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EuroEducation.net The European Education Directory |
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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: Doctoral Research Universities Master's (Comprehensive) Universities and Colleges Baccalaureate Colleges Associate of Arts Colleges Specialized Institutions Postsecondary Vocational and Technical Schools School leaving and higher education credentials: High School Diploma Certificate (Sub-bachelor or vocational) Diploma (Sub-bachelor or vocational) Associate Degree Bachelor's Degree First Professional Degree Post-bachelor's Diploma/Certificate Master's Degree Certificate of Advanced Study Education Specialist Degree Doctorate STRUCTURE OF EDUCATION SYSTEM Pre-higher education: Duration of compulsory education: Age of entry: 6 Age of exit: 16 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: 3 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 on average, but state and local practice may vary). 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 1-6 or 7) Age level from: 6 to: 14 Certificate/diploma awarded: Practice varies. Awards may be given
in States/Districts when necessary for transition to 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/Academic 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/Academic
Preparatory) School education: The age of entry to compulsory education in the U.S.
varies, according to the state, between 5 and 7 years of age, 6 being the most
common. The age at which compulsory schooling ends varies between 16 and 18
years of age, the most common being 16. School education does not end until age
18, or completion of the 12th year of school and those who leave school at the
end of compulsory education without earning a secondary (high school) diploma
do not receive any certificate or recognition - they are considered to be
secondary school drop-outs. Students may graduate a year earlier or late
depending on when they entered school. Gifted students may graduate earlier
because they skipped grades, and students may graduate later because they repeat grades. School years are referred to
as "grades" in the United States. The length of primary education
varies from four to seven years, i.e. grades 1-4, 1-7, etc. Each state
determines what grade range constitutes primary education, called
"elementary education". According to its length, elementary education
may be followed (or not) by a number of years of middle school education
(generally three years). Secondary
education takes place 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
are a statewide minimum course requirement and other graduation requirements in
each State which usually correspond 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, many US secondary school districts and private schools
allow 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.There are currently over 35 AP subjects with more being planned. A
growing number of public and private 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 contents of an individual student's programme at any grade
level or upon obtaining a diploma or degree are contained in the record of
studies leading to it and grades (marks) obtained, called a Transcript.
Transcripts are official documents authenticated with the seal of the school or
institution and signed by the registrar. Higher education: Higher education in the U.S. is also called
postsecondary education, but the latter term also refers to all formal
education beyond secondary school, whether higher education (defined as
degree-granting education) or not. Postsecondary education is broadly divided
into two different sectors: postsecondary vocational education and training,
which is non-degree but can produce some transferable credits under certain
circumstances; and higher education, which includes studies undertaken in
degree-granting institutions for academic credit. However, the U.S. higher
education system is not legally organized into separate university and
non-university sub-systems as are some other national systems, but is
comprehensive. It is a diverse and autonomous community of publicly and
privalely supported institutions.
Current data indicate that there are 6,479 postsecondary institutions,
including 4,182 non-degree institutions. Of the degree-granting higher
education institutions, some 1,732 award only the associate degree plus sub-bachelor's
certificates and diplomas; 702 award only the bachelor's degree; 1,094 award
degrees and certificates beyond the bachelor's degree but not the research
doctorate; and 654 institutions award the research doctorate. The United States
does not use an official classification or typology for its higher education
institutions. While different institutions offer varying levels of degrees,
U.S. accreditation policies result in degrees at any given level adhering to
certain minimum standards regardless of the institution that grants them. The
privately derived but popular Carnegie Classification organizes U.S.
institutions according to different schemes. For more information, see:
http://www.carnegiefoundation.org/Classification/ The U.S. 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 the system of
voluntary accreditation by specific accrediting agencies that are
recognized by the U.S. Secretary of Education and meet the standards for
membership in the Council for Higher Education Accreditation (CHEA).
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, there are recognized accrediting
agencies for specialized institutions and programmes. While all recognized and
accredited institutions are licensed or chartered by state governments, states
vary greatly in the degree of supervision and quality control that they
exercise, and there is relatively limited reciprocity of recognition across
state borders. Accreditation by recognized agencies, therefore, remains the
primary means of ensuring academic and institutional quality and the mutual
acceptance of credits and qualifications across and outside the United States. 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 legal 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 and occupational programmes
that lead to a degree, diploma or certificate below the Bachelor's degree.
Education at this level would include (1) all institutions that only award
qualifications under the Bachelor's degree; (2) programmes leading to awards
under the Bachelor's degree offered at institutions that also award higher
degrees. University level studies: University level first stage: Associate
Degree, Bachelor Degree, Advanced Certificate, First 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 higher degree programmes at the Bachelor's level, 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 take longer to complete. Those who pursue this degree on a part-time
basis also take longer than 2 years to complete their studies. 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. Some
professional career programmes at the
Associate level are terminal vocational programmes that do not lead to
further study, while others do so. 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 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, depending on the field of study.
Part-time students may take longer to complete the degree requirements. Honours
programmes are offered by many institutions that award the Bachelor's degree.
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. Thus, first-professional degrees are considered graduate-level degrees
for purposes of admissions and student financial assistance. 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), Paediatry (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/Certificate, Diploma/Certificate, Degree of
Education Specialist: The
Master's degree represents the second stage of higher education and is the
first advanced (graduate) degree. 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 a part-time
basis. Research-based Master's degrees generally require completion of a series
of advanced course and seminar requirements, comprehensive examinations, and an
independent thesis. Non-research
Master's degrees generally require completion of a special project as well as
coursework and examinations. Both types of Master's degree also require the
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 of study. 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 designed to prepare the individual research
proposal, come candidate examinations (covering at least two subfields in
addition to the field of research focus, one of which must be in a subject
outside the doctoral student's own faculty but related to his/her research). If
the candidate examinations are passed at a satisfactory standard (excellent or
higher), the student is advanced to candidacy for the doctorate and selects a
research committee of senior faculty who will approve the dissertation topic,
monitor progress, and examine the student when the research is finished. The
conduct of research and preparation of the dissertation can take anywhere from
one to several years depending on the chosen subject, available research
funding, and the location of the research. When the dissertation is finished
and approved as a document by the chair of the research committee, that
individual convenes the full committee plus any outside faculty and public
guests and presides over the candidate's oral defense of the dissertation. An
unanimous vote of the research committee and examiners is generally required to
award the doctorate. 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 obtain the 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. The most common of such degrees is the Doctor of
Philosophy (PhD). There are a variety of equivalent degree titles used in some
institutions and disciplines. Teacher education: Training of pre-primary and
primary/basic school teachers Requirements
for education and certification (licensure) of early childhood (nursery,
kindergarten, preschool) 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. While state regulations vary, there is a growing
uniformity inspired in part by the federal No Child Left Behind law's
requirements for having a highly qualified teaching staff. The basic requirement
is completion of a prescribed programme of studies at the undergraduate
(bachelor's) level in order to qualify for entry-level certification, plus
satisfactory completion of a supervised practicum and the passing of qualifying
examinations. Pre-professional undergraduate studies must be completed at an
accredited institution in nearly all states. While the initial certification
may be achieved with a bachelor's degree, most states offer higher levels of
certification based on experience and additional education, and many teachers
at this level already possess, or soon earn, a master's degree. Continuing
professional education is required 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. Special education teachers are also
certified according to specialty, 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 and many
earn a higher qualification called an Education Specialist degree. Specialized
non-instructional personnel must also be certified in most U.S. States; they
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 public postsecondary education, but public faculty are not
considered civil servants and the responsibility for determining the academic
and professional standards and requirements for faculty positions and for
recruitment and promotion rest with the individual institution and its faculty,
department, or school. State law, even for public institutions, is confined to
ensuring that institutions do not discriminate in hiring or violate other
employment or labour laws. Requirements that institutions set may vary
depending on the 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 licence or qualification is required, and whether the position is
full- or part-time and tenure-track. 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 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. The general requirement is either a terminal research degree
(PhD or equivalent) in the subject of specialization or, for some professional
and clinical faculty, the appropriate professional qualification plus a record
of successful practice and applied research. 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. 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 institutions, professional associations,
unions or consulting organizations. Education or training may be provided at
the 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 have been jointly developed by U.S.
institutions and the armed forces. 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: Margaret Spelling, Secretary of Education 400 Maryland Avenue, NW Tel: +1(202) 4012000 Fax: +1(202) 4013130 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 and levels and 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 Tel: +1(202) 2968400 Fax: +1(202) 2237053 WWW: http://www.agb.org Role of governing body: The AGB is a
membership organization of the governing boards of higher education
institutions, both public and private. It does not exercise control over these
boards, but rather represents their interests and provides information and
training materials. Association of Community College Trustees (ACCT) Head: Kenneth Burke, Chair Administrative officer: J. Noah Brown, President and CEO 1233 20th Street, NW, Suite 605 Tel: +1(202) 7754667 Fax: +1(202) 2231297 EMail: acct@acctinfo.org WWW: http://www.acct.org Role of governing body: The ACCT
functions as a representational organization for members of governing boards of
public community colleges and state and local community college systems. Education Commission of the States (ECS) Head: Mike Huckabee, Chairman Administrative officer: Piedad F. Robertson, President 700 Broadway, Suite 1200 Tel: +1(303) 2993600 Fax: +1(303) 2968332 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) Head: Diane Fladmo, President 277 South Washington Street, Suite 100 Tel: +1(703) 6844000 Fax: +1(703) 8362313 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) Administrative officer: Roy Einreinhofer, xecutive Officer 22 Bates Rd., PMB 134 Tel: +1(508) 5398844 Fax: +1(508) 5398868 EMail: nasdtec@comcast.net WWW: http://www.nasdtec.org Role of governing body: NASDTEC
coordinates and represents the various state and territorial officials and
offices responsible for administering the laws and regulations pertaining to
the qualifications, licensure, and professional performance of school teachers,
administrators and other personnel. National Association of State Directors of Vocational
and Technical Education (NASDVTEC) 444 North Capitol Street, NW Tel: +1(202) 7370303 Fax: +1(202) 7371106 EMail: kgreen@nasdvtec.org Role of governing body: NASDVTEC
coordinates and represents the state and territorial officials and offices that
oversee vocational education programmes. State Higher Education Executive Officers Network
(SHEEO) Head: Diane Barrans, Chair 3035 Center Green Drive, Suite 100 Tel: +1(303) 5411600 Fax: +1(303) 5411639 EMail: sheeo@sheeo.org WWW: http://www.sheeo.org Role of governing body: SHEEO
coordinates and represents the state and territorial officials, offices and
commissions that oversee postsecondary (higher) education institutions and
programmes. United States Network for Education Information
(USNEI) Head: Stephen Hunt, Manager National Library of Education Tel: +1(800) 4241616 Fax: +1(202) 2056688 EMail: usnei@ed.gov WWW: http://www.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html Role of governing body: USNEI is the
official US information service on matters of student and professional
mobility, recognition of institutions and qualifications and related issues.
USNEI serves as the US ENIC under the Lisbon Convention on the Recognition of
Qualifications concerning Higher Education Region and also cooperates with
information centres outside the European Region. 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 NW Tel: +1(202) 9399300 Fax: +1(202) 6592212 EMail: comments@ace.nche.edu WWW: http://www.acenet.edu American Association of Collegiate Registrars and
Admissions Officers (AACRAO) Head: Jerome Sullivan, Executive Director 1 Dupont Circle NW, Suite 520 Tel: +1(202) 2939161 Fax: +1(202) 8728857 EMail: info@aacrao.org;sullivanj@aacrao.org WWW: http://www.aacrao.org American Association of Community Colleges (AACC) Head: Michael B. McCall, Chair One Dupont Circle NW Tel: +1(202) 7280200 Fax: +1(202) 8332467 WWW: http://www.aacc.nche.edu American Association of State Colleges and
Universities (AASCU) Head: John D. Welty, Chair Administrative officer: Constantine Curris, President 1307 New York Avenue, NW Tel: +1(202) 2937070 Fax: +1(202) 2965819 WWW: http://www.aascu.org Association of American Universities (AAU) Head: Martin Jischke, Chair Administrative officer: Nils Hasselmo, President 1200 New York Avenue, NW, Suite 550 Tel: +1(202) 4087500 Fax: +1(202) 4088184 WWW: http://www.aau.edu NAFSA: Association of International Educators Head: Mariam Assefa, President Administrative officer: Marlene M. Johnson, Executive Director 1307 New York Avenue NW, 8th floor Tel: +1(202) 7373699 Fax: +1(202) 7373657 EMail: inbox@nafsa.org WWW: http://www.nafsa.org CQAIE: The Center for Quality Assurance in
International Education Head: Carol Bobby, Chair Administrative officer: Marjorie Peace Lenn, Executive Director One Dupont Circle NW, Suite 515 Tel: +1(202) 2936104 Fax: +1(202) 2939177 EMail: CQAIE@CQAIE.org WWW: http://www.cqaie.org The College Board Head: Gaston Caperton, President 45 Columbus Avenue Tel: +1(212) 7138000 Fax: +1(212) 7138282 EMail: internatl@collegeboard.org WWW: http://www.collegeboard.com Council for Higher Education Accreditation (CHEA) Head: Judith Eaton, President One Dupont Circle, NW Tel: +1(202) 9556126 Fax: +1(202) 9556129 EMail: chea@chea.org WWW: http://www.chea.org Council on International Educational Exchange (CIEE) Head: Michael Stohl, Chair 7 Custom House Street, 3rd Floor Tel: +1(207) 5537600 Fax: +1(207) 5537699 EMail: studyinfo@ciee.org WWW: http://www.ciee.org Institute of International Education (IIE) Head: Thomas S. Johnson, Chairman Administrative officer: Allan Goodman, President and CEO 809 United Nations Plaza Tel: +1(212) 9845400 Fax: +1(212) 9845452 WWW: http://www.iie.org National Association of State Universities and
Land-Grant Colleges (NASULGC) Head: Michael F. Adams, Chair Administrative officer: Peter Magrath, President 1307 New York Avenue, NW Tel: +1(202) 4786040 Fax: +1(202) 4786046 WWW: http://www.nasulgc.org National Education Association (NEA) Head: Reg Weaver, President 1201 16th Street NW Tel: +1(202) 8334000 Fax: +1(202) 8227974 WWW: http://www.nea.org American federation of Teachers (AFT) Head: Edward J. McElroy, President 555 New Jersey Avenue, NW Tel: +1(202) 8794400 WWW: http://www.aft.org American Association of University Presidents (AAUP) Administrative officer: Roger Bowen, General Secretary 1012 Fourteenth Street, NW, Suite 500 Tel: +1(202) 7375900 Fax: +1(202) 7375526 |