|
EuroEducation.net The European Education Directory |
||
|
|
| 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 Tel: +1(310) 550-3305 Fax: +1(888) 263-2423 EMail: AICE@prodigy.net |