ERIC Number: ED272045
Record Type: RIE
Publication Date: 1986-Feb
Reference Count: 0
A Survey of Policy Changes: Foreign Students in Public Institutions of Higher Education from 1983 to 1985. IEE Research Report No. 8.
McCann, William J., Jr.
Changes in foreign student services and tuition and admission policies affecting foreign students from 1983 to 1985 were surveyed at 681 public colleges and universities. With annual percentage increases below 1%, most colleges had stable (42%) or declining (30%) foreign enrollment since 1983. A third of the schools did not maintain foreign student services at fully adequate levels because of a combination of financial constraints, lack of interest in foreign students, and personnel and office space shortages. Schools were also concerned about foreign students' English language proficiency, and many schools were raising English test score requirements. A total of 43% of the schools indicated that admission standards for foreign students have become stiffer than those for domestic students. About half of the schools required foreign students to demonstrate their ability to cover their educational expenses before admission. While little statewide action has been taken, the action that did occur focused primarily on tuition policy. Legislative or court action taken on tuition policy occurred in Texas, California, New Mexico, and Idaho. Actions by other states on English language proficiency requirements for foreign teaching assistants are also specified. (SW)
Descriptors: Admission Criteria, Ancillary School Services, College Admission, College Entrance Examinations, Educational Policy, English (Second Language), Enrollment Trends, Foreign Students, Higher Education, Language Skills, Public Colleges, Public Policy, School Surveys, State Action, State Colleges, State Legislation, Tuition
Institute of International Education, Publication Service, 809 United Nations Plaza, New York, NY 10017 (single copies free).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Institute of International Education, New York, NY.
Note: For results of 1981 survey, see ED 240 913.