The critical role of intensive English programmes in the US

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In the US, as in all English-speaking destination countries, Intensive English Programmes (IEPs) are often the first point of entry for international students coming to study. They range in nature and duration, providing everything from pre-degree academic English or subject-specific English to general English training lasting from one week to several months.

The following slides are from a recent presentation at the ICEF Miami Workshop given by Kathryn Kohut, Executive Director of English USA.

Ms Kohut reported on trends in this important sector of the US higher education landscape as well as policy developments in three areas student recruitment agents should be aware of: The Accreditation of English Language Programs Act, conditional admissions and bridge programme procedures, and the annual vacation policy.

A feature interview with ICEF Monitor (in three parts) follows, and you can read our accompanying article ''Key policy issues afoot for US ESL providers'' here: http://bit.ly/1pNFmj4.

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The critical role of intensive English programmes in the US

  1. 1. The Critical Role of Intensive English Programs in the USA Presented by: Presenter: Kathryn Kohut, Executive Director
  2. 2. Industry Growth • Enrollment Growth in specific markets • Government Sponsored Programs such as Iraqi Scholarships and Brazil Without Borders Critical Policy Topics • Pending Policy: Conditional Admissions and Bridge Programs; IEP Vacation Policy • Congressional stops and starts in Immigration Reform • Accreditation Act deadline December EnglishUSA is Growing! • Largest professional development conference ever • First Stakeholders Conference in DC • Unprecedented growth in membership: 40 new programs in 2013!
  3. 3. • • • • • • • Role of Intensive English Programs (IEPs) Snapshot: IEPs in the USA Recent Enrollment Trends Hot Topics! What is EnglishUSA? How do we support the IEP field? Question and Answer Time
  4. 4. • • • • • The IEP often serves as the point of entry for students coming to the USA. It provides pre-degree academic English or English for specific purposes (e.g. medical, law, etc.). It provides general English training for students (from 1 week to several months). It may provide customized individual or group programs (e.g. summer camps, specific grant programs, tours, or scholarships). It often serves as a center for internationalization efforts in the campus or community.
  5. 5. 1. According to SEVP, how many students were enrolled in language training in the USA as of March 2013? 2. What was the #1 country of origin for these students? 3. What was the #2 country of origin? 4. What is the average length of stay for an IEP student? 5. Which country showed the largest increase from 2011 to 2012?
  6. 6. 1. 99,328 active students, or 11% of the total active F-1 or M-1s in the USA. 2. Saudi Arabia was the #1 country of origin. 3. Not far behind, China was the the #2 country of origin. 4. It is estimated that the average length of stay for an IEP student is 15 weeks. 5. Saudi Arabia with an estimated growth of 42% in 2012. China followed at about 27% growth.
  7. 7. Intensive English Programs are: • • • Full-time (18 clock hours per week or more) Authorized to enroll non-immigrant students who are studying on the F-1 Student Visa Program. Where students learn English skills for academic, career, test prep and/or general communication. Intensive English Programs are classified as: • • • Being under the governance of a college or university Single proprietary institutions (campus or city-based) Non-profit, vocational, and other types We have over 350 member programs; we estimate there to be over 500 intensive English programs in the USA.
  8. 8. • IEP enrollment represents about 1012% of active F-1/M-1 students. (33% Undergraduate, 25% Masters, 13% Doctorate, 8% Associates, 5% secondary, 4% other) • Overall, IEP enrollment increased 3% from 2012 to 2013, according to Open Doors. • Saudi Arabia and China continue to drive IEP enrollment in the US, with a growth of 42% and 27% respectively from 2011 to 2012.
  9. 9. Top Ten Countries of Origin for IEP students 1. Saudi Arabia 6. Taiwan 2. China 7. Turkey 3. South Korea 8. Venezuela 4. Japan 9. Germany 5. Brazil 10. Vietnam TOP US Destinations New York City Metropolitan Area Los Angeles Metropolitan Area States: Texas, Massachusetts, Florida, California, Illinois
  10. 10. IEP Enrollment since 2000, Open Doors
  11. 11. World Regions of Origin, 2011
  12. 12. 1) Ramifications of The Accreditation of Intensive English Language Programs Act. - Went into effect in December 2011. Unaccredited programs must secure accreditation by December 14, 2013. - Stand alone vs. “combined” programs. - Huge volume of applications for two main accrediting bodies to review. Needed to hire more staff, add more review cycles. - Difficult for brand new private programs to gain SEVP authorization = increases value of existing, accredited programs. Encourages existing programs to add locations. 2) Increasing enrollments and managing diversity within programs.
  13. 13. 3) Conditional admissions procedures (university-based programs). SEVP has published two rounds of draft policy guidance. We are still waiting for the final policy guidance on this. 4) Annual Vacation Policy – SEVP has published one round of draft policy for this, allowing programs to provide comments. We are eagerly awaiting the final policy guidance on this.
  14. 14. www.ice.gov/sevis/accreditation-act
  15. 15. https://www.ice.gov/sevis/esl/faq.htm
  16. 16. http://studyinthestates.dhs.gov/2013/12/schools-upcoming-esl-accreditation-actdeadline
  17. 17. http://studyinthestates.dhs.gov/2013/10/extension-of-deadline-for-commentingon-policy-draft-guidance
  18. 18. EnglishUSA promotes and supports ethical and professional standards for intensive English programs in the U.S. communicates and champions the value of English language study enhances the visibility of member programs and fosters professional development among members.
  19. 19. What we are: What we’re not: • • We are not an accrediting body. • Our organization does not own or operate any schools. Professional membership organization of accredited intensive English programs. • Over 350 member IEPs in 49 states; many types of programs. • Critical Information source for the IEP Field. • We have one Executive Director and a volunteer Executive Board from the industry. Executive Board, 2013-2014
  20. 20. 1) For Member Programs: Provide policy updates, organize advocacy efforts and policy comments, provide professional development and opportunities for networking throughout the year. We also promote our member programs through detailed website profiles, an annual directory, and conference exhibitions. 1) For Agents: We provide detailed profiles of all of our member programs, with opportunities to search for specific types of programs. We are also happy to answer questions and provide information. Finally, we offer an Associate program.
  21. 21. • Must be accredited by ACCET, CEA or under the governance of a regionally accredited institution. • Stand-alone programs, university and college-based programs. • Programs must meet our quality standards, such as providing at least 18 hours per week of English training, having dedicated staff, and providing student services.
  22. 22. Nearly 150 attendees representing programs in 20 states! San Francisco, CA
  23. 23. Washington, DC October 2013
  24. 24. 6th Annual Professional Development Workshop for IEPs, San Francisco - January 23 – 24, 2013 Member and Non-Member IEPs welcome; registration closing soon! Ask us about Exhibitor and Sponsorship Opportunities.
  25. 25. Increase the visibility of member programs by exhibiting, presenting, and attending events on behalf of IEP membership. IEP focused SEVP Presentation, NAFSA 2013
  26. 26. Contact Information: Kathryn Kohut, Executive Director For more information, please stop by Exhibitor Booth 59 during the workshop. info@englishusa.org www.englishusa.org

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