Head: Jerry Sullivan, Executive Director

Administrative officer: Dale Edward Gough, Director, Professional Development and International Programmes

1 Dupont Circle NW, Suite 520
Washington, DC 20036-1135
United States of America

Tel: +1(202) 293-9161

Fax: +1(202) 872-8857

EMail: info@aacrao.org

WWW: http://www.aacrao.org

 

 

American Association of Community Colleges (AACC)

Head: David Pierce, President

International relations: Judith T. Irwin, Coordinator of international services

One Dupont Circle NW; Suite 410
Washington, DC 20036
United States of America

Tel: +1(202) 728-0200

Fax: +1(202) 833-2467

WWW: http://www.aacc.nche.edu

 

 

American Association for Higher Education

Head: Margaret A. Miller, President

One Dupont Circle, Suite 360
Washington, DC 20036
United States of America

Tel: +1(202) 293-6440

Fax: +1(202) 293-0073

WWW: http://www.aahe.org

 

 

American Association of State Colleges and Universities (AASCU)

Head: Constantine W. Curris, President

Administrative officer: Gay Clyburn, Director of Public Information

1307 New York Avenue NW, Fifth Floor
Washington, DC 20005-4701
United States of America

Tel: +1(202) 293-7070

Fax: +1(202) 296-5819

WWW: http://www.aascu.org

 

 

Association of American Universities (AAU)

Head: Neils Hasselmo, President

1200 New York Avenue, NW, Suite 550
Washington, DC 20005
United States of America

Tel: +1(202) 408-7500

Fax: +1(202) 408-8184

 

 

Association of International Educators (NAFSA)

Head: Marlene Johnson, Executive Director

1307 New York Avenue NW, 8th floor
Washington, DC 20005-4701
United States of America

Tel: +1(202) 737-3699

Fax: +1(202) 737-3657

EMail: inbox@nafsa.org

WWW: http://www.nafsa.org

 

 

The Center for Quality Assurance in International Education

Head: Marjorie Peace Lenn, Executive Director

One Dupont Circle NW, Suite 515
Washington, DC 20036
United States of America

Tel: +1(202) 293-6104

Fax: +1(202) 293-9177

EMail: cqaie@aacrao.nche.edu

WWW: http://www.cqaie.org

 

 

The College Board

Head: Gaston Caperton, President

45 Columbus Avenue
New York, NY 10023
United States of America

Tel: +1(212) 713-8000

Fax: +1(212) 713-8282

EMail: internatl@collegeboard.org

 

 

Council for Higher Education Accreditation (CHEA)

Head: Judith Eaton, Executive Director

One Dupont Circle, NW, Suite 551
Washington, DC 20036-1135
United States of America

Tel: 1(202) 955-6126

Fax: 1(202) 955-6129

EMail: chea@chea.org

WWW: http://www.chea.org

 

 

Council on International Educational Exchange (CIEE)

Head: Stevan Trooboff, President

205 East 42nd Street
New York, NY 10017
United States of America

Tel: +1(212) 822-2600

Fax: +1(212) 822-2649

EMail: info@councilexchanges.org

 

 

Institute of International Education

Head: Allan Goodman, President and CEO

809 United Nations Plaza
New York, NY 10017
United States of America

Tel: +1(212) 984-5452

Fax: +1(212) 984-5566

WWW: http://www.iie.org

 

 

National Association of State Universities and Land-Grant Colleges (NASULGC)

Head: Peter Magrath, President

International relations: Suzy Glucksman, Assistant Director, International Affairs

1307 New York Avenue NW, Suite 400
Washington, DC 20005
United States of America

Tel: +1(202) 478-6040

Fax: +1(202) 478-6046

WWW: http://www.nasulgc.org

 

 

National Education Association (NEA)

Head: Christine Maitland, President

1201 16th Street NW
Washington, DC 20036
United States of America

Tel: +1(202) 822-7110

Fax: +1(202) 822-7478

 

 

 

ADMISSIONS TO HIGHER EDUCATION

Admission to non university higher education studies

Name of secondary school credential required: High School Diploma

Minimum score/requirement: High school marks depend on standards & policies of individual institutions.

For entry to: All programs

Alternatives to credentials:

The Certificate of General Educational Development (GED Certificate) is legally recognized in all states as equivalent to the High School Diploma. It is a certificate awarded to adult learners who did not complete secondary school on schedule and who enter, and complete, a special program of studies equivalent to senior high school. In addition, institutions may choose to make exceptions to standard requirements on an individual case basis and to award advanced credit for other education, training, or experience. In some states, public 2-year colleges (community colleges, vocational or technical institutes) are required by law to admit any applicant. This practice is called open admission. Institutions following open admission policies tend to monitor the progress of students and set clear requirements for course sequences and graduation in order to ensure that outcome standards remain acceptably high.

Entrance exams required:

Scholastic Aptitute Test (SAT) and American College Testing (ACT) Examination (required by some states) scored by private corporations. A fee is required from the student. Achievement tests or Advanced Placement tests may also be required. These tests may also be taken that gauge knowledge in specific subject fields.

Numerus clausus/restrictions:

There are no data at the national level on any institutional restrictions. Any such restrictions are determined by the individual institution in response to local conditions and they would need to be consulted directly. Any state restrictions would also need to be checked with the appropriate state authority.

Other admission requirements:

No requirements are established at the national government level.

Admission to university-level studies

Name of secondary school credential required: High School Diploma

Minimum score/requirement: High school marks depend on standards & policies of individual institutions.

For entry to: All programs

Alternatives to credentials: The Certificate of General Educational Development (GED Certificate) is legally recognized in all states as equivalent to the High School Diploma. It is awarded to adult learners who have not completed secondary school on schedule and who enter and complete a special programme of studies equivalent to senior high school. In addition, institutions may choose to make exceptions to standard requirements on an individual case basis and to award advanced credit for other education, training, or experience. In some cases, public institutions may be required by law to admit any high school graduate who is a state resident. Institutions following such admissions policies tend to monitor the progress of students and set clear requirements for course sequences and graduation in order to ensure that outcome standards remain acceptably high. The College Board Advanced placement (AP) Program is participated in by a large number of students and schools. It provides university-level instruction to secondary students in 33 different subjects. Completion of a subject course and passage of the relevant AP Examination with a "3" or higher (graded on a 1-5 scale) generally results in the award of undergraduate credit for the completed AP course. Many students present AP credits at matriculation in addition to high school diplomas. The International Baccalaureate (IB) is offered as an option in many U.S. secondary schools. This programme follows the standard IB framework and usually requires students to complete an additional semester or academic year beyond the 12th grade as well as sit the IB examinations. The IB diploma may be awarded in addition to, or instead of, the high school diploma.

Entrance exams required: Scholastic Aptitute Test (SAT) and American College Testing (ACT) Examination (required by some states) scored by private corporations. A fee is required from the student. Achievement tests or Advanced Placement tests may also be required. These tests may also be taken that gauge knowledge in specific subject fields.

Numerus clausus/restrictions: There are no data at the national level on any institutional restrictions. Any such restrictions are determined by the individual institution in response to local conditions and they would need to be consulted directly. Some states have restricted admissions of students who are not state residents into public institutions. This practice may apply to all students seeking admission or it may be restricted to certain fields or levels of study.

Foreign students admission

Definition of foreign student: A foreign student is defined in the United States as a person entering the U.S. to pursue a program of studies on a non-immigrant visa and who does not hold a U.S. passport (is not a citizen). Under federal law, foreign students thus fall under the classification of "non-resident aliens".

Quotas: U.S. higher education is an open and  diverse system welcoming applicants from all over the world. As with all other admissions matters, the admission of foreign students is governed by the individual institutions. There are no national requirements or restrictions on foreign students at the federal level. Admission practice varies according to institution.

Entry regulations: The first requirement for a prospective foreign student is to determine the institution or institutions to which he or she wishes to apply for admission. Once an institution is contacted, the student must follow its individual requirements for the admissions process. Foreign applicants must also demonstrate, to the satisfaction of institutional authorities, the following: (a) that they possess appropriate prior preparation for the course of study and level which they seek to enter in the U.S. institution; (b) adequate proficiency in English; (c) proof of the ability to pay their tuition and fees for their course of study before being allowed into the United States; and d) proof of a domicile in their home country to which they will return.  U.S. overseas advising centers and individual institutions can advise prospective students about costs and methods of payment, as well as assistance and scholarship programs. If the U.S. institution is satisfied that the foreign applicant has met its regular admissions requirements and has met these additional foreign student requirements, it may issue the foreign applicant a Certificate of Eligibility. This document is accepted by U.S. Consulates as evidence of eligibility to enter the United States for a programme of study and for issuing a student visa.

Health requirements: Vary. Some state and  individual institutions have requirements; foreign applicants should inquire about requirements to the institution to which they are applying.

Language requirements: Students whose native language is not English are usually required to sit for the TOEFL (Test of English as a Foreign Language) .

Application procedures:

Apply to individual institution for entry to: Any programme of study. The individual institution must be consulted as to these requirements.

Recognition of studies & qualifications:

Studies pursued in home country (System of recognition/accreditation): The United States employs a system of voluntary accreditation to set & maintain internal standards for institutions and programmes of study. Accreditation is a self-regulating process of quality control engaged in by the U.S. postsecondary education community to ensure minimum standards of academic capability, administrative competence and to promote mutual recognition of qualifications within the system. There are over 50 recognized accreditation associations that set minimum standards for institutions and professional programmes. A complete list is available on the Web site of USNEI (the US ENIC). Determinations regarding whether to accept work done in a foreign institution, credentials earned and what level at which to recognize such work are the sole responsibility of the individual U.S. institution. Broad standards and guidelines are occasionally established by the National Council on the Evaluation of Foreign Educational Credentials, but these are non-binding and individual institutional policies may vary. Foreign institutions and programmes are not required to be accredited by U.S. associations, but they generally must be recognized and approved or accredited by the competent authority in their home country. As far as inter-institutional transfers are concerned, institutions operate a wide variety of arrangements. Transfer of students, coursework, credits and degrees among accreditated institutions is a recognized practice, but specific policies and rules are set by individual institutions and may vary.

Studies pursued in foreign countries (bodies dealing with recognition of foreign credentials):

Association of International Credential Evaluators (AICE)

P.O. Box 6756, 280 South Beverly Drive, Suite 408
Beverly Hills, CA 90212
United States of America

Tel: +1(310) 550-3305

Fax: +1(888) 263-2423

EMail: AICE@prodigy.net