2016-International-Student-Workshop

Understanding the K-12
International Student Landscape in
U.S. Independent Schools
NAIS Annual Conference, San Francisco, CA
Thursday, February 25, 2016
12:00pm-1:00pm
[email protected]
List of Presenters (in alphabetical order)
Chantal Duke, Visa Manager (PDSO) and Executive Assistant
The Awty International School, Houston, TX
[email protected]
Pete Upham, Executive Director
The Association of Boarding Schools (TABS), Asheville, NC
[email protected];
Ioana Wheeler, Director of Global Initiatives and Board of Trustees Programs
NAIS, Washington, DC
[email protected]
Debra Wilson, Legal Counsel
NAIS, Washington, DC
[email protected]
Roles and Programs
• How many…
• Heads of school?
• Business officers?
• International program directors?
• Admissions and enrollment directors?
• Programs
• Traveling with your students…
• Happening for…
• How many trips?
• International students at your school
• Happening for…
• How many students?
• Where do they stay?
Goals for Today:
• Present trends and new data from NAIS, TABS, and SEVP. Quick trends
from SSATB and ISC Group.
• Help you advance your thinking by introducing a couple of different
frameworks and ways of thinking about international students and
independent schools.
• Provide resources and information from SEVP and about F1
international students and about starting a new program (from a
school PDSO).
• Highlight case studies and some legal information.
International Students: Data
from NAIS and TABS Research
Ioana Wheeler, NAIS Director of
Global Initiatives and Board of Trustees
Programs: [email protected]
Trend 1: More education options. The
International School Industry is
GROWING.
Source: Aimee Gruber, SSATB (updated with new data from Susan
Krumrei, The International School Consultancy)
•
•
•
2016: 8,218 international schools
2016: 4.36 million students
7 countries with 200+ international
schools
–
–
–
–
–
–
–
China: 525 (most current number available)
UAE: 505
Pakistan: 439
India: 410
Japan: 238
Saudi Arabia: 203
Spain: 203
Source: ISC
Research
Trend 2: Birthrates are Declining.
(Source: Aimee Gruber, SSATB)
“They can’t
come to
your school
if they
weren’t
born.”
What’s happening to the student pool?
Fewer births = fewer potential students
(Source: Aimee Gruber, SSATB)
Total Fertility Rates
Number of Children Born to Women
ages 15-49
6.00
5.00
4.00
What’s happening to the student pool?
3.00
2.00
1.00
0.00
KOR CHN CAN OECD AUS
USA
1970 or first available year
2010 or latest available year
GBR
Source: OECD
Factbook 2013:
Economic,
Environmental
and Social
Statistics
Trend 3: Economy in Decline
(China)
The Chronicle for Higher Education:
Why Growth in International Enrollments Could
Soon Be Slowing (November 16, 2015)
•
•
•
•
Chinese students account for a third of all international students in the United
States.
Economy in China has started to slow.
Chinese stock market crashed in summer of 2015.
Economic and political shifts could curtail government scholarship programs in
China.
NAIS Data from DASL: Data and
Analysis for School Leadership
NAIS Data from DASL:
DASL data includes numbers from boarding schools, day schools,
day-boarding, and boarding-day. They also include small,
medium and large schools at any grade level, from every region
in the US and with single and coed genders.
Here is some data from all respondents (based on DASL statistical
tables):
 2013-14: 575 schools; 16,760 international students; 5.6%
 2014-15: 566 schools; 17, 313 international students; 5.8%
 2015-16: 617 schools; 18,748 international students; 5.9%
International Enrollment in Boarding Schools
(TABS)
• Only 1% of TABS schools enroll no international students.
• At 19 schools, more than 90% of boarders are international.
• International students represent 17% of the total student
enrollment at TABS schools, but over a third (35.2%) of the
overall boarding enrollment.
• International students comprise more than half of the
boarders in 112 schools.
Boarding Mix at TABS Schools
2007
75% domestic, 25% international
2011
69% domestic, 31% international
2014
65% domestic, 35% international
source: raw data, TABS files
Two NAIS Surveys
1. 2015 Survey on International Students (conducted in
August/September 2015 with results posted in December
2015)
268 admissions officers responded
(22% response rate)
• 2016 Survey on International Students: A Deeper Dive
(conducted in January 2016 with results to be posted
online in March 2016)
166 admissions and international student officers
NAIS Survey: Definitions of
International Students
•
F-1 nonimmigrant student: Non-immigrant status conferred on a student
pursuing a full program of study in a college, university, seminary, conservatory,
academic high school, private elementary school, other academic school or
language training program in the United States that is SEVP-certified to enroll
female and/or male students. (unaccompanied students)
•
J-1 exchange visitor: Foreign national selected by a Department of Statedesignated program to participate in an exchange visitor program.
(unaccompanied students)
•
Other: Students with green-cards and other types of visas. (mostly
accompanied students)
Types of International Students
Enrolled in NAIS Member Schools.
What types of international students do you have enrolled at your school? Please select all that apply.
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
F-1 nonimmigrant student: NonJ-1 exchange visitor: Foreign national Other: Students with green-cards and
immigrant status conferred on a student selected by a Department of Stateother types of visas.
pursuing a full program of study in a designated program to participate in an
college, university, seminary,
exchange visitor program.
conservatory, academic high school,
private elementary school, other
academic school of language training
program in
Nationality of International Students in NAIS
Schools:
China (90%)
Korea (48%)
Germany (35%)
…and more…
Data from NAIS Survey 1
Countries by International Student Type:
(NAIS Survey)
F1 students are from :
J1 students are from :
China
South Korea
Germany
Vietnam
Mexico
Japan
Germany
France
Italy
Korea
Spain
Switzerland
Data from NAIS Survey 2
Other international
students are from :
China
Korea
Saudi Arabia
Japan
Germany
Spain
International Enrollment in TABS Schools 2014-15
China
7714
2197
Korea
1302
Mexico
597
Hong Kong
548
Taiwan
522
Vietnam
508
454
Japan
Germany
426
276
Russia
270
Thailand
237
Spain
Nigeria
215
201
181
Saudi Arabia
149
United
Kingdom
Bahamas
139
Bermuda
133
128
101
Applications Received as Compared to
Previous Year (NAIS Schools):
How has the proportion of applications coming from international students changed since last year?
They are higher
They are about the same
They are lower
Acceptances as Compared to Previous
Year (NAIS Schools):
How has the proportion of acceptances coming from international students changed since last year?
They are higher
They are about the same
They are lower
Enrollment as Compared to
Previous Year (NAIS Schools):
How has the proportion of enrollments coming from international students changed since last year?
They are higher
They are about the same
They are lower
Mostly, international students enroll for 3 academic
years (36%) or 4 academic years (42%) (NAIS
Survey)
How long are F1 students typically enrolled at your school?
Less than one academic year
One academic year
Two academic years
Three academic years
Four academic years
More than four academic years
Setting a Cap on International Student Enrollment
(NAIS Schools):
Do you set a cap for the number of international students accepted each year?
Don’t know
Yes, we set a cap for the total number of
international students
Yes, we set a cap for the total number of
international students and country of origin
No, we don’t set a cap
Other (please specify)
Most NAIS schools reported that they would like to achieve
anywhere from 2% to 30% international student enrollment.
What is the proportion of international students you are hoping to achieve as a percentage of your total student
enrollment?
0%-2%
2%-5%
5%-10%
10%-20%
20%-30%
More than 30%
Other: (please
explain)
Travel to other
countries
Social Media
School
representative
Current or former
parents
Agents
Alumni connections
Admissions fair run
by a separate entity
NAIS Schools Recruit
International Students via:
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Recruitment Strategies with
Most Success: (NAIS Schools)
90
80
70
60
50
40
30
20
10
0
Other
Travel to other
countries
Social Media
School
representative
Current or former
parents
Agents
Alumni connections
Admissions fair run
by a separate entity
Strategies that have been fruitful thus far.
Strategies we hope to bolster in the coming
year(s).
Challenges Reported: (NAIS Survey 1)
NAIS schools’ biggest challenges working with
international students:
Home stays
57%
Agents
30%
Admissions
26%
Recruiting
24%
Visa process
18%
Acculturation
18%
Vacation travel
17%
Enrollment
13%
Other
26%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
More Data and Information Available
Online:
For information on tuition, financial aid, support for
international students, etc. – download the survey
results from the NAIS website.
Results from NAIS Survey 1 available now.
Results from NAIS Survey 2 will be posted online in
March 2016.
NAIS Principles of Good Practice for the Education of
International Students in Independent Schools
Stay tuned (launch in Spring 2016): NAIS Global Ambassadors
Advisory Working Group working on these PGPs.
These PGPs will serve as guidelines for the recruitment, residential
life, education, and support of international students in
independent schools.
NAIS PGPs will be aligned with NAIS Commission on Accreditation
new standard for international students. (more to come soon)
Resources to Consider:
NAIS Resources:
1. NAIS Legal Webinar: International Students and Homestay Programs: Identifying
the Risks and Designing Your School’s Approach (March 2015)
2. NAIS Webinar: International Students in U.S. Independent Schools: A Snapshot
(December 2015)
3. Hear from Experts: NAIS Global Videos
4. NAIS Listing of Organizations as Global Education Resources
5. NAIS Research on International Students (December 2015 and February 2016)
6. Statistical tables and data currently collected through the NAIS DASL.
7. NAIS Principles of Good Practice on International Students (NEW)
8. NAIS Books:
 International Students in Independent Schools: A Guide for Educators (February
2013)
 NAIS Trendbook, resources from chapter on international students (2012-13)
Resources to Consider (continued):
Learn more from workshops presented at:
1. NAIS Annual Conference, San Francisco, CA (February 2016)
2. TABS-NAIS Global Symposium, Long Beach, CA (April 2016)
Other Resources:
1. Study in the States: Website created by the US Department of Homeland Security
2. TABS (The Association of Boarding Schools)
3. SSATB (Secondary School Admission Test Board)
4. CSIET (Council on Standards for International Student Exchange)
Thank You and Contact Information:
CONTACT INFORMATION:
Ioana Suciu Wheeler
Director of Global Initiatives and Board of Trustees Programs
National Association of Independent Schools
1129 20th Street, NW, Suite 800, Washington, DC 20036-3425
Phone: (202) 973-9755
Email: [email protected]
NAIS Website: http://www.nais.org
 Next: Pete Upham, Executive Director, The Association of Boarding
Schools (TABS), Asheville, NC
Information from The
Association of Boarding Schools
(TABS)
Pete Upham, TABS
Executive Director
My Goal for Today…
Help you Advance your Thinking By
introducing a couple of different
frameworks / ways of thinking about
international students and
independent schools
Benefits of Internationalization
• Global Diversity
= Diversity of Language, Ethnicity, Ideology, Culture
= A potentially richer learning environment
• Market Potential for long-term growth
• Revenue: pockets of high-growth demand
among full-pay families.
Costs and Risks of Internationalization
– Effect of large language-group concentrations on
appeal of school to domestic prospective families
– Effect of concentrations on appeal to international
families seeking U.S. immersion experience (i.e.
diminishing returns).
– Currency & geopolitical risk
Costs and Risks of Internationalization
– Possible fragmentation of community into
linguistic or cultural blocks
– Tailoring curriculum, pedagogy, advising,
counseling, admission assessment, financial aid
assessment, parent and constituency relations,
development, and other dimensions of school
program and operation to new sub-populations
– …with oftentimes disparate needs and
expectations
One of TABS’s Conditions for
Membership
• Not a bad starting template for international programs:
• The school’s residential international program should meet
the needs of the students; reflect the mission, culture, and
character of the school; and demonstrate thoughtful
planning, commitment to best practice, and substantive
integration with the school’s academic, co-curricular, and
community activities.
Two Frameworks
Mission – Culture – Market
Framework
• Mission & Vision– What is the purpose
of the school? Its vision of education?
• Culture & Values– What are the
school’s traditions, habits, practices,
history? Its way of doing things?
• Market—What is the school’s
competitive landscape and position?
Questions
• In examining internationalization of enrollment in a
school, what is
- Mission-critical?
- Mission-compliant?
- Mission-antithetical?
-
Culturally reinforcing?
Culturally neutral?
Culturally destructive?
Culturally transformational?
Questions
• In examining internationalization of
enrollment in a school, what is
- Market-advantageous?
- Market-disadvantageous?
Constituency Framework
Prospect
ive
Families
Destinati
on
Colleges
/
Schools
Donors
Staff
Internal
Communities
Governa
nce &
Advisory
Prospect
ive
Employe
es
Students
/Parents
Influenc
ers
Admin
Extended
Communities
Faculty
Prospect
ive
Donors
Alumni
Concluding Thoughts
Basic Principle: Full Disclosure
Does your school make complete and full disclosure of its
policies, expectations, programs and practices to international
students and their families?
For example:
•
•
•
•
•
Differential fee(s)
Availability of translation services for parent/family communications
Mix / composition of student population
Distinction between homestay and boarding
College / university counseling and matriculation record for international
students
• Availability of financial aid for international students in school
• Availability of financial aid for international students in Higher Ed
If you remember only one of my
slides…
– The presence of international students is not
merely “additive” in some straightforward way.
– Nor are international students and families
merely passive “receivers” of education.
– Independent schools are living communities. And
international students and families are living,
breathing human beings. Schools transform—and
are transformed by–international students.
Thank You and Contact Information:
CONTACT INFORMATION:
Pete Upham
Executive Director
The Association of Boarding Schools (TABS)
One North Pack Square, Suite 301, Asheville, NC 28801
Phone: (828) 258-5354
Email: [email protected]
TABS Website: http://www.boardingschools.com/for-schools.aspx
 Next: Chantal Duke, Visa Manager and Executive Assistant, The Awty
International School, Houston, TX
SEVIS by the Numbers and
Information from a PDSO
(NAIS School)
Chantal Duke, Visa
Manager, The Awty International
School
Presentation on Student Visas
New since 2015 : Study in the States website
• New pages specific to F1 programs in K-12
schools for students, schools and parents on best
practices
• SEVIS by the numbers with data on number of
students in private and public schools – updated
quarterly
• Infographics: student life cycle; Student
management, travel documents, etc..
• Blog on specific K-12 topics (Jan 2016)
• Deployment of Field representatives
Chantal Duke, PDSO, The Awty International School/February 2016
Pages on Study in the States Website: Useful for Students and Parents
Difference between student visa and student status explained at :
https://studyinthestates.dhs.gov/2016/01/student-visa-vs-student-status-what-is-the-difference
Chantal Duke, PDSO, The Awty International School/February 2016
After being approved to study at a
(SEVP)-certified school, you need to
follow these steps before arriving in
the United States:
Get a Form I-20: Once you receive
acceptance to an SEVP-certified
school and provide evidence of
financial support, as well as any
other supporting documents, that
school’s designated school official
will send you a Form I-20,
“Certificate of Eligibility for
Nonimmigrant Status.” You will
receive a Form I-20 from every
school that accepts you.
Pay the I-901 Student and
Exchange Visitor Information
System (SEVIS) Fee: All
international students must pay the
I-901 SEVIS Fee. You can pay your
fee at FMJFee.com. For more
information, view the Form I-901
Fee Payment tutorial.
Apply for a visa to travel to the
United States: You can apply for a
visa to travel to the United States at
your designated U.S. embassy or
consulate. Make sure you bring all
required documents with you.
Example of school search page, searchable by visa type or school type or
level, or state or city)
Chantal Duke, PDSO, The Awty International School/February 2016
Differences in Student Visa Programs
Government
oversight
F1 visas K-12 (*note)
Secondary J1 student
M1
Other types of
nonimmigrant visas
(work related) for
student academic
studies
DHS/SEVP
State Department
DHS/SEVP
DOL/CIS
State Department/USCIS
depends on visa
type/criteria
n/a
depends on visa type:2
to 7 years
Cannot study in academic
institutions /must change status
from B2 to F1
limited by stamp at border entry,
typically 3 to 6 months
Certification is for accredited Only Secondary schools can
Only vocational
Primary or/and Secondary / K- be designated(approved) –
(non academic)
12 only
public or private
Minimum 6 months (on US
academic year, except if
Studying full time in academic
coming from world region
institution/Can be multiple
opposite to US calendar)
years (typically limit if starting
terms
maximum 1 year
1 year
in Primary) till graduation
Cannot stay with relatives
- Can stay with direct family,
but host only
relatives or hosts
Have not participated in F1
or other J1 programs before
yes, from and to another
Only in first 6
academic institution only (no J1
months but must
transfer?
No
or M1) or to university after
apply to USCIS to
graduation
transfer
Yes – depends on profile/can be
semester or term or less also re.
short term?
No
exchange student programs
(ask for pre-authorization)
yes but must apply
Can it be extended? yes up to HS graduation year
No
and get approved
levels
Review processes
Recert every two years
following grade levels
Minimum/Maximum
authorized in F1 program or
age limit
school’s internal policies
redesignation every two
years + fee
Must beat least 15 years of
age but no more than 18 + 6
months
recert
B2 (tourist visas)
dependent
yes, can transfer to F1 can change status to F1 but cannot
status and stay enrolled study in F1 academic institution
while change of status is until change of status approved
reviewed
from USCIS (several months delay)
not sponsored by
school/dependent on
principal visa holder
yes up to limit of visa
type
work employer based
not sponsored by school
yes but must apply and get
approved
Length of stay determined at
border arrival/extension
determined by USCIS
SEVIS by the Numbers
9 % increase in overall student visas (Feb 2015) (F1/J1/M1)
13% increase in last quarter 2015 (from August numbers)
GENERAL DATA (August 2015)
•There are currently 1.200 million F & M students studying in
the United States.
•There are currently 250,000 J-1 exchange visitors in the
United States in 14 different categories (2 for students:
secondary and university).
•There are 8,887 U.S. schools certified by SEVP to enroll
international students (K-12, vocational schools, universities).
•Seventy-seven percent of SEVP-certified schools have 50 or
less enrolled F & M students.
•Seventy-four percent of all F & M students are enrolled in
bachelor’s, master’s or doctoral programs.
•Twenty-four percent of all F & M students studying at allcertified schools in the state of Texas are from India, followed
by 17 percent from China.
Chantal Duke, PDSO, The Awty International School/February 2016
•
•
•
•
•
•
•
•
•
•
•
Resources for Parents:
https://studyinthestates.dhs.gov/kindergarten-to-grade-12-schools
(new features) School search (page 4) :
https://studyinthestates.dhs.gov/school-search
Understanding American schools (interchange Institute)
Arriving in US/ Maintaining Status:
Student life cycle infographic (page 3)
https://studyinthestates.dhs.gov/2016/01/student-visa-vs-student-status-what-is-thedifference
Resources for F1 Visa Program Officers:
Blog :https://studyinthestates.dhs.gov/2016/01/community-voices-three-proactive-ways-k12-dsos-can-learn-about-sevp-regulations
Field representatives/deployment pages https://studyinthestates.dhs.gov/2016/02/sevpfield-representatives-look-back-at-2015
NAIS communities/connect http://connect.nais.org
FAM immigration regulations on B2 visas/household/parents (9 FAM 402.2-4(B)(5)
Recertification process https://studyinthestates.dhs.gov/guides/sevp-school-certificationlife-cycle
Chantal Duke, PDSO, The Awty International School/February 2016
Thank You and Contact Information:
CONTACT INFORMATION:
Chantal Duke
Executive Director and Visa Manager
The Awty International School
7455 Awty School Lane, Houston, TX 77055
Phone: (713) 686-4850
Email: [email protected]
Website: http://www.awty.org/
 Next: Debra Wilson, Legal Counsel, National Association of
Independent Schools (NAIS), Washington, DC
Legal Information and Case
Studies
Debra Wilson, NAIS Legal Counsel
Risk – Travel Programs
• Physical risks – locations, housing, specific
safety concerns inherent to location
• Current risks – updated risks on health and
safety
• Student risks – Age appropriate risk
behaviors for location
• Risk management protocols
Domestic Risks
• Recruitment
• Who is recruiting?
• Student background
• Contracts / Documents – enforceability, clarity, coverage
• Visas, immigration
• Enrollment
• Health, guardian, etc.
• Housing – clarity of expectations, documentation
• Dorms
• Home stay
• Acculturation
• Orientation – families, student, and staff
• Follow-Though - consistency
New Program
Your new 8th grade Spanish teacher led
school trips for years at his old school. He and
his girlfriend rented the same two apartments
for all of these trips. They have typically taken
12-16 students, with the girls in one apartment
and the boys in the other. It is August and he is
telling you that he would like to do this trip in
March. Can you? What should you think
about?
Homestay
You have launched a new program bringing 20
Chinese students to your day school this year. A
third-party has taken care of most of the
recruiting and paperwork. However, you need to
set up home stays for all of the students. How do
you do this? What do you think about?
Two weeks in you get a call about one of the
students being caught in a younger student’s
room in the middle of the night, taking pictures of
her. What do you do?
Acculturation
Your international program has been thriving for 5
years. You have two homes near the schools that
have been set up as dorms. Your students appear to
be thriving. However, you do notice that the
students from China are generally always together,
as are the Korea, and the ex-pat kids from around
the globe. What can you do?
Thank You and Contact Information:
CONTACT INFORMATION:
Debra Wilson
Legal Counsel
National Association of Independent Schools
1129 20th Street, NW, Suite 800, Washington, DC 20036-3425
Phone: (202) 973-9716
Email: [email protected]
NAIS Website: http://www.nais.org
THE END and Q&A!