Focus Questions:

• How old are most students when they enter a US kindergarten school?
• What are the types of degrees offered at colleges and universities?
• What are some of the questions international students should ask when deciding which program and school to study at in the US?
• What is the difference between an associate degree and a four-year degree?

The US education system may be organized very differently from the system in the home countries of international students. Reflected in a chart, it looks like this, complete with pathways between levels:

Pre-School and Kindergarten

American students begin either in preschool or kindergarten for one to three years before progressing to elementary (primary) school. In most states, the age at which a child must start school is six.

Most school districts offer a free year of kindergarten before the starting year; in most cases, children must be five years of age to enter kindergarten. If you are counseling a family planning to have a child under the age of six attending school in the US, make sure to ask the kindergarten schools under consideration about their cut-off birth dates for turning five, as this varies by school district.

Elementary (Primary) and High School (Secondary School)

Children attend elementary (primary) school for varying amounts of time. In most cases, they attend elementary until Grade 6. They then progress to one of the following: a junior high school for two years, a combined junior/senior high school (generally Grades 7–12), or a four-year high school. Please note that high schools can also be called secondary schools.

School-aged students in the US have the option of going to public schools (free) or to private schools (where they must pay tuition or be on scholarship). The vast majority (88%) attend public schools; nation-wide, 9% attend private schools, but this percentage is much higher in some regions and cities, and among Caucasian Americans. Three percent are home-schooled, in which case parents and/or caregivers provide education to children provided their practices meet the education laws of the state. 

International students tend to attend K-12 private schools at a much higher rate than public schools, especially because public high school schools allow international students to study for only one year. Private schools have no such limit.

Graduating High School

There is no federally set national examination determining whether a student has successfully graduated high school in the US. However, as of this writing, 25 states require that students take a high-school exit examination for graduation, and three additional states have legislation that will see such exams required in the future.

Whether or not a national examination is used in assessment, American high schools issue high-school diplomas to students who have completed their curriculum.

As we have discussed, because different states and school districts determine what is taught in schools and how, the courses that must be completed to earn a high-school diploma will vary from one school and state to another.

American students normally graduate high school at age 17 or 18.

Post-secondary Options

The US offers a wide variety of higher education options for the diverse requirements and goals of domestic and international students. This variety encompasses:

• Types of institutions (e.g., private vs. public, academic vs. vocational, etc.)
• Length of programs (e.g., one year, two years, four years, etc.)
• Levels (e.g., associate, bachelor’s, master’s, post-graduate)
• Types of credential (e.g., non-degree, degree, micro-credential)
• Delivery models (e.g., online, hybrid, in-person)
• Tuition fees (from very affordable to extremely expensive)
• Location of institutions (e.g., urban vs. rural, west vs. east, etc.)

The US government notes that there are currently:

• 124,000 public and private schools in the US;
• Over 2,000 postsecondary non-degree career and technical schools (CTE);
• Over 4,000 degree-granting institutions of higher education.

They explain: “Of the higher education institutions, over 1,600 award associate degrees and some 2,400 award bachelor’s or higher degrees. Over 400 higher education institutions award research doctorates.”

Flexibility in the System

International students may decide to begin at one type of institution (for example, a community college) and then move to another institution or level. Many higher education institutions have agreements that allow students to transfer credits achieved at a two-year institution to a degree program at a four-year institution. Students who choose to “mix and match” their study programs often do so because it can be more affordable.

Important note for agents: Not all two-year programs lead seamlessly (through transfer credits) to four-year institutions. It is important to ask if there are agreements in place for international students interested in this kind of progression.

Is there a difference between a “college” and a “university”?

In the US, the terms “college” and “university” often – but not always – refer to the same kind of higher education institution (HEI), and as pathway provider Shorelight points out:

“Some are even called institutes (e.g., Massachusetts Institute of Technology, California Institute of Technology). Within larger universities in the United States, there are different colleges or schools that represent different academic areas of study (e.g., College of Engineering, School of Business).”

WENR concurs but adds a bit more clarification on characteristics a “university” must have but that a “college” may or may not offer:

“There are no nationally standardized definitions of “university” or “college,” and the name of an institution alone may not indicate exactly what type of institution it is. That said, a university, at minimum, offers bachelor’s programs and at least some master’s programs.”

The term “university” may also indicate that an HEI is relatively more research-intensive (e.g., with more postgraduate degrees) than other types of post-secondary education.

Types of College/University

One way of understanding post-secondary options in the US is to look at how they are funded.

Public universities (also known as State universities) receive at least some of their funding from the state government. Many belong to a state university system, which is a larger group of public universities spread throughout a US state that are connected in some ways through administrative functions but that operate separately from each other. Examples are State University of New York (SUNY), City University of New York (CUNY), and University of California (UC).

Community colleges are also supported by public funding, and they mainly specialize in offering two-year degree programs (associate degrees).

Private universities receive most of their revenue through students’ tuition fees, which are often higher than those charged by public universities. These institutions are often highly ranked and with very selective admissions requirements, include Massachusetts Institute of Technology (MIT), Harvard, and Yale. For more examples, please click here.

Liberal arts colleges offer mostly (though not exclusively) undergraduate courses focus on teaching undergraduate-level courses in the liberal arts and sciences (although some also offer graduate-level programs and more vocational subjects such as medicine, business administration or law).

For-profit private universities and colleges. Unlike other types of university, for-profits operate as business ventures, aiming to make money for their shareholders as well as providing a good education for their students.

Carnegie Classification System

A useful tool for understanding the different types of higher education institution (HEI) that international students can attend in the US is the Carnegie Classification System:

• Doctoral universities: HEIs that awarded at least 20 research/scholarship degrees in the past year that are not professional practice doctoral-level degrees (such as the JD, MD, or PharmD).

• Master’s colleges and universities: HEIs that awarded at least 50 master’s-level degrees and fewer than 20 doctoral degrees during the past year.

• Baccalaureate colleges: HEIs where at least 50% of degrees were awarded in the past year at the bachelor’s level or higher, comprising fewer than 50 master’s degrees or 20 doctoral degrees. In other words, bachelor’s degrees are these institutions’ primary focus.

• Baccalaureate/associate’s colleges: HEIs that mostly award associate degrees but that also have at least one baccalaureate (four-year) degree program. Associate degrees must make up at least 50% of all degrees awarded in the past year.

• Associate’s colleges: HEIs at which the associate degree is the highest level of degree awarded to students.

• Special focus institutions: Institutions where a single field or set of fields (e.g., music, art) dominate the focus of the institution and degrees awarded are linked to this field. These include

• Faith-Related Institutions, Medical Schools & Centers, Other Health Professions Schools, Engineering Schools, Other Technology-Related Schools, Business & Management Schools, Arts, Music & Design Schools, and Law Schools. For more on such institutions, please click here.

• Tribal colleges: International students are not eligible to attend these colleges because they are reserved for Native (Indigenous) Americans.

As well as understanding the Carnegie Classification System, agents should also know that there are many excellent vocational programs in the US delivered through Career and Technical Education (CTE) schools and community colleges. This is increasingly important because research shows that there is growing interest among students across the world in shorter, practical programs.

Five Important Facts About the Post-Secondary System In the US

• There are both public and private colleges/universities in the US. Most of these are operated by the states and territories.

• As noted earlier in this section, “college” and “university” are often used interchangeably, but they sometimes do mean different things to different people. For example, a university can sometimes indicate a more research-oriented orientation than a college, and sometimes universities are broken down into different “colleges,” whereby “college” indicates a unit or sub-section of the university. Still, it is important that agents research a college/university thoroughly to understand its educational approach and range of programs, as the word “college” or “university” in a name does not always mean the same thing.

• Top-notch higher education institutions in the US come in all shapes, sizes, and types. Successful alumni graduate from community colleges, liberal arts colleges, research-oriented universities, public and private institutions – not just the most elite, Ivy-League schools. Excellent programs can be found across the country.

• Quality assurance and accreditation for institutions and programs in the US is carried out by private, non-governmental organizations. The US Department of Education provides oversight of these accrediting organizations. There are 19 recognized organizations that provide regional or national accreditation for institutions, and 60 that provide accreditation for individual programs. To obtain an F-1 visa, students must enrol in an accredited institution. Agents must make sure that an institution and program is accredited before recommending it to students for the purposes of quality control. For more on why this is, and for The Council of Education (CHEA) database providing information about over 8,200 institutions and over 44,000 programs in the US, please click here. [ https://www.chea.org/about-accreditation ]

• Each HEI will have different admissions practices. Generally, shorter degree programs and certificates have lower admission standards: some even offer “open admissions” in an effort to be as inclusive to every type of student as possible. However, as the need for professional and technical skills grows in economies across the world, there are increasingly more competitive admissions policies for in-demand fields such as engineering, nursing, and other healthcare fields.

Accrediting Agencies

Focus Questions:

• Are institutions obligated to obtain accreditation?
• Why would they seek it out?
• Name two things that suggest a school may be a “diploma mill”?

Agents need to know whether a US higher education institution, traditional or online, conforms to high and official standards of educational quality. Whether a school is accredited by a recognized and US-government approved accrediting agency is the main way of finding out.

As the Council for Higher Education Accreditation (CHEA) says, “In the United States, accreditation is a major way that students, families, government officials, and the press know that an institution or program provides a quality education.” Further, CHEA advises that,

“In the US, colleges and universities are accredited by one of 19 recognized institutional accrediting organizations. Programs are accredited by one of approximately 60 recognized programmatic accrediting organizations.”

The CHEA “Database of Institutions and Programs Accredited by Recognized United States Accrediting Organizations” contains information about over 8,200 institutions and over 44,000 programs in the US, with links to the websites of these institutions.

AccreditedSchoolsOnline.org says,

“If a school is accredited by an organization not recognized by the CHEA or US Department of Education, it’s almost as if the school isn’t accredited at all. Just as accreditation ensures a school isn’t a degree mill, recognition ensures an accrediting agency isn’t an accreditation mill. These layers of protection for students help ensure their degree is much more than a simple piece of paper.”

Institutions are not required to seek accreditation, but most do to show they meet the standards of their competitors.

Knowing whether or not an institution is accredited is important because:

• Credits are more transferable between accredited institutions;
• Degrees and diplomas from accredited institutions will be recognized not only in the US but also internationally.

AccreditedSchoolsOnline.org notes that international students who attend non-accredited schools (or schools with fake accreditation) “face the possibility of graduating with a degree, diploma or certificate that is practically worthless beyond any personal satisfaction the student may garner from the accomplishment.” They continue: “Given the time and monetary cost of a college education, prospective students must make sure their chosen school and/or program is accredited.”

The US Department of Education lists the following as Functions of Accreditation:

1. Verifying that an institution or program meets established standards;
2. Assisting prospective students in identifying acceptable institutions;
3. Assisting institutions in determining the acceptability of transfer credits;
4. Helping to identify institutions and programs for the investment of public and private funds;
5. Protecting an institution against harmful internal and external pressure;
6. Creating goals for self-improvement of weaker programs and stimulating a general raising of standards among educational institutions;
7. Involving the faculty and staff comprehensively in institutional evaluation and planning;
8. Establishing criteria for professional certification and licensure and for upgrading courses offering such preparation; and
9. Providing one of several considerations used as a basis for determining eligibility for Federal assistance. 

IDP India provides this helpful graphic explaining the benefits of going to an accredited school in the US:

 

Check out the US Department of Education’s list of approved institutional accrediting agencies here. This includes accrediting agencies for professional degrees such as nursing, law, osteopathy, etc.

How to Spot Fraudulent Schools

CHEA provides incredibly important advice for agents and international students who might not be familiar with how to distinguish legitimate versus fraudulent schools. This is their checklist – obviously agents and students should not partner with/enrol in an institution they have reason to believe is a “diploma mill” and should be sure that that the institution has been properly accredited in this database.

If the answers to many of these questions are “yes,” the operation under consideration may be a “mill”:

• Can degrees be purchased?
• Is there a claim of accreditation when there is no evidence of this status?
• Is there a claim of accreditation from a questionable accrediting organization?
• Does the operation lack state or federal licensure or authority to operate?
• Is little if any attendance required of students?
• Are few assignments required for students to earn credits?
• Is a very short period of time required to earn a degree?
• Are degrees available based solely on experience or resume review?
• Are there few requirements for graduation?
• Does the operation charge very high fees as compared with average fees charged by higher education institutions?
• Alternatively, is the fee so low that it does not appear to be related to the cost of providing legitimate education?
• Does the operation fail to provide any information about a campus or business location or address and relies, e.g., only on a post office box?
• Does the operation fail to provide a list of its faculty and their qualifications?
• Does the operation have a name similar to other well-known colleges and universities?
• Does the operation make claims in its publications for which there is no evidence?

K-12 Schools in the US

Focus Questions:

• How many international students are studying at US high schools?
• What is one reason that parents of international students are more likely to send their child to a private rather than public high school?
• What is one reason that families around the world send their children to US high schools?

 

 

In 2020, there were close to 60,000 international students in K-12 education in the US, more than 90% of whom were enrolled at the secondary school level (i.e., high school).

The nationalities most represented among international students at this school level are China (more than 40%), as well as South Korea, Japan, Germany, Vietnam, Spain, Italy, Brazil, Mexico, and Canada.

In the US, international students can only attend public schools at the Grade 9–12 level, but private K-12 schools can accept students from kindergarten through to Grade 12.

The majority of international secondary students in the US are on F-1 visas (68% in 2019) while about a third are on J-1 (exchange) visas. Most international students on J visas are from Europe, while most F-1 students are from Asia. In 2019, German, Spanish, and Italian students composed 44% of all J‐1 secondary student visas.

All K-12 schools in the US, public and private, must be registered with the Student and Exchange Visitor Program (SEVP) to be able to accept international students. Nearly 3,000 K-12 schools now accept international students.

The IIE reports that most international secondary students in the United States ultimately seek to enroll in higher education, and that,

“The experience of learning in U.S. classrooms, immersion in English-language instruction, and adjusting to U.S. life prior to higher education can ease the transition of international students moving from U.S. high schools to higher education.”

More than 90% of international students in the US for secondary school studies attend private high schools, and more than half of these students attend religiously affiliated schools. Private schools are the first choice for several reasons, including the fact that US law prevents international students on F-1 visas to study for more than one year at a public high school. Students can then transfer to a private high school if desired, but it is naturally easier to enroll in one school for the duration of studies.

Evaluation in US High Schools

Focus Questions:

• How are students’ grades determined in US high schools?
• What standardized tests are commonly taken in Grade 11?
• What is a GPA?

Students are evaluated through the year on their performance and progress, and report cards are sent home to parents periodically through the year so they can see how their children are doing academically.

Grading scales differ from school to school, but the most common scale is A through F, where A is the highest level of performance and F is a failing grade based on a scale of 0–100 or a percentile.

Beginning in 11th grade, most students with intentions to go on to higher education take standardized tests: the SAT and ACT are the most common and students may take one or both. There are also SAT subject tests that some students decide to take to bolster their college applications.

At the end of high school, students receive a Grade Point Average (GPA), which is a cumulative average score derived from the sum of the student’s tests, exams, essays, projects, assignments, participation in class activities and group work, and attendance record. Students can also be ranked in their class according to their GPA.

Most four-year universities evaluate students according to “minimum GPA” (meaning they will accept only students who meet this minimum threshold. Minimum GPAs are usually no lower than 2.0 and become higher the more selective a university is in its admissions. However, some students who do not meet minimum GPA requirements can gain admission in some cases if they show outstanding performance in other areas (e.g., athletics) or if they achieve excellent scores on standardized tests like the ACT and SAT.

The US K-12 Public School System

Focus Questions:

• Is tuition at public schools always the same or can it vary?
• Which level of government provides most funding to K-12 schools?

K-12 public schools get most of their funding from state and local budgets, while the federal government provides about 10% of schools’ budgets in the form of grants, some of which is tied to their performance on standardized tests, via the federal No Child Left Behind act.

Individual states and local school districts control most of the decision-making at the K-12 level.

Different states vary in how they share educational decision-making with local school districts, but together they decide on what subjects will be taught, how they will be taught, which books will be used, the school calendar, supports for special students (e.g., learning or physically challenged), how students are evaluated, and graduation requirements for different grades.

Like private schools, public schools in the US are accredited and students should only attend accredited schools.

Tuition at public schools ranges from $3,000 to $10,000 per year.

The class ratios are generally 18–25 children to one teacher. The teacher may also have the support of a teacher’s aide and/or a special education teacher (who helps with integrating developmentally or physically challenged children into the classroom).

Rules for International Students Attending Public High Schools in the US

Focus Questions:

• How many years can F-1 students study at a public high school?
• How many years can J-1 students study at a public high school?
• Do J-1 students pay tuition? Do F-1 students?
• Do F-1 students have any limitation on where in the US they can study?
• What is the minimum age at which J-1 students can begin studies in the US?
• Can J-1 students receive a high school diploma from a US school? Can F-1 students?

International students who want to attend public high schools will apply either for an F-1 or J-1 visa. Both classes of visa restrict study at a public high school to one school year. (By contrast, there is no time constraint for K-12 students on F-1 visas studying at private K-12 schools in the US).

The Department of Homeland Security states that,

“F-1 students attending an SEVP-certified public secondary school must compensate U.S. taxpayers by paying the full, unsubsidized per capita cost of attending school for one year in that location. Payment of this cost and the I-901 SEVIS Fee must occur before the prospective student applies for an F-1 or M-1 visa.”

There is no exception to this rule.

J-1 students attending public high schools:

• Must be between the ages of 15 years and 18.5 years of age on their first day of school in the US.
• Must live with local homestay families.
• Must return to their home country at the end of the school year and are usually excluded from returning to the US on any kind of student visa for at least two years.
• Can apply only through a specially licensed US organization that can only place a limited number of students each year; getting accepted to this program is a very competitive process that must be started almost one year in advance.
• Do not pay for school tuition fees because the J-1 program is subsidized by the government to further cultural exchanges between the US and the student’s home country. The main costs are airfare and placement and monitoring fees that students will pay to the J-1 placement organization.
• Usually do not have a choice on which location or school they will attend.
• Cannot graduate or receive a high school diploma, regardless of the number of credits they have earned.

In addition:

The J-1 program application process is somewhat complicated and the rules are very strict. F-1 visa programs, on the other hand, require a much simpler application and fewer supporting documents. This allows students to begin the application process earlier, and get accepted to the school of their choice much sooner.

F-1 students attending public high schools:

• Can live with local homestay families or live with non-immigrant relatives in the US while they study.
• May continue, after their year at a public high school, to a private high school or begin their university education without having to change their visa status or return to their country.
• Must pay school tuition and room and boarding fees with their own family funds since F-1 programs are not sponsored by the US government.
• Can choose which state, city and school they would like to attend depending on their qualifications and space availability.
• May be able to graduate and receive a diploma from the high school they attend (if they are accepted to Grade 12 and have enough credits to graduate within one school year).

For more information on J-visas at the secondary school level, please visit this US State Department webpage. For F-visas at this level in the public system, please visit this webpage.

US K-12 Private Schools

Focus Questions:

• What are some of the reasons that parents choose to send their children to private schools, despite the higher cost?
• What are some of the features private schools are more likely to have than public schools?

In the US, some families with abundant resources or financial aid choose to send their children to a private school to increase the chances their children will receive an excellent education. Many parents of international students also decide to send their children to an American private school, often with the hope that it will help to set them up for a place in a good American college or university.

There are roughly 35,000 private schools in the United States, serving more than 5 million students and enrolling about 10% of all pre-kindergarten to Grade 12 students in the country. More than three-quarters of students in private schools attend religiously affiliated schools. Almost 9 in 10 private schools have fewer than 300 students.

In some ways, there is more variety in the US K-12 private school system than in the public system, for the following reasons outlined by PrivateSchoolReview.com:

“While private schools are subject to all applicable local, state and federal laws and regulations governing the business side of things, private schools handle educational matters according to their educational philosophy and the wishes of their families and students. The essence of a private school is its curriculum and how it chooses to teach that curriculum is a matter which it decides in consultation with its clientele. The market drives private schools.”

The US Department of Education has this to say about US private schools:

• Private school students generally perform higher than their public-school counterparts on standardized achievement tests;
• Private high schools typically have more demanding graduation requirements than do public high schools;
• Private school graduates are more likely than their peers from public schools to have completed advanced-level courses in academic subject areas;
• Private school students are more likely than public school students to complete a bachelor’s or advanced degree by their mid-20s.

The National Center for Education Statistics’ National Assessment of Educational Progress (NAEP) tests the knowledge and skills of the nation’s students in grades 4, 8, and 12. Routinely, the scores of students in private schools are much higher than the national average.

Many foreign-based families decide to send their children to private high schools in the US to prepare them for entrance to a US college, especially if the college is competitive and/or elite. A US World News Report lists these benefits for international students attending high school in the US: 

• Improved English skills
• Easier navigation of the US college system
• College readiness
• Social skills

Many international students also take English-language courses during the summer break (i.e., outside of the normal academic year). The US government provides this guidance for visa rules and processes around summer language programs for K-12 students.

To attend a private school in the US, students must pay tuition. This is in large part linked to the fact that private schools are not funded by the government. This tuition can vary greatly, ranging from $10,000 to $40,000 to more for private boarding schools (which will be covered in an upcoming section). Beyond tuition, there will be additional fees as well which families must factor in to get to the true cost of a private school education. Financial aid for international students may be available at some private schools.

Private schools are able to charge so much tuition because of the extra resources, high quality of teachers, low student-teacher ratios, excellent facilities (e.g., sports, arts, computer), and extra-curricular opportunities they provide students.

Here is a link to a private school search for the US (and Canada). 

VERY IMPORTANT FOR AGENTS: Because space at private schools is often limited, not all students who apply will be admitted. The application process for private schools can take months. Find out from the schools your students’ families are considering how far in advance to begin, and what documents and other steps are required. 

Rules and Application Procedures for International Students

International students wishing to study in the US at the K-12 level must attend a school that is certified by the Student and Exchange Visitor Program (SEVP). These are the only schools authorized to accept international students. You can use this page to make sure the school under consideration is certified.

Because space at private schools is often limited, not all students who apply will get in. The application process for private schools must start much earlier and can take months. Find out from the schools themselves how far in advance to begin, and what documents and other steps are required.

Most private schools, especially at the high-school level, will ask that prospective students take one or more standardized admissions tests. These might include the SSAT (Secondary School Admission Test), the ISEE (Independent School Entrance Examination), the TOEFL (Test of English as a Foreign Language), or the school’s own tests. Students should begin studying for these tests about six months before actually taking them. The tests are meant to ensure the school and accepted students are a good match, and to place students properly in classes and provide them with the right supports (for example, English-language help).

Please Note: acceptance into a SEVP-certified school is the first step in an international student’s process to study in the US – before applying for a student visa.

For more information on how international students should apply for a visa to attend either a private school or boarding school, this PrivateSchoolReview.com article is helpful.

K-12 Boarding Schools in the US

 Focus Questions:

• Why might the residential feature of boarding schools be helpful for international students?
• What is the admissions application that might be very helpful for students applying to boarding schools?

BoardingSchools.us defines a boarding school as “a school where pupils reside during the semester.” They continue: “Students are provided with food and lodging in addition to their education, but a boarding school has much more than that to offer to students and their families. Traditionally, boarding schools provide an education based on small class sizes, high standards of academic excellence, and cultural diversity.”

At a boarding school, students live on the school’s premises as they study. Many boarding schools enrol both day students (who leave after school is done for the day to their houses) and “boarders” who stay on the premises for longer periods of time: Full-term boarders go home at the end of an academic year, semester boarders go home when the academic term is over, and weekly boarders go home for weekends. International students tend to be longer-term boarders rather than day or week students.

International students make up about 15% of all students in American boarding schools.

Teachers and staff sleep on the premises so they are quickly available to students at all times, even after school. Students receive all their meals from the school.

Most boarding schools charge tuition and fees for room and meals, and the typical cost ranges from $15,000 to over $65,000 per academic year. WorldScholarshipForum.com lists several scholarship programs for international students wanting to go to a boarding school.

Association of Boarding Schools (TABS) research has found that boarding school students are more likely to find academics to be challenging (91%) than private school students and public school students (71% and 50% respectively). Boarders tend to have more homework and more extra-curricular activities like sports and music.  

They are often diverse: more than half of boarders reported that their school is “ethnically and racially diverse,” compared to 19% of private day students and 39% of public school students.

US K-12 boarding schools are very popular destinations among families overseas who want to see their children receive an excellent K-12 education and in many cases, progress to a quality American college or other post-secondary institution. Some families consider benefits of boarding schools to be:

• The personal development and confidence that comes from the challenge and adventure of living away from home with an eclectic mix of other students;
• The close friend networks that can be formed at boarding school can last a lifetime;
• Small school and class sizes and close interaction between teachers and students;
• Specialty programs available at many boarding schools (e.g., dance, filmmaking, visual arts).

TABS found that fully 87% of boarding school graduates said their school prepared them well academically for university life. By comparison, 39% of public school students and 71% of private day school students reported the same.

BoardingSchools.com lists four basic steps to applying to a boarding school in the US:

• Complete the application forms which the school has on its website. 
• Complete the common application which you can find on the SSAT website. 
• Complete the common application which you can find on the TABS website.
• Complete the paper application forms which you have either downloaded or received from the school.

They offer this tip for international students:

If you are an international student, read the requirements for international students on each school’s website. These requirements will differ from school to school, so do not assume that what one school asks for applies to other schools. You will have to take the TOEFL examination. Allow adequate time to prepare for and take this examination. The school will give you the documents which you need to apply for an F-1 visa. Apply for the visa as soon as you can. Some US consulates are booked months in advance for visa interviews. Bear that in mind as you apply to American schools.”

For a list of boarding schools in the US, please check this BoardingSchools.com link.

Professional Education and Training Schools

In this section, we will look at post-secondary schools in the US that offer career and technical education. Career-oriented education is also available at the secondary school level but we will limit our focus to the post-secondary level in this section.

These schools are known by several names. These include Professional Education and Training Schools (PET), Career and Technical Education (CTE), or Vocational Education and Training (VET). We will use the second term and its abbreviation, CTE.

CTE schools provide the majority of technical and professional training in the US (more than half), while two-year community colleges provide the rest.

 

Private CTE schools make up only a small proportion of international student enrolments in the US, but this may grow as the need for career-specific skills and training increases in the global economy.

We will begin by outlining what is meant by “professional education and training,” then go into more detail about the kinds of schools and programs available.

 Focus Questions:

• What is the main goal of every CTE program – that is, what does it prepare students for?
• What are the two varieties of CTE programs, as determined by what students can do with their credentials?

There are many ways to understand the CTE sector in the US – and the understanding is evolving as the importance of skills requiring formal, specialized training rises in the US economy. The following is the American government’s current position on CTE:

“CTE represents a critical investment in our future. It offers students opportunities for career awareness and preparation by providing them with the academic and technical knowledge and work-related skills necessary to be successful in post-secondary education, training, and employment. Employers turn to CTE as an important source of talent that they need to fill skilled positions within their companies.

Effective, high-quality CTE programs are aligned not only with college- and career-readiness standards, but also with the needs of employers, industry, and labor. They provide students with a curriculum based on integrated academic and technical content and strong employability skills. And they provide work-based learning opportunities that enable students to connect what they are learning to real-life career scenarios and choices.

The students participating in effective CTE programs graduate with industry certifications or licenses and post-secondary certificates or degrees that employers use to make hiring and promotion decisions.

These students are positioned to become the country’s next leaders and entrepreneurs. And they are empowered to pursue future schooling and training as their educational and career needs evolve.”

— The US Department of Education 

The simplest way of describing what CTE education is designed for is to say that a CTE course of study prepares students for a specific job in the economy. For example: licensed practical nurse, automotive technician, or IT technical support specialist.

The National Center for Education Statistics (NCES) states that these are the career fields covered by CTE:

1. Agricultural and natural resources
2. Business support, management, and finance
3. Communications
4. Computer and information sciences
5. Construction
6. Consumer services
7. Education
8. Engineering and architecture
9. Health sciences
10. Manufacturing
11. Marketing
12. Public, social, and protective services
13. Repair
14. Transportation

Other factors to consider about CTE schools:

• They can be multi-disciplinary (that is, teaching many subjects) or single-focus (for example, a school of acupuncture or cosmetology); the latter (single-focus) often have smaller student populations.
• They differ from community colleges mostly because they are often more focused on “training” than on “education” – they also tend to be more specialized, offering a smaller range of courses.
• They are very hands-on and practical, with very strong teaching and other ties to actual industry.
• Their programs can be either “terminal” (i.e., offer a stand-alone, non-transferable certificate or associate degree) or “transfer” (where a student can put credits obtained in a course toward another degree).
• They can be anywhere from a few months-long in duration to four-years-long, and they can be roughly divided into less-than-two-year institutions and two-year institutions;
• They tend to attract more certificate-seeking students than associate degree-seeking students; the latter tend to enroll at community colleges.

Of the millions of CTE credentials awarded to students every year in the US, most are certificates, but a significant proportion are associate degrees.

A great video explaining CTE in the US can be found here on the AppliedEducationSystems.com website.

How CTE Schools are Governed, Funded, and Accredited

 Focus Questions:

• Are CTE schools generally more expensive for international students than community colleges?
• Is tuition at CTE schools fixed or variable?​

Each US state has one or more state directors for CTE, responsible for overseeing the state’s secondary and post-secondary CTE systems.

Private CTE schools tend to receive the bulk of their funding via student tuition and, indirectly, from federal funding directed almost totally to domestic students to help these students afford their programs. Though students at CTE schools often receive more financial aid than at community colleges, the net cost of their program is also often higher than if they were attending a community college. Tuition costs at a private CTE are highly variable due to the scope of their specializations, equipment, and duration. It is impossible to estimate; agents will have to check with individual schools for this information.

 From The Federal Trade Commission:

“Licensing is handled by state agencies. In many states, private vocational schools are licensed through the state Department of Education. Ask the school which state agency handles its licensing.

Accreditation usually is through a private education agency or association that has evaluated the program and verified that it meets certain requirements. Accreditation can be an important clue to a school’s ability to provide appropriate training and education – if the accrediting body is reputable. You also can search online to see if a school is accredited by a legitimate organization. Two reliable sources to check are:

• Database of Accredited Postsecondary Institutions and Programs, posted by the US. Department of Education.
• Council for Higher Accreditation database.

It is very important to know whether a CTE school with national, as opposed to regional, accreditation, offers degrees that will be accepted at regionally accredited schools or colleges. Regionally accredited schools may not accept transfer credits from nationally accredited schools. 

Also check out the Accrediting Commission of Career Schools and Colleges (ACCSC).

How to Explore CTE Schools and Programs

 Focus Questions:

• What kind of information could you learn from a college search website about a CTE school?
• Name five items to check to make sure a CTE school is the right fit for a student.

There is publicly available information that can help when comparing institutions. The Higher Education Amendments in the US require institutions to reveal graduation and employment outcomes to prospective and current students. Colleges generally publish this information on their websites or in brochures.

There are also college search websites, and many of these also publish graduation and/or employment information.

The US Department of Education-sponsored College Navigator provides information on programs, tuition, and fees, accreditation, and graduation rates, among other institution and student characteristics.

For example, we conducted a search for health sciences certificate programs in the US and came upon more than 200 results, which included incredibly detailed information including:

• Credentials awarded
• Campus setting
• Student population
• Faculty to student ratio
• Tuition, living expenses, and financial aid
• Admissions policy
• Accreditation

Another search tool (non-governmental) is College Match which allows you to search by college location, size, gender mix, type of institution, admissions criteria, freshman satisfaction, graduation rate, cost, financial need met, student debt, sports, student background, and academic programs.

There are also:

• Princeton Review
• Big Future
• College View
• College Results Online

Evaluating a CTE School

If you have an international student interested in vocational training in the US, a CTE school may or may not be the right fit. Explore also community colleges to see what they have on offer, and when you research CTE schools, complete this checklist: 

1. Facilities and Equipment: For CTE, the quality of the learning environment and equipment is a huge factor in how good the training can be. Agents should be able to visit in-person to inspect the classrooms and equipment. They should receive ready information about the types of equipment – e.g., computers and tools – teachers are able to use with their students. This equipment should be compatible and current with that used in the given industry.
2. Language Support: Can the school support an international student with less than proficient English? At what cost? How?
3. Quality of Teachers: How engaged are teachers – and how close are their ties to the industry? Do they still have relevant experience? The quality and experience of teachers is incredibly important in this sector.
4. Measures of Success: How successful are alumni? What is the completion rate? The drop-out rate?
5. Finances: Ask not just for tuition costs, but every cost that will affect the budget of your international student. In most cases, there will not be financial aid available to international students but ask the school just in case. EduPass offers an excellent resource for investigating possible sources of financial aid for international students in the US.
6. Licensing and Accreditation: You will want names and contact information for the school’s licensing and accrediting organizations; follow up with these to determine the quality of the school’s standing. As the Federal Trade Commission says: “Also find out whether two- or four-year colleges accept credits from the school you’re considering. If reputable schools and colleges say they don’t, it may be a sign that the vocational school is not well regarded.”

Community (Two-Year) Colleges

Community colleges are also known as two-year colleges and junior colleges. According to The Department of Homeland Security, a community college can be defined as a “two-year school that provides affordable post-secondary education as a pathway to a four-year degree.” However, this definition is expanding as these institutions are also being seen as very interesting alternatives to classic four-year colleges or institutions. Moreover, some community colleges are offering four-year bachelor’s degrees as well as two-year credentials.

As College Board notes, community colleges “provide a separate type of learning that involves rigorous coursework and preparation for a future profession.”

 

Agents must be absolutely clear on whether or not a community college program has a “2+2” transfer agreement with other four-year institutions. This information is crucial for many students. At the same time, there are many four-year institutions that evaluate and accept community college credentials and students without 2+2 arrangements in place, so the lack of a 2+2 transfer agreement does not necessarily mean a community college student cannot progress to a four-year institution. This will be expanded upon later in Section 6.1.

 Focus Questions:

• What proportion of undergraduate students are in community colleges?
• Are any community colleges awarding bachelor’s degrees?
• On average, how much is tuition (per year) at a community college?

There are currently about 1,000 community colleges in the US, of which the great majority are public and state funded. These two-year colleges enrolled 35% of all undergraduate students in the US in 2019/20 – the proportion is higher when the number of students in four-year bachelor programs offered by community colleges is counted.

The American Association of American Colleges (AACC) explains the role of community colleges like this:

“Community colleges … provide open access to post-secondary education, preparing students for transfer to four-year institutions, providing workforce development and skills training, and offering non-credit programs ranging from English as a second language to skills retraining to community enrichment programs or cultural activities.” 

In addition, some community colleges now offer four-year programs, including bachelor’s degrees.

They are very popular institutions for undergraduate studies in the US: as of the 2019/20 school year, approximately 11.8 million students were enrolled in community colleges, 9% of whom were international students. 

About 58% of community college programs are for credit, while 42% are non-credit. For international students, of course, non-credit programs will likely not be of interest unless they are designed to help increase English proficiency.

The average annual cost of tuition at a US community college is $3,770, compared with $10,500 for public four-year colleges.

The average age across community colleges is 28; and these institutions are much more diverse in their demographics than traditional four-year universities (i.e., in terms of age, race, educational background, goals, experience).

The most popular fields of study are business/marketing, health professions and related clinical sciences, computer and information sciences, liberal arts, and engineering technologies/technicians. However, there is a huge range of programs available at community colleges. Education USA notes that American community colleges lead the way in educating students in “biomedical technology, biotechnology, robotics, laser optics, internet and computer technologies, and geographic information systems.”

Community colleges tend to offer a broader range of program options than CTE schools do – with both vocational (i.e., career-specific) training as well as broader academics (e.g., marketing and communication). CTE schools, as a refresher, are much more career and/or technical in their orientation.

Community colleges are also known for the transferability of some of their programs – in other words, credits or an entire certificate or a degree from a community college often can be used toward a four-year degree at a college/university. These transfer agreements are most common between community colleges and universities that are geographically close to each other (e.g., the same city or same state). IMPORTANT: This is not true at all community colleges, and transferability may only apply between certain two-year community colleges and four-year colleges/universities. Understanding transfer arrangements is a key task of the agent placing international students at community colleges.

Important for agents will be finding out how much experience a community college has in supporting international students. One clue is whether or not the college has an International Student Office (ISO), but there may be other supports apart from this as well.

Benefits of Community Colleges and Accreditation

 Focus Questions:

• Do all community colleges have the same tuition policies for international students?
• What is a 2+2 agreement? Is it more or less expensive than completing all four years at a four-year college? 

Why Attend a Community College?

• They can provide an easier transition to the culture of American education for international students. There are lower admission requirements, a greater range of students, and often dedicated staff devoted to helping students with cultural, language, and study challenges. In addition, they often have smaller classes and smaller teacher/student ratios.
   
• They can allow international students with lower grades/test scores to (a) get into a degree program because of their more open admissions criteria and (b) improve their academic performance to the point they can transfer to a four-year college/university.
   
• They can often offer robust English-language upgrading courses and tutoring services. What’s more they often require lower (or no) TOEFL scores from international students than four-year colleges/universities, so being highly proficient in English is not as crucial to beginning a course of study. They also generally have good career counselling services, dedicated as they are to helping students find the employment they want.
   
• Community colleges can offer excellent associate degrees and certificates in their own right (i.e., without an eventual transfer) that provide job-ready and demanded skills in the American and global economy. The facilities and the technology they offer students are in some cases outstanding.
   
• American community colleges can be a less expensive entry point into American higher education because their tuition rates are much lower at the freshman (1st year) and sophomore (2nd year) level. This is important because many international students are self-funded with limited options for financial aid.
   
• They can be a less expensive way to obtain a bachelor’s degree (except in cases where students have received a university scholarship). There are many excellent community colleges that have “2+2” transfer agreements with four-year colleges. Attending the first two years of a degree at a community college then transferring for the latter two years to a four-year college/university is almost always less expensive than doing all four years at a college/university.
• Some four-year colleges and universities even offer guaranteed admissions to graduates of the community colleges with which they have transfer arrangements. 

Considerations

Though choosing to study at an American community college has many advantages for international students, it is important for the agent to investigate whether the college charges more tuition to international students than to domestic students. This may be quite variable; some states have agreements with countries regarding tuition, some colleges have the ability to waive fees for a certain number of students, and some colleges even charge international students three times more in tuition than domestic students. 

Additionally, one obstacle for some international students will be the lack of campus housing at many of these colleges. Only 28% of community colleges offer on-campus housing. In many cases, students will have to arrange for off-campus accommodations. Often, community colleges will offer assistance for international students to find off-campus housing, whether it be an apartment, shared housing, or a host family.

Governance and Accreditation

As with four-year colleges and universities in the US, a board of directors in each state generally governs community colleges. This board is sometimes appointed by the state’s governor. 

Accreditation of American community colleges occurs as it does for all colleges and universities in the US, as described in Section 2.  As with any school the student is looking into, only American community colleges that are members of a recognized accrediting body should be considered as a valid study option. Check CHEA’s site for a list of community colleges that are accredited.

How to Help International Students Explore Community Colleges in the US

Focus Questions:

• What are three reasons a community college might be a good fit for an international student?
• Could a community college be the only institution an international student would attend in the US (i.e., without transferring to a four-year college?) Why?

​​Online Resources

Resources include:

• The AACC’s Community College Finder
• The Community College Review 

If you are wondering whether a community college or a four-year university is the best option for the students you are counseling, consider this passage from College Board:

“While community colleges typically offer a wide range of benefits for students, this choice may not be the best option for everyone. When weighing the choice between attending a community college and a four-year institution, ask yourself the following questions: 

• What do I want to study?

If community college is in your future, make sure to choose a school that offers the degree program you want. These schools have a much more diverse catalogue today, so you can find major areas of study in nearly any field.

• What can I afford? 

When finances are tight and you don’t want to graduate from college with a huge amount of student debt, community college can be a good option.

• How important is campus life?

One drawback at many community colleges is the lack of a campus community. Many students at community colleges are adults juggling jobs, family and school, so they rarely spend time on campus after classes are over. If campus life is an important part of the college experience for you, look for a community college that offers campus housing or plenty of extracurricular activities. These features will give you a sense of the college community you are searching for.

• Can I get a job with an associate degree?

According to the American Community Colleges website, the answer is a resounding “Yes!” One recent study found that Americans with associate degrees had a 24% share of “good jobs” in the economy (defined as defined as one with an annual salary of at least $35,000 for those under age 45 and at least $45,000 for workers age 45 and older).

• Can I transfer to a four-year school?

If a four-year degree is still in the back of your mind, look for a community college that has a transfer agreement with a four-year school in your area. These transfer agreements ensure you can move all your credits earned in community college toward your four-year degree program. In some cases, counselors work with students directly to ensure the courses they take at the community college level will be the best contributors toward their eventual four-year degree program.”

– Passage from College Board

Applying to a Community College

 Focus Questions:

• Is it possible a community college might have scholarships for which international students are eligible?
• Is it possible that an international student might work in the US for a period of time after graduating from a community college?

Unlike most four-year colleges and universities, many community colleges do not require international students to take standardized admissions tests to gain admission. Many require that they take an English proficiency test, and/or an English placement test upon arrival for proper course placement. In addition, many have rolling deadlines for admissions.

These are some of the other requirements they may have:

• Application fee
• Bank statement (check with individual college for required amount)
• High-school diploma or high-school equivalency, and possibly academic transcripts from all institutions ever attended
• TOEFL scores (check with individual college for required score) or other English-proficiency test scores
• Copy of passport

Application procedures, deadlines, and start dates will vary greatly among individual community colleges. In addition, there may be program-specific requirements.

In many cases, consultation with the individual community college will determine whether the student should apply first to an Intensive English Program (IEP) delivered within the school or straight into the certificate or degree program. This will depend on student goals as well as English proficiency.

There may be institution-specific scholarships available at some community colleges, staggered payment plans, and if an international student is doing well at a community college, they may go on to receive a scholarship at a four-year institution.

In general, international students should apply at least three months before the start of a degree or certificate program session and at least two months before the start of an IEP course.

Some international students may find on-campus jobs where they can work for up to 20 hours a week, but these are limited. In addition, students may apply for permission, while studying, to remain in the US for a year after they graduate to obtain work in their field of study. For more on work options for international students, please see Section 12.

Colleges and Universities

In this section, we outline the broad scope of educational choice at American colleges/universities – please see Section 6 on two-year colleges and Section 5 on CTE schools as well.

For many years and especially in some countries, there has been a perception that the best universities in the US are in the Ivy league, a group of prestigious private institutions, or other large and well-known universities, but this is not always the case. Many less well-known colleges have excellent programs and can be the exact right fit for a student.

Agents should be sure that they are aware of the strengths and benefits of a broad range of options for the students they work with.

 Focus Questions:

• When a university has the term “national” in it, does it mean it is overseen by the national government?
• What is the difference between a private and public university?

The American university system is diverse. Over 4,000 degree-granting institutions deliver a wide range of programs offering unique experiences for international students.

Part of the reason the higher education landscape is so diverse is that, as mentioned in Section 2, the federal government is not involved in recognizing educational institutions, programs or curriculums, or degrees or other qualifications. The education system is “decentralized” as a result: state governments are responsible for overseeing the activities of higher education institutions.

Within the overall university system, there are public universities and private ones.

Public Universities

Most public universities are operated by the states and territories, usually as part of a state university system (which is a group of public universities supported by an individual state). Each state supports at least one state university and several support many more. California, for example, has an 11-campus University of California system, a 23-campus California State University system, and a 109-campus California Community Colleges System.

Local cities and counties may also support colleges and universities.

The federal government manages only the five “service” academies (Army, Navy, Air Force, Coast Guard, and Merchant Marine) that are public; there is no “national” university.

It is very important to understand, therefore, that the use of the term “national” in a university names does not indicate federal support or stature. For example, National University of San Diego, California, is a private university. Similarly, the use of a state or city name does not automatically imply that an institution is public. Murray State University is a public university; the University of Pennsylvania, by contrast, is a private institution.

Public universities are often larger and are often less expensive than private universities.

Private Universities

Private colleges and universities are those that do not receive their primary support from the government. Among these, some are secular while others have a religious affiliation (e.g., Roman Catholic, Judaism, etc.). In general, religiously affiliated institutions welcome students of all faiths, and religious courses are minimal or optional.

Private institutions are either non-profit or for-profit. For-profit institutions are often more focused on careers and technical education than academics.

The University of Phoenix is a prominent example of a private, for-profit institution. Private universities are often more expensive than public ones, but they sometimes have more financial assistance set aside for international students.

Whether they are public or private, US colleges and universities vary in terms of what their overall focus is.

Some emphasize a vocational, business, engineering, or technical curriculum; others emphasize a liberal arts curriculum. Many institutions combine some or all of the above.

The Undergraduate Journey

 Focus Questions:

• What is a “major”?
• How many credit hours, in general, must students complete in order to receive a bachelor’s degree?
• How many credit hours are most college courses worth?
• What is meant by a “cumulative GPA”?

Four-year colleges and universities specialize in bachelor’s degree programs and some also have a graduate school attached to them for master’s degrees.

It generally takes four years to earn a bachelor’s degree in the US. Each year has a word associated with it to easily identify the student’s academic standing: Year 1 = Freshman, Year 2 = Sophomore, Year 3 = Junior, and Year 4 = Senior.

Most undergraduate programs require that students take courses – sometimes called pre-requisite courses – across several disciplines (for example, literature, history, science, the arts) before they specialize in a “major.” These initial courses are meant to create a foundation for more specialized study within a degree program, and they are aimed at producing well-rounded graduates with more than just specific knowledge.

The focus becomes more specialized with each year of study, and post-graduate and professional programs (see Section 8) programs are the most specialized.

At the start of their third year of study (their Junior year), students declare a major (the main focus of their study in a degree program). Two examples of majors: A Major in Anthropology as part of a BA program, a Major in Biochemistry as part of a BS program. To complete their degrees, students must take a certain number of courses within their major focus.

There is also an option to declare a “minor” as well as a “major.” Coursework in the minor is often complementary to what the student is learning in their major –  it tends to be at least somewhat related. For example, a student could take a human resources management major and a minor in psychology; the minor complements the expertise the student will obtain in their major. 

Credits and Grades

 Focus Questions:

• How many semesters does it normally take to complete a bachelor’s degree?
• What kinds of methods are used to evaluate students in order to assign them grades?
• What is a cumulative GPA?

In most cases, bachelor’s programs require that students complete around 125 credit hours of coursework. Given that it usually takes students eight semesters (four years) of study to complete a bachelor’s degree, the average course workload per semester is approximately 16 credits (which equates to five or six classes).

To be considered a full-time student (which international students are expected to be), one would have to pass a minimum of 12 credit hours per semester for undergraduate programs and 10 hours for post-graduate programs. Most college courses are worth three credit hours, though they can sometimes be less or more than this, depending, in many cases, on whether the student is expected to spend less or more time on the course than usual.

A typical three-hour course would include lectures, class discussion, readings, and possibly field trips or other activities designed to maximize the experience and value of the course. Evaluation methods may include any or all of final exams, mid-term exams, term papers, and other assignments. In most cases, exams can only be taken once, so students have to study well to pass the course.

There are generally five grades – represented by letters – students can receive in their college courses, and each of the letter awards the student different points per credit hour that are then part of the calculation for a student’s GPA (grade point average):

• A is the highest grade (4 points)
• B means the student did above average in the course (3 points)
• C is the average passing grade (2 points)
• D is the minimum passing grade (1 point)
• F means the student failed the course (no credit, zero points)

Students receive a new GPA every semester, but every course the student has taken toward completing their credential is reflected in it (in other words, GPAs are cumulative, so will reflect past semesters as well). A perfect GPA would be 4.0, and it would mean the student had achieved an “A” in every course completed.

Of course most students do not achieve perfect GPAs. Here is an example we found of a lower GPA, where the student passed five courses worth different numbers of credits and achieved varying grades:

• Chemistry 101: 4 credit hours, grade of B = 12 points)
• English 127: 3 credit hours, B = 9 points
• Sociology 111: 3 credit hours, C = 6 points
• Astrophysics 101: 5 credit hours, D = 5 points
• Music Appreciation: 3 credit hours, A = 12 points

• Total credit hours passed: 18
• Total grade points achieved: 44
• GPA for this semester: ca 2.4 (total points divided by total credit hours)

In the above example, you can see how the GPA was lowered by the C and especially the D.

As a student progresses through his or her studies, the student develops a cumulative GPA, which is their overall grade point average across multiple semesters.

Each institution will have various cut-off points for required GPAs for students to remain studying at the institution. For example, first-year students with GPAs of lower than 1.8 would likely get put on academic probation at many institutions, and if it were lower than that, they might be expelled (asked to leave the school). Every institution will have policies about the GPA required to be eligible for scholarships, applying to a graduate program, and being on the Dean’s List (also known as an Honor List for high academic achievement).

The more elite the institution, the more likely it is it will require higher GPAs from students for admission (e.g., from transfer students) and/or for students to maintain good standing at the school.

Study USA notes that if two students from different schools submit equal GPAs of 3.5, they may still be evaluated differently from each other if the quality/reputation of one school was higher/lower than the other (and of course, based on other factors such as work or volunteer experience, letters of recommendation, interviews, etc.). They recommend, for international students, to:

• Find out the US equivalent of the last level of education they completed in their home country.
• Pay close attention to the admission requirements of each university and college, as well as individual degree programs, which may have different requirements than the university.
• Regularly meet with an educational advisor or guidance counselor to make sure they are meeting the requirements. 

In addition, many American universities are moving to more “holistic” admissions processes (that is, processes that look at multiple student strengths rather than just one for a fuller picture of the student’s suitability for admission). This means that GPA is only one of the criteria admissions officers look at when deciding whether or not to admit a student, among others that may include the student’s course load, the essay he or she writes for the application package, interviews, or the letters of recommendation teachers have written on behalf of the student.

The Academic Calendar

 Focus Questions:

• Do all American educational institutions begin and end their academic years at the same time?
• What are the two academic time-frames typical in the US higher education system?
• Why is it important to apply as early as possible?

Higher education institutions divide the academic year either by a semester or a quarterly system. A semester-based calendar is far more common (about 90% of universities are organized this way). Individual institutions will have different start and end dates, so it is important to get a detailed calendar from the schools under consideration.

• Semester: This approach considers the year to fall under two semesters (15-16 weeks in fall, which begins in mid-August or September, and 15-16 weeks in spring, which begins in January, with a short winter break and a longer summer vacation. Students usually take four to six classes per semester.
• Quarter: Here, the academic year is divided into four quarters (fall, winter, spring, and summer), and the start date is usually late-September. Many students do not take courses in the summer quarter. Each quarter is ten weeks long, and because it’s shorter, students’ coursework can feel more intense than it would in a semester system because they have less time to complete their work. Students generally take three to four courses per quarter. Quarterly systems are less common at the four-year college level than at the community (two-year) level for associate degrees.

In each system, there is an optional summer session in which students can choose to study, either to progress more quickly in their degree or to take a course again if the student is unsatisfied with their mark.

Some schools will insist that new students begin studying at the start of the first academic block (semester or quarter) while some will allow students in at a later time (again, it is important to check on such details).

For the most competitive schools, it can be a good idea to begin planning for the admissions process up to two years in advance of intended admission. These schools will sometimes have application deadlines of 8–12 months before the student’s intended start date.

International students applying to American universities will want to know as soon as possible what they need to do to apply … and when. For example: letters of recommendation, tests required for admission, financial planning/aid, essay writing (if required).

Knowing application deadlines is essential; students who apply early are often considered before those who apply later – for application and also scholarships if these are available. Deadlines will differ from school to school, and a key part of the agent’s role is to inform students exactly when they need to complete various parts of their application in order to have the best chance of being accepted.

We are providing this table from EduPass to give you a sense of how far in advance students need to arrange for different aspects of their application process.

WHEN	WHAT
September (24 months)	Begin your search for colleges. Visit the nearest educational advising centre [and/or talk to your agent] and the library. Explore college sites on the web. Talk with family, friends, and acquaintances who may have studied in the US. Write to 10–15 schools for information.
October–November (22–23 months)	Start preparing for the TOEFL exam and other admissions tests (e.g., GRE, GMAT, or SAT).
December – May (16–21 months)	Register for the TOEFL exam and other admissions tests.
January (20 months)	Select the schools to which you will apply. Request application materials if you haven’t already.
March–June (15-18 months)	Take the TOEFL and other admissions tests. You must take the tests before November, or you will miss the deadlines at most universities. Taking the tests now gives you a chance to improve your scores by taking them again in October.
May (16 months)	Identify the teachers you will ask for letters of recommendation.
July (14 months)	Read the college applications and backtrack the deadlines to allow yourself enough time to complete them. Remember to allow for delays in the mail. Narrow your list of schools to 10.
August (13 months)	Write a draft of your application essays and statement of purpose. Get comments on it from friends and an English teacher.
September (12 months)	If you want to try improving your scores on the TOEFL and other exams, register for a second set of tests. NB: Some schools will also require applications to be submitted 12 months in advance. Adjust all other timelines accordingly if this is the case.
September (12 months)	Ask your teachers to write letters of recommendation for you. Give them the necessary forms and a stamped, addressed envelope.
October (11 months)	Complete your essays and application forms, including the financial aid application forms. Mail them airmail. Ask your schools to send certified copies of your academic transcripts.
October (11 months)	Take the TOEFL and other exams again, if necessary.
November (10 months)	Check with your teachers and the school to make sure your recommendations and transcripts have been mailed.
December (9 months)	Respond promptly to any requests for additional information.
April-May (4–5 months)	You will start hearing from colleges. Contact the admissions office if you do not receive anything from them. Accept one school’s offer, and notify them and the others of your choice. Ask the school to send you the I-20 or IAP-64 form. Make permanent housing arrangements if you will be staying on-campus, temporary housing arrangements if you will be living off-campus. Apply for a passport if you do not already have one.
June (3 months)	Apply for a visa. Attend pre-departure orientation programs in your country. Make travel arrangements. Plan to arrive at least 15 days prior to orientation (2 months if you have to take an English course).
July-August (1–2 months)	Have a nice trip!

Focus Questions:

• What is a study pathway?
• What are three questions students will want to ask themselves when choosing a university?
• Do university rankings tell the whole story about how good a university is?
• What are other factors agents and students will want to consider?

The first step for helping students to choose an American college or university is to begin with what they want in terms of:

1. Study focus
2. Study experience
3. Outcomes
4. Study Focus

While international students should have at least a general idea of what they want to study in the US, they are not obliged to declare a major until the beginning of the third year. This means that they can apply to a university as “undecided” or “undeclared” about their major and take a variety of courses to narrow down their interests.

Brian Galvin, chief academic officer at Varsity Tutors, told US News that students who are nervous about applying as “undecided” in terms of major should remember that:

“College admissions departments do not expect every 17-year-old to have their life and major completely and specifically mapped out. A great many students who declare a major before applying end up changing that major at least once before graduating, so an applicant who demonstrates curiosity and the desire to broaden horizons and try new passions is being honest, candid, and vulnerable – qualities prized in application essays by admissions staff.”

However, many international students do know what they want to specialize in before coming to the US. They should choose their field of study by considering (a) what they’re interested in and do well in, and (b) what their career goals are.

Click on this link for a list of common fields of study at many universities in the US – and keep in mind that sometimes universities are particularly well known and respected for their programs in certain fields.

Once the student has decided what they would like to study, there are many resources available to see what schools fit the focus. For example, this is an interactive map that helps to show which schools in what areas have programs in the areas students are interested in.

The Fulbright Organization also notes other factors influencing the study experience that students may want to investigate:

• The student to faculty ratio
• Opportunities to do undergraduate research
• The availability of honors or scholars programs
• The option to participate in study abroad programs
• The availability of internships for academic credit

The following sources can be helpful for narrowing down the search process:

• Hotcourses Abroad
• Peterson’s
• College Board
• Princeton Review

2. Study Experience: Assuming the student knows where in the US they would like to study, the next step is deciding on campus life. Big city or small town? Big or small campus? What kinds of recreational and cultural enrichment opportunities are available? What about housing and international student supports? In this era of COVID, it is also essential that agents and students speak directly with school staff to find out what safety protocols and student supports there are to help international students cope – in general and in the case of emergency.

Most American colleges and universities will have robust websites and social media presences filled with pictures, videos, testimonials, and often virtual tours of the campus. These can be especially helpful for students who cannot visit the school beforehand to check out if it feels right to them.

3. Outcomes: Students need to be sure that the university and program they choose has solid accreditation. Check the Council for Higher Education Accreditation (CHEA) database or the US Department of Education’s Database of Accredited Programs and Institutions.

Beyond that, students will want to choose one that has a high graduation rate with alumni finding work and success in their fields of study. If the university has a LinkedIn University Page, this can be one way of connecting with alumni (as well as researching more from the school).

Other ways of finding out about student outcomes are to consult the university website itself, to ask admissions staff to put the student in touch with other students or alumni, and to conduct general Internet research about the reputation of a school. Also, the institution should be able to tell you about the connections they have with companies and organizations in the student’s field of interest, in terms of internships and post-graduate prospects.

A Note on Educational Rankings

In the US and globally, there are various ways that institutions are ranked (in other words, put in an order with “best” at the top). These rankings are determined using a variety of criteria including objective statistics, qualitative surveys (for example of educators, education experts, or students), or a combination.

In addition, academic programs, departments, and other units within schools also get ranked, most often (and publicly) by magazines and newspapers.

The most well-known ranking systems are:

• The US News & World Report
• The Shanghai Rankings (published by Shanghai Jiaotong University)
• Washington Monthly’s College Rankings issue
• The Times Higher Education World University Rankings
• The QS World University Rankings

As much as rankings can be a fast route to simplifying choice for students, they can also be problematic if relied on entirely to locate good programs. Their methodologies differ and prioritize some quality indicators more than others – not all of which predict the quality of education, and post-graduation outcomes, students can expect at a given university. One could find a very good journalism school within a middle-ranked university. Or, a top-ranked college could have a weak program in the very area of study a student is interested in. As AIRC says in its Professional Development Manual, “rankings are increasingly questioned in the academic guidance process within the US.”

Rankings do not tell the whole story and they often leave out important criteria that can affect student experience. For example:

• Affordability
• Employment rates after graduation
• Internship possibilities
• Strong international student supports
• Presence of a community of students from the prospective student’s home country
• Scholarships

Most prospective students deciding which American university they want to attend will consider which one represents the best fit for them (in other words, which university seems to be the most aligned with their interests and abilities). Students and agents will want to look at a university’s programs and services, the priority the university places on the student’s home market, the university’s market readiness and commitment to international recruitment, and the testimonies of former students as to their satisfaction with their experience while studying at the institution and the outcomes (e.g., jobs) achieved upon graduation.

Considering Student Pathways

Not all international students will come to the US with a combination of (1) significant funding for studies, (2) high English-language proficiency, and (3) high grades.

They may have all of these, in which case their student pathway – the courses and institutions required for a student to achieve a desired outcome/degree – will be simple: enrolling in the higher education institution from which they want to achieve their desired degree. But there are many other possibilities for students who do not have all three. For example:

*A student might have no university entry qualifications, low English proficiency, but substantial funds for study. His or her student pathway might go like this: an IEP, possibly a bridging program, possibly a start in a community college, then a transfer to a degree program at a university.

*Another student might have higher university level qualifications, high English proficiency and TOEFL scores, but limited funds. Their student pathway might include a start at a community college then a transfer to a four-year university to make their study program more affordable.

It is important for the agent to match student profiles to smart student pathways to help students optimize their study experience in the US and come out of it getting what they want and need. 

How to Apply to American Universities

Focus Questions:

• What is a good limit in terms of how many schools a student should apply to?
• What factors other than GPA might admission staff consider when they evaluate a student’s application?
• What might an institution do to make sure no part of a student’s application is forged or plagiarized?

There is no limit on the number of universities and colleges a student may apply to in the US, but applying is both time-consuming and expensive, so it can be a good idea to set a maximum of six schools to apply to. University application fees are typically between $75-100.

The Fulbright Organization sets out this formula for which kinds of universities or colleges to apply to based on the student’s academic and financial portfolio:

• A maximum of two to three highly competitive universities (or reach schools).
• Pairing these selections with two to three universities (match schools) at which the student matches the average SAT scores and Grade Point Averages of last year’s admitted students. This information should be published on the university website.
• One to two safety schools (similar to a UCAS insurance choice) where you are well above the academic profile of last year’s admitted class.

There is a wide range of the standards American colleges and universities have for admission. This means that students must be prepared to customize their applications for each school they apply to. However, most use a holistic approach; they look at GPA (Grade Point Average) but also other factors to get a fuller sense of the student applying. These can include teachers’ recommendations, the student’s personal statement, interviews, volunteer work, and extracurricular activities. Each university will have clear guidelines for its application process on its website.

It is important to note that it is competitive to get into many American universities and colleges for undergraduate studies (and even more so at the graduate level, which we cover in Section 8). EduPass says:

“Generally you must have a 3.0 grade point average on a 4.0 scale to be admitted, especially for graduate school. Some schools set very high standards for admission.”

An application to a US college or university at both the undergraduate and graduate levels will have several components including:

• An application form
• An original transcript of grades
• Application fee

Many colleges also require one or more of the following:

• US standardized test scores (e.g., TOEFL, IELTS, SAT, GRE, etc.)
• An original written statement of purpose or essay
• An interview (Skype or video if not in-person)
• Reference letters
• English-language proficiency scores such as those from IELTS, TOEFL, PTE Academic, C1 Advanced

Which test scores are required will depend on individual schools’ admissions processes – it is important to check which ones are obligatory.

Most (if not all) institutions have an online application process available on their website. Some institutions will only accept online applications while others will accept online or paper applications. Some institutions will have an application that is specific to international applicants, particularly at the undergraduate level.

In addition, there is now an online option via a website called The Common Application, which allows a student wishing to apply to more than one American school to complete only one application which then gets sent to all the schools on the student’s list. See which American universities are among the more than 600 schools that accept The Common Application here. If applying via The Common Application, students will be asked to complete an admissions essay of at least 250 words, and depending on the schools they apply to, they may have to provide additional information as well.

As much as The Common Application can make applying to multiple schools more streamlined, agents and students must understand that different schools will still have individual requirements for applicants, so it is crucial to research what these requirements are.

Deadlines for application forms and application fees will vary by institution and, in some cases, by individual program or level of study within specific institutions. Schools with premium (highly ranked) programs may require earlier application and higher application fees. Some institutions may offer incentives in the form of lower application fees for students to use their established network of overseas representatives.

Deadlines and Anti-Fraud Processes

Universities are very serious about their deadlines, and students must meet them in order to be considered for admission (or scholarships). Many international students have been disappointed to find out they have not been accepted to a school because they have not responded or supplied information according to stated deadlines.

Some programs will process applications on a rolling basis (that is, over a period of time), while others will want to consider all applications at the same time.

US institutions have serious processes in place to be able to verify that work completed by an applicant is original (i.e., their own work). They will check that test scores, written essays, and transcripts are not forged or altered. Some institutions put essays through computerized databases that can detect plagiarism. Any carelessness on the part of applicants, whether or not it is intentional, can seriously damage all chances of admission.

Understanding the Different Parts of the Application Process

Focus Questions:

• Do all US institutions accept students’ credits from their home countries?
• In which situation is it most likely for a school to offer a student a Conditional Letter of Admission (CLA)?
• Who should send students’ transcripts to the university?
• At what point would a university issue the I-20/DS-2019 form?
• What is the I-20 form? What does it prove?
• What is the DS-2019 form? What does it allow the student to do?

Transfer Credits and Advanced Standing

Some international undergraduate applicants will be able to transfer credits they earned in post-secondary institutions in their home country to a US college or university. Such credits, if accepted by the American institution, may reduce the number of total credit hours required to receive a degree. But, they may not always apply to course requirements for specific majors and so may not always shorten the time required to graduate.

There is no national office that systematically oversees credit transfer in the US; each institution sets its own policies. As a result, there is variance between US institutions on whether they will accept foreign credits.

There is also something known as Advanced Standing at many American universities. Advanced Standing is when a university acknowledges the good marks achieved by a student in such things as A-levels, Advanced Standing examinations, or certain other international credentials and awards the student credit hours toward their degree as a result. Advanced Standing can sometimes shorten the amount of time it will take for an international student to complete a degree.

As with policies toward transfer students, policies around Advanced Standing differ between institutions and agents and students must request information directly from the school they are applying to on this subject. It is essential that agents completely understand – and communicate clearly to students – how the universities under consideration by the student will evaluate their credentials.

Because Chinese students compose such a large proportion of international students in this US, we note that one company that US universities will often consult when evaluating Chinese students applying to US graduate programs is the Center for Student Services and Development (CSSD).

English Proficiency Requirement

To be able to cope with rigorous course work, international students at US institutions need to be competent at English. This means American colleges and universities will want to see evidence that incoming students can:

• Understand lectures delivered in the generally fast-paced American speaking style;
• Comfortably respond to questions and engage in discussions in English;
• Conduct research, which means extensive and complex reading, in English;
• Write original academic papers in English.

Evidence is often obtained in the form of standardized English proficiency test scores. In general, higher proficiency levels are required at the graduate level. The most common English proficiency tests used by US institutions of higher education are the Test of English as a Foreign Language (TOEFL) or IELTS, but there are others as well.  For details on all these tests, please visit this MastersPortal.com link.

In addition, many institutions will use other ways to determine English proficiency, for example:

• An SAT score or completion of one full academic year of study in a US high school (or an equivalent international school where teaching is in English) or college/university;
• The highest level of English study provided by an IEP (Intensive English Provider, see Section 4) affiliated with or provided by the school.

Agents must be aware of whether or not there is an IEP affiliated with (or offered by) the US college or university for cases where students need to upgrade their English-language proficiency to be accepted. If there is, students can often be offered a Conditional Letter of Admission (CLA) subject to successful completion of the IEP.

Transcripts

Original transcripts, with an accompanying English translation, are required for admission to US colleges and universities. Undergraduate applicants will need to provide high school transcripts and transcripts for any college/university level study and may also need to provide middle school transcripts.

Transcripts should be sent directly by the original institution to the US college or university, not by the student, as one way of ensuring their legitimacy.

Credential Evaluations

Some colleges and universities will have trained staff who will evaluate foreign transcripts. Others will require applicants to obtain a formal credential evaluation from an approved credential evaluation company, especially when determining transfer credit or advanced standing at the undergraduate level. When an institution uses a credential evaluation company there is typically an additional fee that the student may be required to pay.

World Education Services (WES) provides credential evaluation services as do the members of the National Association of Credential Evaluation Services – NACES.

Standardized Testing

Based on the program of study, international students may need to have test scores from a range of standardized tests. Agents will need to know what tests are required and what minimum scores (if any) are required for the application to be considered.

Important: Most American institutions will not specify any exact score that will guarantee admission. Beyond English-proficiency examinations, commonly required standardized tests include:

• The SAT (Scholastic Aptitude Test): standard, and recently reformed.
• The ACT: American College Testing: Also commonly used; most widely used at institutions located in the American Midwest and South.

Many universities and colleges will accept either SAT or ACT. Some standardized exams are offered in major cities and countries around the world, and many are offered in computerized or online versions.

In addition, many schools also use other measures to decide whether a student will be admitted. Check with the institution to see what is required.

Confirmation Process for Admission

Every US institution will have a process for students to confirm (accept) the offer of admission; some processes will be complex and some will be simple. Agents need to know what each institution requires to reserve a place in the admitted class. Most schools will issue the required I-20 form (for F-1 or M-1 students) or the DS-2019 form (for J-1 students) only after the student has accepted the offer of admission and submitted proof of financial ability to afford studies.

What is the I-20?

Berkeley College defines it like this:

“The I-20 is a multi-purpose document issued by a government approved, U.S. educational institution certifying that (1) a student has been admitted to a full-time study program and (2) that the student has demonstrated sufficient financial resources to stay in the U.S. The I-20 is officially titled the “Certificate of Eligibility” because with it, a student is “eligible” to apply for an F-1 [or M-1] student visa at a U.S. embassy or consulate abroad.”

What is the DS-2019?

The Department of Homeland Security defines it like this (please see here for a whole section on the DS-2019):

“The Form DS-2019 or “Certificate of Eligibility for Exchange Visitor (J-1) Status” is the basic document used in the administration of the exchange visitor program. This form permits a prospective exchange visitor to seek an interview at a U.S. embassy or consulate in order to obtain a J visa to enter the United States.”

Paying for Education at the Undergraduate Level

Focus Questions:

• How much can it cost per year for an international student to study in the US in an undergraduate program?
• Do international students have access to as many US-based scholarships as American students do?
• What are other ways to make studying more affordable for international students?

For tuition, accommodation, and food, undergraduate international students in the US can expect to pay anywhere from $15,000 to over $70,000 a year, often closer to the higher end. Going to a public university usually costs between $35,000 to $50,000 a year, while at private institutions it is usually between $50,000 and $75,000 because of steeper tuition and other fees. Please see EduPass’s “Calculating College Costs” for more on how to budget for undergraduate studies, and this MastersPortal.com resource showing costs of attending schools in different regions of the US.

Most international students have access to a much narrower range of grants and scholarships than American citizens and permanent residents. Some institutions will have scholarships available specifically for international students and others will not. In general, there are more opportunities from US universities for scholarships at the graduate level. Agents should be aware of any scholarship funding available from the student’s home country government; many international students studying in the US are able to do so precisely because of such funding.

Because there is relatively little financial aid offered to international students in the US, help the student figure out other ways to make their US education affordable. Education USA offers this advice for students who have to think carefully about costs:

• Find best buys: Look for colleges and universities that offer you the highest quality education at the lowest cost, such as state universities.
   
• Think about your location: Apply to colleges or universities in areas of the United States that have a lower cost of living, such as in the South or the Midwest.
   
• Take advantage of accelerated programs: Completing a four-year bachelor’s degree in three years saves thousands of dollars. Accelerate your program by:
  • Earning credit for college-level studies completed in your country.
  • Taking courses at a nearby community college if tuition is lower and credits are transferable.
  • Attending classes or completing online courses during the summer, if available.
  • Taking one additional course each semester.
     
• Don’t forget about community colleges: Many students save thousands of dollars in tuition by attending community colleges for their first two years and then transferring to four-year institutions to complete their degrees.

Merit-Based Scholarships

There are scholarships based on academic or other exceptional performance (e.g., arts, athletics) available to international students, though as mentioned earlier, fewer than those available to American students. When agents are dealing with students with very high grades or other performance measures, they will definitely want to see about the possibility of scholarships. Here are some useful websites to check out:

• Scholarships for Development: This website has compiled a list of scholarships offered by US colleges and universities as well as ones granted by the US government and other institutions.
• Top Universities has also compiled a list.

In addition, agents can conduct a search that will reveal individual institutions’ own scholarships for international students – for example, “Scholarships in the US for international students.”

Graduate Schools and Specialized Programs in the US

There are many programs available for international students who have completed bachelor’s degrees and are looking for further educational advancement in their chosen fields. The degrees offered range from master’s degrees to PhDs (doctoral) and specialized professional degrees such as Law or Medicine. They can be mostly coursework-based or mostly research-oriented, but most include both a classroom component and independent research.

This section outlines what is offered in terms of graduate schools and specialized programs in the US and important considerations for students wishing to attend one.

NB: The terms “graduate degree” and “post-graduate degree” are used simultaneously in the US and mean the same thing.

Focus Questions:

• Is it always necessary to have a master’s degree to apply to a doctoral degree?
• Do all doctoral degrees allow students to apply without having first obtained a master’s degree? 

International students applying to graduate schools in the US have more than 1,000 to choose from. They can consider master’s and doctoral degrees, or as we detail later in this section, a professional designation such as a Law or Medicine degree.

To be successful in graduate school, international students will need to be ready for a combination of in-depth training and specialized instruction. They must be prepared to be far more self-directed in their studies than they were at the undergraduate level (that is, they will have to take more control over their own studies at the graduate level than at the undergraduate level).

In the United States, students with bachelor’s degrees may apply directly into doctoral programs without first earning master’s degrees – in some majors. As always, check with the institutions and program in question for admissions requirements.

Some countries have educational systems that are very different from the system in the US. It is important to find out whether a US graduate degree will be officially recognized in the student’s home country – and what it considered equivalent to in the home country – before the student applies. 

Understanding the Master’s Degree

Focus Questions:

• What are the four types of master’s degree?
• How long does it take to complete a master’s degree?

Master’s students undertake the degree to achieve advanced knowledge of a specialized area of theory and practice (e.g., Master of Architecture). Upon graduation, they will possess skill in analysis and often practice, problem-solving, and independent work and thinking.

Master’s programs can take as short a time as one year to complete and as long a time as six years, with two to three years being the average.

Some programs will require a thesis for graduation and others will not (the latter being more dependent on course work or practical work).

Most programs will require (1) a bachelor’s degree for admission, (2) a minimum GPA score, and (3) minimum standardized test (e.g., GRE or GMAT) scores for admission. Some will also require work and/or research or publishing experience.

Some students will go on from master’s degrees to doctoral degrees, while some will complete their school careers after the master’s and use it to help them get the job they want in a certain field. Some doctoral degrees in the US require master’s degrees as a prerequisite, while others require only a bachelor’s degree.

These are some of the types of master’s degrees available in the US:

• Post-graduate master’s degree: This is designed for those who hold a bachelor’s degree and who want to obtain a more advanced degree.
• Post-graduate research master’s degree: This is designed for those who hold a bachelor’s degree with a significant research component and/or have several publications. It is for those wishing to pursue higher research.
• Executive master’s degree: This is a master’s degree designed especially for executive professionals. Admission, graduation requirements, and structure of executive master’s degrees differ from that of the regular full-time program.
• Integrated master’s degree: This is an undergraduate degree combined with an extra master’s year. The first 3 years of study are often the same as a bachelor’s degree, followed by an additional year of study at a master’s degree level. The degree is only conferred at the end of study as a full master’s; an intermediate bachelor’s degree is not awarded. Integrated master’s are most common in scientific disciplines.

IMPORTANT: Not all master’s degrees are designed for students who intend to go on to apply to a doctoral program. Those that do not are known as terminal master’s programs. Most professional master’s degrees are terminal in nature. Sometimes credits received in terminal master’s programs may be transferable to a doctoral degree, but sometimes not. It is important that the student be aware of whether or not a master’s program is terminal.

Understanding the Doctoral Degree and Professional Post-Graduate Degrees

 Focus Questions:

• What are the three stages of academic work involved in a doctoral degree?
• What happens in a dissertation defense?
• How long does it take to complete a doctoral degree?
• What is an example of a professional post-graduate degree?

After additional years of study and sometimes in conjunction with the completion of a master’s degree, students may earn a Doctor of Philosophy (PhD) – or other doctoral degree, such as a Doctor of Education (EdD), Doctor of Theology (DTh), Doctor of Medicine (MD), Doctor of Jurisprudence (JD). 

A doctoral degree is the highest earned academic degree in US post-secondary education. It is often considered very challenging to complete, so students applying must be very serious about their studies and about what they want to accomplish, in terms of research and/or career, with such a degree.

Doctoral studies involve three stages of academic work, which in total can take anywhere from four to eight years.

1. Coursework, followed by exams.
2. Advanced seminars and consortia in which the student chooses the topic for their dissertation, forms a dissertation committee, and designs and then begins their independent research. This research, and writing the dissertation, can take from one to many years depending on the scope of work and the student’s other life commitments and research approaches.
3. Delivery of the dissertation to committee members, followed by a dissertation defense. In the defense, the student presents to and answers questions from the committee to establish mastery of the subject matter and explain the basis for their research findings. If successful, they are awarded the doctoral degree. 

In addition, some programs may require fieldwork, practical training, or evidence of teaching experience and skills. 

Research Doctorates

As well as the well-known Doctor of Philosophy (PhD), there are a number of other doctoral titles. For example:

• Doctor of Architecture
• Doctor of Business Administration (DBA)
• Doctor of Criminal Justice
• Doctor of Criminology
• Doctor of Engineering
• Doctor of Nursing Science
• Doctor of Science
• Doctor of Social Work
• Doctor of Arts
• Doctor of Applied Science
• Doctor of Chemistry
• Doctor of Comparative/Civil Law
• Doctor of Environment
• Doctor of Health and Safety
• Doctor of Industrial Technology
• Doctor of Music
• Doctor of Medical Science
• Doctor of Public Administration
• Doctor of Public Health
• Doctor of Design
• Doctor of Science in Dentistry
• Doctor of Science in Veterinary Medicine
• Doctor of Social Science
• Doctor of Education

Unlike in the European model, in the United States professional degrees such as law, medicine, pharmacy, and dentistry are ordinarily not offered at the undergraduate level and are completed as graduate study after earning a bachelor’s degree, depending on the program. These professional fields do not require a specific undergraduate major, though medicine, pharmacy, and dentistry have set prerequisite courses that must be taken before enrollment. Such pre-professional programs or majors are sometimes referred to as pre-med, pre-dentistry, pre-vet, etc.; however, students with other majors (i.e., Biology or Chemistry) are also eligible to apply to professional programs if they have met the pre-requisites.

Law

For a post-graduate degree in Law, international students have two options:

• The three-year JD in American law: This prepares students to practice law in the US, in a particular state – but which does not come with a guarantee of a work visa. Students have to pass a BAR exam in addition to graduating from Law School (and obtaining a work visa) in order to practice law in the US. Moreover, not all states allow international students to complete the BAR exam, which prevents them from practicing law in those states.
• The one to two-year LLM: A more common option for international students, this is a master’s degree that a student would apply for after completing a law degree in their own country. The LLM offers a specialization in a certain area of law (e.g., tax law).

Medical School

More than 140 medical schools in the US train students in allopathic (i.e., traditional, conventional, Western) medicine and award the MD to graduates. There are also some osteopathic schools teaching a more holistic form of medicine and these award a degree known as the DO.

Medical school takes 4 years to complete, after which students take an exam and then spend up to 7 seven years as a resident gaining the experience needed to become a doctor.

It’s important to note that it is quite difficult for international students to be admitted into medical (MD) schools in the US. The Association of American Medical Colleges (AAMC) reports that in 2019, about 17% of international applicants to MD programs in the US were accepted.”

The AAMC provides a very useful web resource for international students applying to US medical schools.

There are other types of graduate degrees, such as Dentistry, Pharmacy, Veterinary Medicine, and Journalism.

Applying to Graduate School in the US

 Focus Questions:

• What elements are key to a successful grad school application?
• What is involved in a Statement of Purpose?
• What will destroy a student’s chances of getting accepted into a program?

Even more than the admission process for undergraduate programs, admission to graduate programs depends on a number of factors. Good grades are only part of what is assessed. Good reference letters and a sincere personal statement are essential, to supplement academic transcripts and test scores. This is especially true for international students, because some admissions staff may not know how much priority to attach to academic submissions from certain countries (i.e., how much – or little – they equate to those from American schools, and how trustworthy they are considered to be).

How Many Schools?

As with undergraduate applications, it is a good idea for the student to apply to several programs and schools for the best chance of getting in somewhere. International students should apply to their top choices, of course, but also some less competitive schools/programs in case they do not get in. Applications generally cost from $40 to $150 US dollars.

Asking Questions 

It can be quite overwhelming to apply to graduate school and to ensure that all components of the application have been delivered on time and properly. The best idea is to contact a school’s international admissions department for a discussion before beginning the applications process to ask questions. Very important: the student (and/or agent) should have examined the school’s application materials and website before the discussion, so that well-thought-out questions can be asked. 

Timing

With students, agents should establish a calendar of deadlines for the application processes for the schools they want to apply to. This will help to make sure nothing is done last minute, and that quality materials are sent in for the best chance of success.

Statement of Purpose

Graduate school admissions officers will look carefully at students’ Statement of Purpose, which as the Princeton Review explains, is students’ opportunity to write:

• What they want to study at graduate school;
• Why they want to study it;
• What experience they have in their field;
• What they plan to do with their degree once they have it;
• Why their research is relevant to the higher education community and the world in general;
• A statement that demonstrates they can speak and write English well enough to be successful in a program.

At the doctoral level, applicants must demonstrate a clear understanding of the field and the contribution that they hope to make. This may include a proposed research focus and even specific knowledge of the expertise of specific faculty members. Please read The Princeton Review’s full article for more details on this very important component of the application.

Reference Letters

Most graduate schools will require at least 2 letters of reference for a student. Read here for more about reference letters.

Standardized Tests

The Graduate Record Examination (GRE) is required by almost all graduate schools. Some programs may also require scores from other standardized tests such as the Graduate Management Admission Test (GMAT) and Graduate Record Examination (GRE) Subject Tests. Most schools prefer to see no more than two or three scores on a student’s score report, so students should study hard and well to try to get good scores as soon as possible.

There are many practice tests available online for students’ study purposes. Some, but not all of these standardized exams are offered in major cities and countries around the world. Many are now available online. Applicants must determine the requirements for each institution or graduate program. 

English-Language Tests

Unless students have already earned an undergraduate degree from an American college or university, they will most likely have to take the TOEFL or another specified English-language test. Graduate admissions departments are rightfully very interested in seeing that international candidates are proficient in English, as the more advanced study requirements of graduate school requires such proficiency. Again, there are many TOEFL practice tests available online.

Please see Section 4 on bridging programs for those cases where students might benefit from a preliminary bridging course to increase their chances of getting into an American graduate school. 

Interviews

Students should be prepared to make time for interviews, because some schools may require them as part of the application process. Scheduling an interview can be part of the initial discussion with the admission’s officer.

Credential Evaluation 

At the graduate level, institutions often rely on the expertise of international faculty when making decisions about applicant credentials. However, for graduate applicants from countries where American institutions may not have great experience, it can be beneficial for the student to supply, unsolicited, a third-party credential evaluation along with their application. For example, a particular department may have significant expertise evaluating Indian transcripts but may never have encountered one from Kenya. A Mongolian application accompanied by an independent credential evaluation will make the assessment process significantly easier.

Checking Application Status

Many schools offer international students the opportunity to check their application status online. When possible, students should do this rather than bother admissions officers too frequently with questions about their application’s status, as admissions officers are very busy throughout the year.

Confirmation Procedure

Every US institution will have a process for students to confirm (in other words, accept) the offer of admission. Some schools may have a significant process to follow and fees to pay. At other schools the confirmation process may be as simple as signing and returning the offer letter. Agents will need to know what each institution requires to reserve a place in the admitted class. Most schools will issue the I-20 form or DS-2019 form (please see the end of this page for a reminder of what these forms are) only after the student has accepted the offer of admission.

Please see The Princeton Review’s application timeline resource.

Please note: Most (if not all) institutions have an online application process available through the institutional website. Some institutions will only accept online applications while others will accept online or paper applications. Some institutions will have an application that is specific to international applicants, particularly at the undergraduate level.

Very important: US institutions verify that work completed by an applicant is that student’s original work. They will do everything necessary to make sure that test scores, written essays, and transcripts are not forged or altered. Some institutions put essays through computerized databases which can detect plagiarism. Any carelessness on the part of applicants, whether or not it is intentional, can seriously damage all chances of admission.

In addition, as with undergraduate programs, meeting deadlines is essential if the student wants a chance at being accepted to an American graduate program.

How to Choose a Graduate Program

 Focus Questions:

• Why is the location of a graduate program so important to many international students?
• What is another factor in students’ choosing the right graduate program?

There are several good online directories out there now covering the global and US graduate landscape, among them:

• Grad Schools
• Petersons
• Graduate Guide

For MBA rankings, there is US News.

In addition, the Princeton Review has a helpful tool where a student can click on a graduate program (e.g., English Literature) and then read about what studying in the program would be like (i.e., topics covered, time required, etc.).

Additional Considerations

Location: If the student is hoping to work in the US in a particular region or city – especially if they are in a professional or practical program – a school’s location can be very important to the decision of where to apply. This is particularly the case in terms of internships – which can turn into real jobs in cases where the student has done very well in a placement.

Program Duration: Check out program length: two similar programs from two different schools can have different time periods required to complete them.

Due Diligence: To get a real sense of a program, investigate the school website, get in contact with alumni if possible, talk to the program’s director, and search what others have said about it on the Internet (e.g., LinkedIn University Pages) to get a sense of its reputation. Find out how connected the program is to the professional/research organizations that could be a source of employment for students after they have graduated. If the student is applying to a research program, it is essential to see if a student’s research interests are in line with those of faculty and the department as a whole.

Financial Aid and Scholarships for US Graduate School

 Focus Questions:

• How much can it cost to study at the post-graduate level in the US?
• What would an international student have to demonstrate to be considered eligible for a teaching assistantship?
• Are there sometimes opportunities for international students to work while in graduate programs?

Like undergraduate degrees, the cost of American graduate degrees is incredibly varied. QS notes:

“Tuition fees in the US vary widely from institution to institution, but overall are among the highest in the world. Private universities usually have one set fee for both local and international students, while at public universities in-state students generally pay less than out-of-state and international students. As institutions set their own fees, it’s best to check their websites for specific figures. Note that professional programs such as MBAs, JDs, LLMs and MDs will be more expensive than other master’s or PhD programs.”

They add that: “As US government aid schemes and loans are often not available to international students, you’ll probably find your best sources of funding are those offered by your chosen university and/or other organizations.”

Along with inquiring about financial aid and scholarships, international students should be aware of all the various components of how much it will cost to live and study in the US at the graduate level. This US News article helps to break down these components, including health insurance and budgeting for other family members.

As with undergraduate degrees, international students applying to US graduate schools will have more trouble finding financial aid than American students. However, there are often more opportunities to receive financial aid and scholarships in the US at the graduate level than at the undergraduate level – especially for STEM (Science, Technology, Engineering and Math) subjects. As well as scholarships and grants (which most often do not have to be paid back) there are also teaching assistantships and fellowships for international students with proven academic records, though sometimes not until the second year of study.

Teaching assistantships and fellowships require that students work in some capacity (teaching or research) in exchange for financial aid such as having their tuition covered and often a stipend (e.g., $1,000 a month). Students interested in these will have to prove they possess exceptional academic rigor and sufficient time to manage their own work as well as the extra work involved in the teaching assistantship or fellowship.

Here are some resources to help agents guide students to possible financial aid opportunities; students should also check with the American consulate or embassy in their country to see if there are programs offered by their government (or private organizations in their country) to help them afford American graduate study.

• College Board’s Scholarship Search
• FastWeb’s Scholarship Search
• IEFA’s Scholarship Search for International Students
• International Scholarships database of loans, grants, and scholarships
• Rotary scholarships: https://www.rotary.org/
• Education USA’s list of scholarships

In addition, there may be opportunities to work for some international students. Education USA notes:

“Current US immigration regulations allow international students to work up to 20 hours per week on campus during their first year of study. Under current US regulations, after your first year of study, you may apply for permission to work off campus for up to 20 hours a week.”

International students can also work full-time during school breaks and holidays.

Living in the US – Practical Considerations

Focus Questions:

• Why are dorms often good choices for international students?
• What must students do to make sure a private accommodation is suitable for them?
• What is the student responsible for in a lease? And the landlord?

Securing the right accommodation is key to a positive experience of studying abroad. Here is information to consider when advising students about accommodation in the US. Please note that students should consider the topics in this section before departing for their studies in the US, and that to the extent that it is possible, they should make arrangements to secure the type of accommodation that best suits their budgets and preferences in advance of their start dates.

The most common accommodation options are:

• A residence hall/dorm
• Private, off-campus accommodation (such as an apartment)

Once the student is enrolled, their institution’s Admissions Department or International Student Office will likely send them a pre-departure orientation package, which generally includes information on accommodation options. Housing is often available on campus (though it is not as available at community colleges or PET schools). If the student prefers off-campus housing, they will generally be required to research options independently, though their institution may also be able to provide a list of current available private accommodation. Students interested in private, off-campus accommodation should explore options prior to arriving, and should anticipate a hotel stay when they do arrive of 3–5 days until their accommodation is secured.

Residence Halls/Dorms

Most post-secondary institutions offer residence halls – also called dorms – that are conveniently located on or near campus.

Dorms are buildings with many rooms that house numerous students for sleeping and living. Dorms often offer a range of living options for students, from a shared room with another person (and a shared bathroom with the rest of the students on the floor) to more private, apartment-style living.

In the most communal of dorm set-ups, overall living arrangements often feature a shared kitchen, social lounge, bathrooms, and laundry facilities. But there are other configurations that may be available, such as suite-style living (two to four rooms with a bathroom between them), single rooms, or family housing for married students. Students should be encouraged to carefully consider the various residence hall floor plans a university/college offers.

If students are going to the US for just a single semester, a dorm may prove to be the simplest accommodation, as finding private, off-campus housing can be time-consuming. In addition, at some universities, first and second-year undergraduates are required to live on campus. Students should check with their education institution to confirm.

Regardless of whether it is required, staying in a dorm is often the preferred accommodation for many US students in their first and second years of study. Here are some of the reasons why: 

• Convenience and affordability: Because dorms are located on or close to campus, students don’t have to worry about commuting to school. A wide range of services, including maintenance and food, are provided. Some dorm accommodations offer cafeteria meal plans where students, having paid a set price up-front, are issued two or three meal tickets per day. Telephone connections and utilities such as electricity are typically ready to use.
   
• Socializing: Being “in the mix” with other students in dorms can make it easier make friends, connect with classmates, and find study partners.
   
• Safety and support: Dorm advisers and community aids (CAs) often live in undergraduate dorms, watching out for students, assisting them with everyday problems, and directing them to professional support services, if needed.

Although dorms typically offer less privacy and living space than private accommodation, they can help foster a smoother transition to life in the US.

Acceptance to an educational institution, however, does not always guarantee a spot in a dorm. If the student is interested in living in a dorm, they should apply as soon as possible. 

Questions to ask when choosing a dorm

• Can students choose among several dorms?
• What makes one dorm different from another?
• Are some dorms more popular with international students?
• Does the institution have “International Houses”? (International houses are campus residences and programming specifically designed to promote intercultural living arrangements and understanding.)
• Do men and women live in the same dorm, even on the same floor?
• Is there a convenient place to park?
• What are the costs?
• What are the conditions of the lease? (A lease is the contractual agreement a student must sign to secure their accommodation; it states what the student is responsible for and what the institution is responsible for, as well as the consequences that will occur– e.g., a monetary fine – if the contract is broken.)
• Can students choose to live elsewhere after a few months?
• What are the dining options? Are students required to purchase a campus meal plan?
• Does the dorm close during school holidays such as Thanksgiving or winter/spring holidays?
• Will the dorm be open (for example, if a student arrives late at night) for the student’s arrival? If not, this may require booking a one-night hotel stay until the dorm is open the next day.

Private Accommodation

The Housing Office of most education institutions are primarily concerned with on-campus housing, so students interested in private accommodation (e.g., apartments) will generally have to make arrangements themselves, and will be responsible for contacting the landlord, inspecting the premises, and determining the suitability of any accommodation. They should, prior to arrival, research safe and convenient neighborhoods in which to live, get a sense of price ranges for accommodation, understand whether utilities are included in the rent, and know whether Wi-Fi is available.

A common way to find off-campus accommodation is through online classified websites such as Craig’s List or Pad Mapper. In some major cities, many apartments are listed by real estate agencies, so students may end up working with a real estate agent to find a place.

The average monthly rent for a one-bedroom apartment in the US varies greatly by city; check out this regional map for an idea of what average rents are currently.

Midwestern cities, such as Kansas City, Milwaukee, St. Louis, and Cincinnati, tend to be less expensive in terms of rents, whereas cities such as San Francisco, New York, Boston, Washington, DC, and Los Angeles are among the most expensive.

With private accommodation, international students will also find that rents vary widely depending on the neighborhood, condition, size of accommodation, and if they are sharing premises (and with how many others).

When assessing the suitability of a private apartment, international students should:

• Ask questions and check details. Run the water, flush the toilet, and inspect the appliances to ensure everything works.
• Make sure the window and door locks are in good working order, and that the front and back doors (and nearby streets) are well lit.
• Location is important. How close is public transportation? Even if it is far from the education institution, it could still be a good choice if the student has easy access to a direct route to campus.
• Assess surroundings. Are grocery stores, pharmacies, etc., close by? How noisy is the building and the neighborhood?
• Check out the neighborhood after dark with a friend to see what the area is like in terms of safety and security.
• Budget for food, utilities and personal items for a real sense of how much everything will cost.

The lease

Students will be required to sign a lease to secure an apartment (as a refresher, the lease is a legal document that states tenants’ responsibilities and can be thought of as a contractual agreement). A lease will normally specify things such as:

• When the rent is due (e.g., the first day of the month)
• The length of the rental period (e.g., an entire year or nine-months/the school year)
• The occupancy date (when the student can move in)
• Rules about ending the lease early
• What happens if the conditions of the lease are broken (e.g., a fine)

Most leases are for one year. Students can also find housing for shorter periods of time, but landlords typically charge more for a shorter or month-to-month lease.

Generally, a lease also requires tenants to keep the premises clean, to repair any damage caused by themselves or their guests, and to not disturb other tenants. The landlord also has responsibilities: they must keep the property safe and in good condition.

Landlords can add all types of rules and conditions to the lease. International students should ask the landlord to provide them with a copy and read the lease carefully before signing. If the student does not understand any part of the lease, they should ask the landlord, a friend, or someone from their education institution’s international student office to explain it to them.

A first payment or “security deposit” is typically due when the student signs a lease to secure their apartment. This payment may be as much as three months’ rent, so students should make sure they have enough US money available. The deposit will be returned to them when they move out if the property is clean and in good condition. The landlord may also require students to bring immigration documents to the signing to show they are in the country legally.

Some international students find it challenging to secure private accommodation due to a lack of credit history in the US. The education institution’s housing office can advise on this matter. If the student does not have a Social Security Number, this can also make it difficult to secure an apartment.

Tips for living in private accommodation

• Avoid sending money through an email bank transfer or in the mail without viewing the accommodation and meeting the landlord first.
• When renting accommodation, deal directly with the landlord and pay the damage deposit directly to him or her. If possible, pay rent with a check, as it is easier to provide proof of payment, and always ask for a receipt.
• Rent may not include utilities such as gas, electricity, water, and cable TV. The lease should specify which utilities are included, and your landlord can provide the appropriate contact information to obtain the necessary services.
• Do not let people into apartment buildings or buzz them in if you do not know them. If a repairman, delivery person, or sales person wants access to the building and you are not expecting them, refer them to the building manager.
• Meet and know neighbors. Keep doors locked, even when home.
• Ask the landlord whether personal belongings are covered under their home insurance. If not, consider obtaining renter’s insurance, which is an affordable means of protecting belongings in case of theft, fire, flood and other situations.
• Working smoke detectors are essential. Make there is one in the bedroom or nearby, and change the batteries twice a year. 

Money Matters

Focus Questions:

• What is a customary service tip in the US?
• Why do many international students open accounts with American banks?
• What are some documents banks will generally require in order to open an account for an international student?
• Why is it important that students who do open an account with an American bank to do so with one registered with the Federal Deposit Insurance Corporation (FDIC)?
• How much can sales tax vary depending on which state a students is studying in?

Currency

The currency of the United States is the US Dollar. There are 100 cents to one dollar. The dollar is available in $1, $2, $5, $10, $50, and $100 denominations. All notes are the same size and predominantly green, so it can sometimes be easy to confuse them. Students should watch out that they do not give a $10 bill when they intend to give $1.

Because of the confusion that can occur around the green bills, the US Bureau of Engraving and Printing has recently issued currency that features other colors, in order to help people (particularly the visually impaired) better distinguish among the different denominations.

The most common US coins come in denominations of one cent (penny), five cents (nickel), 10 cents (dime), and 25 cents (quarter). A 50-cent coin (half dollar) and dollar coin are also in circulation, but these are less common.

Banking

International students may want to open an account at a US bank, many of which offer student accounts and services. It may help them save on international transaction charges and make managing their money easier. As a first step, students can go to their current bank and ask if they have partnerships with US banks.

Banks in the US can operate on a regional, state, or city basis. They come in different sizes and offer different services, so students should research several options to determine which one is best for their needs.

Whichever bank they do choose, students should make sure it is a member of the Federal Deposit Insurance Corporation (FDIC). The FDIC provides banks with insurance to protect consumers’ money, so if a bank closes, the FDIC will pay customers the amount of money in their account up to $250,000. 

America’s major banks are:

• Chase Bank
• Bank of America
• Citibank
• Wells Fargo
• U.S. Bank
• HSBC USA
• PNC Bank
• Capital One
• TD Bank

Every bank will have its own requirements for opening an account. Students will usually need to bring the following documents with them to open a bank account:

• Their passport;
• Their I-94 card;
• Their I-20, DS-2019, or I-797 approval notice;
• Any secondary form of identification they may have (such as their Student ID card, birth certificate, state driver’s license, or a letter from the International Students and Scholars Office);
• An enrollment verification letter from their school;
• Other documentation specified by the bank.

They will also have to supply their local address and deposit a minimum amount of funds in the account (anywhere from $25 to $100 USD).

There are different kinds of accounts, for example, checking or savings. Some factors to consider in choosing an account type include their policies regarding fees for services such as ATM access, checking, and overdraft protection. It is usually a good idea for students to open a checking account so they can make bill and rent payments with a personalized check.

A bank account is the best place to deposit large sums of cash. Students should not keep a lot of money in their dorm room or apartment, or they should carry it with them.

Payment Methods

The majority of US stores accept a variety of payment methods, including cash, credit card, and debit. However, some smaller retail outlets in the US – such as movie theaters, convenience stores, and gas stations – may refuse to accept payment in bills larger than $20; this is to protect themselves in case the money is not legitimate.

All the major banks offer Internet banking, and Internet banking is a widely accepted method of paying bills and conducting other transactions. Many universities offer online payment options for tuition and account payments. Students should check with their education institution for more details.

Visa and MasterCard are the two most widely accepted credit cards. Other common credit cards include American Express, Diners Club, and Discover. Students’ Visa or MasterCard from their home countries may be accepted in the US, but they should check with their bank beforehand to confirm. They should be aware of exchange rates and any foreign transaction fees It is a good idea to have at least one credit card, if only for use in an emergency. However, many international students have experienced problems when they do not understand how to use credit cards responsibly and quickly end up with large amounts of debt.

ATMs (Automated Teller Machines) are widely available in the US and can be found in shopping centers, airports, grocery stores, convenience stores, and banks. Most are operated by one of the major banks, but people can make withdrawals from ATMs that are not operated by their own bank; however, an extra fee of $2 or $3 will apply. Students should also check with their bank in their home country to find out what kind of international withdrawal fees it charges before attempting to use their ATM card to withdraw from US ATMs.

Students should additionally check with their home bank to see whether their current bank card will be accepted at US ATMs, and to find out if the networks used by both banks – such as Cirrus, Plus, Maestro – are compatible (i.e., if they work together with no problems). Each network also has an online ATM locator, which may be useful to find a compatible ATM.

All ATMs can be used for cash withdrawals. Students can also use them to deposit cash or checks, pay bills, print account statements, and transfer money between accounts. They may also be able to withdraw money from their credit cards at American ATMs. Fees and interest rates can be high, so they should find out the details from their credit card company before they depart. Also, they should tell their bank that they will be using their bank cards/credit cards overseas. If they don’t, the bank may think their card has been stolen when students use it in the US and freeze their account.

Traveler’s Checks and Money Transfers

One way to transfer money to the US is using traveler’s checks. These can be purchased at most banks and come in a variety of denominations. They are secure and can be cashed at any American bank or currency converter. However, the use and issuing of traveler’s checks in the US is not as common as it used to be.

It is also possible to transfer money using a bank draft from another country, but it might take up to three weeks for it to clear in the American bank and there will likely be a fee for the service.

Some banks can also transfer money electronically into a US account. Fees vary by institution, but costs average about $35. If students plan to “wire transfer” funds often, it may be best to set up a US bank account at a large international bank that frequently handles such transactions.

Some governments have rules about how much money can be taken out of their countries. Before leaving for the US, students should find out whether their host education institution requires any documents – such as an enrollment confirmation letter – to authorize a transfer of funds.

Tipping

Tipping for service (i.e., adding some extra money to a bill for an individual service provider) is part of American culture. It is customary to tip bartenders, restaurant servers, hairdressers, and cab drivers by adding approximately 15% to the total amount of a bill, since the tip is not usually included in the bill amount. Students should only withhold a tip if they receive exceptionally bad service.

Sales Taxes

When customers purchase something in the US, they typically have to pay sales tax on top of the item’s list price. Sales tax varies by state and county and can range from less than 1% to over 10%. Food items such as milk, bread, and butter are usually tax-exempt.

Safety Issues