United States of America - Education system

Regions: North America

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

Certificate

Bachelor's Degree

Diploma

Education Specialist

First Professional Degree

Post-Bachelor's Diploma

Master's Degree

Certificate of Advanced Study

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. Secondary education in the U.S. 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:

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 programs 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) programs 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 qualifies 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 fulltime study, although the time may vary depending upon the subject, the preparation achieved by the student at the undergraduate level, the structure of the program, 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 program, 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 program 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 programs 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. Programs 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 programs. Credit for work completed in such programs 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 programs provided by libraries, museums, parks and recreation authorities, clubs and others that are intended for members or the public. Some programs 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

Secretary of Education: Roderick Paige

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)

President: Richard T. Ingram

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)

Executive Director, National Library of Education: Sheila McGarr

Manager, USNEI: Stephen Hunt

National Library of Education, 400 Maryland Avenue NW
Washington, DC 20202-5523
United States of America

Tel: +1(202) 205-5015

Fax: +1(202) 205-6688

EMail: usnei@ed.gov

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

 

 

American Council on Education (ACE)

President: Stanley Ikenberry

Vice-President: Madeleine F. Green

Director, International Education: Barbara Turlington

One Dupont Circle, Suite 800
Washington, DC 20038-1193
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)

Executive Director: Jerry Sullivan

Director, Professional Development and International Programmes: Dale Edward Gough

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)

President: David Pierce

Coordinator of international services: Audree M. Chase

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

Tel: +1(202) 728-0200

Fax: +1(202) 833-2467

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

 

 

American Association for Higher Education

President: Margaret A. Miller

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)

President: Constantine W. Curris

Director of Public Information: Gay Clyburn

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)

President: Neils Hasselmo

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)

Executive Director: Marlene Johnson

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

Executive Director: Marjorie Peace Lenn

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

President: Gaston Caperton

Director, International education: John Deupree

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)

One Dupont Circle, NW
Washington, DC 20036-1110
United States of America

Tel: 1(202) 955-6126

Fax: 1(202) 955-6129

WWW: http://www.chea.org

 

 

Council on International Educational Exchange (CIEE)

President: Stevan Trooboff

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

President and CEO: Allan Goodman

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)

President: Peter Magrath

Assistant Director, International Affairs: Suzy Glucksman

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)

President: Christine Maitland

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

WWW: http://www.aice-eval.org

 

 

National Association of Credential Evaluation Services (NACES)

P.O. Box 3665
Culver City, CA 90231-3665
United States of America

Tel: +1(310) 258-9451

Fax: +1(310) 342-7086

EMail: naces@ierf.org

WWW: http://www.naces.org

 

 

National Council on the Evaluation of Foreign Educational Credentials (NCEFE)

c/o AACRAO, One Dupont Circle, N.W., Suite 330
Washington, DC 20036
United States of America

Tel: +1(202) 293-9161

Fax: +1(202) 872-8857

 

Deals with credential recognition for entry to: University

Services provided & students dealt with: Establishes standards for interpreting foreign educational credentials & placing students holding such credentials in postsecondary institutions. Standards are not binding; actual placement decisions are under the responsibility & control of inst.

 

National Liaison Committee on Foreign Student Admission (NLC-FSA)

c/o Institute of International Education (IIE), 809 United Nations Plaza
New York, NY 10017-3580
United States of America

Tel: +1(202) 984-5000

 

Services provided & students dealt with: Serves as coordinating body, establishes policies that institution may follow for admitting students from overseas and for providing services. Actual admissions standards and decisions are the responsibity and under the control of individual institution.

 

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

Executive Director, National Library of Education: Sheila McGarr

manager, USNEI: Stephen Hunt

National Library of Education, 400 Maryland Avenue NW
Washington, DC 20202-5523
United States of America

Tel: +1(202) 205-5015  +1(202) 401-3710

Fax: +1(202) 205-6688

EMail: usnei@ed.gov , stephen.hunt@ed.gov

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

 

Services provided & students dealt with: Administered by NLE, provides information on the U.S. & foreign systems of education, & operates a referral service to route inquiries to the appropriate agencies, etc; serves as the U.S. ENIC information center under the terms of Lisbon Convention.

 

Other information sources on recognition of foreign studies: Individual institutions, under law and policy, have autonomy to make admissions and placement decisions. It includes the power to decide whether to recognize or credit the degrees, diplomas, certificates, credit and research carried out at other institutions.When institutions, employers, immigration and consular officials, and state licensing agencies cannot make a recognition decision by themselves, either through lack of resources or expertise, they may rely on private credential evaluation services to examine foreign qualifications and make recommendations. Individuals may also have qualifications evaluated by these services. Information on credential evaluation services is provided on the USNEI web site.

Special provisions for recognition:

For access to non-university post-secondary studies: Individual U.S. institutions have the power to decide whether to recognize or credit the degrees, diplomas, certificates, credit and research done at other institutions. There is normally no appeal from the decision of the individual institution to any higher authority.

For access to university level studies: Individual U.S. institutions have the power to decide whether to recognize or credit the degrees, diplomas, certificates, credit and research done at other institutions. There is normally no appeal from the decision of the individual institution to any higher authority.

For access to advanced studies and research: Individual U.S. institutions have the power to decide whether to recognize or credit the degrees, diplomas, certificates, credit and research done at other institutions. There is normally no appeal from the decision of the individual institution to any higher authority.

For the exercise of a profession: Special requirements may exist that must be met by foreign citizens who wish to practice a profession in the U.S. Such requirements may be set by state law or professional regulations or both. Foreign students or professionals interested in U.S. laws and regulations regarding practicing a profession should contact the appropriate professional association and licensing authority in the state in which they are interested in practicing. Professional associations may accredit education and training programs in their respective fields, control membership and control or advise state authorities on licensure of practitioners, set standards and policies for professional conduct and provide or approve continuing education and training opportunities. Most state governments also regulate certain professions as provided for under state law, and the states either maintain offices to monitor regulated professions or delegate that responsibility to the state chapter of a recognized professional association. Satisfactory completion of specific pre-professional education programs are often required in order for an individual to be eligible to enter a profession, and many professions and state licensing agencies also require satisfactory performance in state examinations, supervised practica, or both. Other requirements often exist.

References to further information on foreign student admissions and recognition of studies

Title: Directory of Resources for International Cultural and Educational Exchanges (regularly updated)

Publisher: United States Information Agency

Title: Entering H.E. in the United States: A Guide for Students from Other Countries

Publisher: The College Board (regularly updated and reprinted).

Title: Graduate Study in the U.S.: A Guide for Prospective International Students

Publisher: Council of Graduate Schools (CGS) (regularly updated and reprinted).

Title: If you Want to Study in U.S.: Undergraduate/Grad./Scholars & Professionals/Predeparture Orientation

Publisher: United States Information Agency (regularly updated and reprinted).

Title: NAFSA's International Student Handbook: A Guide to University Study in the U.S.A.

Publisher: NAFSA - Association of International Educators (regularly updated and reprinted)

Title: The College Handbook: Foreign Student Supplement (Annual Edition)

Publisher: The College Board

 

STUDENT LIFE

Main student services as national level

Bureau of Educational and Cultural Affairs

US Department of State
301 Fourth Street, SW, Room 234
Washington, DC 20547
United States of America

Tel: +1(202) 619-4360

Fax: +1(202) 401-5914

EMail: academic@pd.state.gov

WWW: http://www.exchanges.state.gov

 

 

The College Board, Office of International Education

1233 20th Street, N.W., Suite 600
Washington, D.C., District of Columbia 20036
United States of America

Tel: +1(202) 822-5900

Fax: +1(202) 822-5234

WWW: http://www.collegeboard.org/

 

Category of services provided: Academic and career counselling services; Special services/Centre for foreign students

Services available to foreign Students: Yes

 

United States Network for Education Information (USNEI)

National Library of Education
400 Maryland Avenue NW
Washington, DC 20202-5523
United States of America

Tel: +1(202) 205-5015

Fax: +1(202) 205-6688

EMail: usnei@ed.gov

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

 

Category of services provided: Academic and career counselling services; Special services/Centre for foreign students

 

National student associations and unions

United States Students Association (USSA)

815 Fifteenth Street, N.W., Suite 838
Washington, District of Columbia 20005
United States of America

Tel: +1(202) 347-8872

Fax: +1(202) 393-5886

 

Health/social provisions

Social security for home students: No

Foreign student social security provisions: Prospective students should contact the U.S. institution they seek to enter to obtain information on social and health benefits requirements and services.

Student expenses and financial aid

Bodies providing information on student financial aid:

AMIDEAST

1100 17th Street, N.W., Suite 300
Washington, District of Columbia 20036
United States of America

Tel: +1(202) 785-0022

Fax: +1(202) 822-6563

 

Deals with: Grants and Loans

Category of students: AMIDEAST provides information and assistance to students from the Middle East.

Association of International Educators (NAFSA)

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

 

Deals with: Grants

Category of students: Resources and programs for international and US study abroad students

Institute of International Education (IIE)

809 United Nations Plaza
New York, NY, New York 10017-3580
United States of America

Tel: +1(212) 883-8300

Fax: +1(212) 984-5452

WWW: http://www.iie.edu/

 

Deals with: Grants and Loans

Category of students: IIE provides information and advice on international study exchanges and funding.

Publications on student services and financial aid:

Title: Funding for U.S. Study: A Guide for Foreign Nationals (Annual Edition)

Publisher: Institute of International Education (IIE)

Title: Study Abroad 2000-2001

Publisher: UNESCO/IBE

Year of publication: 1999

Title: To Your Health: An International Student's Guide to Medical Insurance in the U.S.A

Publisher: NAFSA - Association of International Educators (regularly updated & reprinted).

Title: U.S. Federal Income Tax Guide for International Students & Scholars (Regularly updated & reprinted).

Publisher: NAFSA - Association of International Educators

 

INTERNATIONAL COOPERATION & EXCHANGES

Principal national bodies responsible for dealing with international cooperation and exchanges in higher education:

Alliance for International Educational and Cultural Exchange

1776 Massachusetts Avenue, NW, Suite 600
Washington, DC 20036
United States of America

Tel: +1(202) 293-6141

Fax: +1(202) 293-6144

EMail: info@alliance-exchange.org

WWW: http://www.alliance-exchange.org

 

American Association of Community Colleges (AACC)

One Dupont Circle, N.W.
Washington, District of Columbia 20036
United States of America

Tel: +1(202) 728-0200

Fax: +1(202) 833-2467

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

 

American Council on Education (ACE)

Director, International Education: Barbara Turlington

One Dupont Circle, N.W.
Washington, District of Columbia 20036
United States of America

Tel: +1(202) 939-9300

Fax: +1(202) 659-2212

EMail: barbara_turlington@ace.nche.edu

 

Association of International Educators (NAFSA)

1307 New York Avenue NW, 8th floor
Washington, District of Columbia 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

 

Bureau of Educational and Cultural Affairs

US Department of State
301 Fourth Street, SW, Room 234
Washington, DC 20547
United States of America

Tel: +1(202) 619-4360

Fax: +1(202) 401-5914

EMail: academic@pd.state.gov

WWW: http://www.exchanges.state.gov

 

Council of Graduate Schools (CGS)

One Dupont Circle, N.W., Suite 430
Washington, District of Columbia 20036-1173
United States of America

Tel: +1(202) 223-3791

Fax: +1(202) 331-7157

WWW: http://www.cgsnet.org

 

Council on Standards for International Education and Travel (CSIET)

212V South Henry Street
Alexandria, Virginia 22314
United States of America

Tel: +1(703) 739-9050

Fax: +1(703) 739-9035

EMail: exchanges@aol.com

WWW: http://www.csiet.org

 

Institute of International Education (IIE)

809 United Nations Plaza
New York, NY, New York 10017-3580
United States of America

Tel: +1(212) 883-8300

Fax: +1(212) 984-5452

WWW: http://www.iie.edu/

 

The College Board, Office of International Education

1233 20th Street, N.W., Suite 600
Washington, District of Columbia 20036
United States of America

Tel: +1(202) 822-5900

Fax: +1(202) 822-5234

WWW: http://www.collegeboard.org/

 

United States Network for Education Information (USNEI), National Library of Education

National Library of Education, 400 Maryland Avenue NW
Washington, District of Columbia 20202-5523
United States of America

Tel: +1(202) 205-5015    +1-800-424-1616

Fax: +1(202) 205-6688

EMail: usnei@ed.gov

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

 

Participation of country in multilateral or bilateral higher education programmes

Name of exchange programme: Fulbright Exchange Programme

Name of exchange programme: Hubert H. Humphrey Fellowship Programme

 

GRADING SYSTEM

Usual grading system in secondary school

Full Description: Most secondary schools use a grading system consisting of the Roman Alphabet letters A, B, C, D, sometimes E and F, with the letter I meaning "incomplete". These letters are linked to numerical grade scores. There is no national regulation on grading systems.

Highest on scale: A (Excellent)

Pass/fail level: D (Marginal)

Lowest on scale: F (Failure)

Main grading system used by higher education institutions

Full Description: Many institutions employ either a letter grading system similar to that described for secondary school linked to a numerical system based upon points earned. The latter system is typically based on a five-, four-, or three-point scale. Some institutions do not use grades or provide them only upon request. Grading systems are determined by each institution.

Highest on scale: A, 4.0 (Excellent)

Pass/fail level: C, 2.0 (Marginal)

Lowest on scale: D or F, 1.0 or below (Failure)

Other main grading systems

Advanced research studies (Masters theses, Doctoral dissertations), practica and projects or presentations in the fine or performing arts are often not assigned letter or numerical grades but rather evaluated on an "honours", "pass", or "fail" basis by the supervising faculty.

 

NOTES ON HIGHER EDUCATION SYSTEM

There are no students services sponsored or operated by the federal government. A wide variety of student associations, service organizations and assistance corporations exist that provide services of different kinds to students and their families. These range from disciplinary and professional associations to unions, financial institutions, health care associations, religious associations and others. Student associations and services offices exist at nearly every postsecondary institution and branch campus. Institutions also possess specialized foreign student advising offices and foreign student associations to assist the special needs of overseas students and families. Local associations and offices provide information. There are no basic federal or national laws or decrees in the U.S. that govern the existence, nature, or operation of the postsecondary education community. The national government does not accredit institutions, regulate their operations, establish or monitor standards or curricula, or establish or govern the degrees and other credentials awarded. Responsibility for governing the conduct of higher education is decentralized in the various state governments. The federal Department of Education is restricted in its authority and competence to the following functions: (1) collecting and providing information and statistics about U.S. education; (2) providing leadership and influence in behalf of national education policies and initiatives; (3) administering programs of financial assistance to students, institutions, and local and state governments; (4) conducting programs of research and technical assistance; and (5) administering and enforcing the federal laws governing equal educational access and opportunity for all citizens. Core principles of academic freedom, autonomy, corporate existence, authorized degrees and other awards, membership (student, faculty, or administration), standards.

 

Data for academic year: 2000-2001

Source: U.S. Network for Education Information (USNEI), Washington, 2001