US and UK Educational

Systems




Overview of the US Education System:
Age Level of Study Grade Notes
3 - 4 Pre-school N/A
Not mandatory. Often incurs fees. (Copeland &
Bennett, 2001)
5 - 10
Elementary / Primary
School
Kindergarten - 5th
Exact ages and presence of Kindergarten as a
required grade may vary by state.
11 - 13 Middle School 6th - 8th
Some states have Junior High Schools
from 7th - 9th grade.
14 - 18 High School
9th - 12th
(Freshman -
Senior)
School is mandatory to age 16.
86% of the population over age 25 had
completed high school in 2005 (NCES, 2005b).
18 - 22
(for
traditional
students)
Undergraduate Study
For Bachelors
degrees: Freshman
- Senior
4,236 institutions (NCES, 2005d). Four-year
Bachelors degrees and two-year Associates
degrees awarded. 39% of the population aged
25-64 had completed some type of higher
education (NCES, 2007a).
Varies Graduate Study
Masters, PhD, JD,
MD, etc.
512,645 Masters degrees (20% of total
degrees awarded) and 46,024 Doctoral degrees
(3.4%) were awarded in 2002-3
(NCES, 2005a).
Overview of the UK Education System:
Age
Level of
Study
Grade Notes
3-4/5 Nursery School N/A
Not mandatory. Often incurs fees, unless the family annual
income is below a government-set level
(Directgov, 2007).
4/5 - 11 Primary School Years 1 - 6
Key Stage (KS) 1 in Years 1 - 2.
KS 2 in Years 3 6.
12 - 16
Secondary
School
Years 7 - 11
KS 3 in Years 7 - 9. KS 4 in Years 10 -11. GCSE exams in
Year 11. School is mandatory to age 16. Students receive
a 30 per week Educational Maintenance Allowance to
continue in school after age 16.
17 - 18
Sixth Form or
Work-based
Training
Years 12-13
Sixth form colleges allow students to complete A Level
qualifications. Work-based training leads to vocational
qualifications.
18 - 21
(for
traditional
students)
Undergraduate
Study
Bachelors
168 institutions (IIE, 2005). Degrees generally last three
years, unless a year abroad or work experience is required.
28.6% of 25-29 year olds have earned at least Bachelors
degrees and 7.9% have earned vocational postsecondary
degrees (European Commission, 2007).
22 +
Postgraduate
Study
Postgraduate
Certificates
/Diplomas,
Masters, Doctoral
1% or less of the population from 25-64 have earned
doctoral degrees (European Commission, 2007).
Additional Notes on US K-12 Education:
Types of primary / secondary schools (Copeland & Bennett, 2001):

Public (~85-90% of students)
Private (~10% of students)

Public schools are generally comprehensive. However, students may be grouped in class sections (AP,
honors, etc. classes) based upon achievement and post-graduation goals.

Students generally attend a school determined by the local school district. However, some districts
provide some differentiation through magnet (specialised), charter and international schools. Further,
some states provide additional school choice options such as school vouchers.

Most decisions regarding issues such as curricula, teacher certification processes, etc. are decentralised
and made at the state, local or school level. As a result the educational resources and curriculum can
vary drastically from state to state and even from district to district within a state.

This decentralisation can be observed in the funding of public schools (NCES, 2006):
9.7% federal
46.5% state
43.9% local

Accreditation is completed by regional boards (Copeland & Bennett, 2001).

US K-12 Student Assessment:
Assessment can vary significantly from school to school and even from teacher to teacher
within the same school. Students are generally assessed continually throughout a semester,
via a combination of tests, mid-term/final exams, papers, quizzes, homework assignments,
classroom participation, group work, projects, attendance, etc. (Copeland & Bennett, 2001).

This assessment culminates with a final grade for each course awarded at the end of the
semester. These grades are weighted according to the number of credit hours of the course
and averaged over the students high school career, resulting in a Grade Point Average
(GPA).

Students may also receive a class rank and/or level of distinction at graduation, such as
summa cum laude (GPA: 3.75 and above), magna cum laude (GPA: 3.5 - 3.74) and cum
laude (GPA: 3.25 - 3.49) or valedictorian (class rank of 1) and salutatorian (class rank of
2).

To graduate, a student must typically pass the courses outlined in a curriculum set by state
or school officials.

Under the No Child Left Behind policy, students also complete state exams in
reading/language arts and math in Grades 3-8 and once at the high school level. In
2007/08, a science exam will be introduced at the elementary, middle and high school levels
(US Department of Education, 2007).





Additional Notes on UK K-12 Education:
Types of primary / secondary schools (Directgov, 2007):

State-funded schools, which follow the National Curriculum

Independent or public schools, which set their own curricula and are funded by
student fees and interest earned on school endowments/investments

Students apply for a place at a school, and the school sets its own admissions
criteria.

Assessment of schools:

The Office for Standards in Education, Child Services and Skills (Ofsted)
inspects state-funded schools (and some independent schools) every three
years and publishes the results online (Ofsted, 2007).

The Department for Education and Skills publishes school achievement tables,
listing average student scores at KS 2-4 and post-16 qualifications (Directgov,
2007).

The Independent Schools Inspectorate also assesses independent schools.





UK K-12 Student Assessment:
The UK government sets a K-12 National Curriculum and assessment framework (Directgov, 2007).

At the end of KS 1, teachers assess students in English and Maths, and at the end of KS 2 and 3, students
complete national tests in English, Maths and Science.

At the end of KS 4, students take GCSE exams (General Certificate of Secondary Education). Students may
choose the number and subject of their exams (from the 48 GCSE exams available). They may opt to sit
higher (possible results: A* - D) or lower (C-G) level exams. However, English, Maths and Science are
required subjects, and UK universities typically expect students to sit at least five GCSE exams.

Students continuing on an educational track after GCSEs attend sixth form colleges and sit AS (Advanced
Subsidiary) and/or A2 Level exams. Students on a work-based training scheme after GCSEs may earn
vocational qualifications, such as the NVQ.

Students may attend sixth form for one year, sit the AS Level exams and leave with AS Level qualifications.
Alternatively, students may continue after the AS Level exams for a second year, sit the A2 Level exams and
leave with A (Advanced) Level qualifications.

Students may choose the number and subjects of their exams (from the 80 subjects available). However,
universities typically expect students to complete at least 2 A Level exams, and some courses may specify A
Level subjects and results required for admission. AS, A2 and A Level results range from A E, and AS and
A2 Level results are combined to generate the A Level final results. and are awarded by one of five exam
boards (QCA, 2007). Final results are generally determined by a combined outside assessment of an
examination (70%) and teacher assessment of coursework (30%).




US Undergraduate Curriculum:
Degrees are awarded on the satisfactory completion of a set number of credit hours or
courses (N. Morales, personal communication, July 24, 2007).

Some degree programs also have a capstone project or the option of a department or
honors thesis in the final year.

Under the liberal arts philosophy, a degree program may include a combination of
required major courses, electives within the major, electives outside the major and/or
general education requirements in a variety of disciplines.

The curriculum is generally determined by the university or faculty within the
department.
US Undergraduate Assessment:
Assessment can vary significantly from university to university and even from professor to
professor within the same department (N. Morales, personal communication, July 24, 2007).

Students are generally assessed continually throughout a semester, via a combination of
tests, mid-term/final exams, papers, quizzes, homework assignments, classroom
participation, group work, projects, attendance, etc.

This assessment culminates with a final grade for each class, awarded at the end of the
semester. These grades are weighted according to the number of credit hours of the course
and averaged over the students undergraduate career, resulting in a GPA.

Students may also receive a class rank and/or level of distinction at graduation, such as
summa cum laude (GPA: 3.75 and above), magna cum laude (GPA: 3.5 - 3.74) and cum
laude (GPA: 3.25 - 3.49) or valedictorian (class rank of 1) and salutatorian (class rank of
2).

To graduate, a student must typically pass the classes outlined in a degree curriculum for a
particular major set by department and/or university officials.
US Undergraduate Admissions:
At the undergraduate level, US students apply to each university individually. Students
generally submit applications to the university admissions office, rather than the
department in which they plan to study (B. Costello, personal communication, July 24,
2007).

Admissions decisions are made by admissions counselors upon evaluation of a package
typically containing:
the application form
a summary of the students extracurricular activities
essay(s)
2-3 letters of recommendation by school or community representatives
admissions exam results (SAT I, SAT II and/or ACT)
a transcript of high school grades
admissions fee, often ranging from $50-100 per university

Admissions decisions generally take into account a wide range of factors: a students
academic record, extracurricular or community involvement during high school, work
experience, character, leadership abilities, motivations, interest in attending the specific
university or studying a particular field, etc.


US Graduate Curriculum:
Academic/research degree programs (Masters, PhD) (EAS, 1999):

These programs typically begin with a significant classroom-based component (required
classes and possibly electives). Following the completion of comprehensive exams on
class content, students may progress to doctoral candidacy.

An academic/research Masters or PhD will also include a significant research
component, as well as completion and publication of an original piece of research in the
form of a thesis / dissertation.

Degrees are awarded upon successful defense of the thesis / dissertation.

Professional degree programs (JD, MBA, MD, MSW, MPA, etc.):

These programs often include a set of required courses or core classes and electives
closely-related to the field of study.

Degrees are awarded upon satisfactory completion of these courses.


US Graduate Assessment:
Generally, classes will be continually assessed in the same manner as the undergraduate
level, resulting in a cumulative GPA (EAS, 1999). However, some programs use a high
pass/pass/fail grading system

Academic/research degree programs:

The comprehensive exams and thesis / dissertation component will be assessed
by a faculty committee.

Ideally, the students advisor and/or faculty committee will provide feedback on the
thesis / dissertation proposal, as well as guidance throughout the research and
writing process.

This culminates in a submission of the written thesis / dissertation to the
committee and an oral defense. Feedback is once again provided, and upon
successful defense, the student will submit a final, revised version of the written
work.

The student may also submit written work to journals or industry publications, which
will be peer-reviewed by members of the students field.


US Graduate Admissions:
At the graduate level, US students apply to each university individually again. However, for
law and medicine, students apply through a centralised online application portal (LSAC and
AAMC respectively) (EAS, 1999).

However, admissions decisions are more often made by the department in which the
student plans to study based upon evaluation of a package containing:
the application form
a summary of the students extracurricular and professional experience
a personal statement
2-3 letters of recommendation by university or work referees
admissions exam results (GRE, GMAT, MCAT or LSAT)
a transcript of postsecondary grades.
admissions fee, often ranging from $50-100 per university

Admissions decisions generally take into account a wide range of factors: a students
academic record at the postsecondary level, extracurricular involvement, work experience,
research experience, character, interest in attending the specific university or studying a
particular field, etc.

US Higher Ed. Funding:
In 2006, the US government spent $24,074 per student and 2.9% of its GDP on postsecondary education (NCES,
2007a).

Universities receive funding from state government appropriations (more important for public institutions), the
federal government (student aid, research grants, appropriations), private donors, interest on endowments (more
important for private institutions), student tuition and fees, private organisations (research grants), etc. (NCES,
2007c)

Financial aid:
The average undergraduate cost of attendance for student living on-campus was $26,626 at private non-profit
institutions, $20,328 for out-of-state students at public institutions and $13,455 for in-state students at public
institutions (NCES, 2006c). Average tuition charges rose 30% at four-year, private non-profit institutions,
35% for out-of-state students at public institutions and 41% for in-state students at public institutions.
At the undergraduate level, 50.7% of students receive grants, 35.2 take out loans and 12% use work study
positions to fund their studies (NCES, 2005c).

The average graduate tuition was $11,621 in 2003/04 (NCES, 2006a).
At the graduate level, funding is often available through the US university in the form or research and
teaching assistantships (25.9% Masters students receiving aid, 53.2% doctoral and 15.1% first-professional
degree), loans (57.9%, 37.6%, 84.6%) and grants (39.9%, 64.7%, 39.7%) (NCES, 2006b).

At both the undergraduate and graduate level, student financial need is determined through the FAFSA
process (Federal, 2007). US citizens may take out a government loan, generally at a maximum amount
determined through FAFSA (the cost of attendance minus the estimated family contribution figure).
Depending upon financial need, students may be eligible to receive a non-repayable Pell Grant at a maximum
of $4,130 in 2007/08 or a subsidised government loan, meaning the student will not accrue interest on the
loan during study. Students typically start payment on government loans within 6-9 months of graduation.
Federal work study programs and private loans are also a source of funding for students.


UK Undergraduate Curriculum:
Bachelors degrees (BA, BSc) are generally awarded on the satisfactory completion
of three years of full-time study in a subject (Directgov, 2007). Some courses
require a year abroad or practical training and are four years in length.

Courses typically require students to complete core modules within the
department. Some courses also have a thesis requirement in the final year.

Some flexibility in the course structure may be afforded through elective modules
typically taken within the department or joint honours degrees, by which a student
completes half of the required modules for two courses.

Note medicine (MB) and law may be studied at the undergraduate level. Medicine is
a five- to six-year course. Law is a three-year course.

Due to the nature of study (ie almost solely within ones department), transferring
departments or universities can mean starting over (B. Costello, personal
communication, July 24, 2007).

UK Undergraduate Assessment:
Students are not continually assessed as in the US. Rather, papers are generally completed
at the end of each module and assessed by faculty members (M. Osbourn, personal
communication, October 20, 2007). Students receive a mark (expressed in a percentage)
for each module, which is taken into account in determining the students final degree
results. Modules taken in the first year often do not count toward the students degree
results.

Assessment frameworks, assessment processes and the manner in which marks are
translated into final degree results are determined by the academic department.

Example of assessment in a UK undergraduate humanities degree:
In the Modern Languages department at the University of Oxford, students are assessed through oral
examinations, 12 papers and an extended essay completed primarily in the final year of study
(Modern, 2007). Papers and the extended essay are assessed independently by two graders using a
department framework and then read by a third reader if necessary (Modern, 2006).

Final degree results are expressed in terms of: 1:1 - First class honours, 2:1 - Upper-
second class honours, 2:2 - Lower-second class honours, 2:3 Third, Pass and/or Fail
(Directgov, 2007).




UK Undergraduate Admissions:
At the undergraduate level, UK students apply to a maximum of five universities through a
centralised application portal, UCAS - Universities and Colleges Admissions Service (UCAS,
2007). Students may apply to either Oxford or Cambridge, but not both.

Students apply to the course, rather than to the university at large.

Admissions decisions are made by admissions tutors within the academic department upon
evaluation of a package containing:
a 47-line personal statement
one letter of recommendation from a school representative
GCSE, AS-level and predicted A-level results or other relevant qualifications
application fee 5-15

Admissions decisions generally centre upon the students academic record and potential (P.
Edge, personal communication, 2007). Students may be interviewed as part of the admissions
process, either as a mandatory component of the admissions process or for borderline
applicants.

Students submit applications prior to receiving final A-level results (European Commission,
2007). Students are generally given a conditional offer of admission, upon earning stated A
Level results in the summer before university begins. If students do not earn these results,
they must re-apply for remaining spaces at other universities through the clearing process
(Directgov, 2007).
UK Postgraduate Curriculum:
There are four types of postgraduate degrees (Directgov, 2007)

Postgraduate certificates and postgraduate diplomas are generally 9-12 months in length and more
vocational in nature.

Masters degrees (MA, MSc, LLM, MBA, MEd, MRes, MPhil, etc.) are generally one or two years in length
and are divided into two categories.
A taught Masters course (MSc, MA, MBA, MEd, LLM) includes significant classroom-based
instruction.
A research Masters course (MRes, MPhil) includes research training and prepares students for
doctoral study.
Both types of degrees generally require completion of a 10,000-15,000 word thesis.

Doctoral degrees (DPhil, PhD) are typically three years in length and are driven primarily by students
independent research, though students will often be asked to attend seminars during the course. At end
of the course, students submit a dissertation.

Professional training for many fields occurs through certificate programmes or graduate training
schemes, through which a recent graduate is hired by a company and then completes its professional
training and assessment programme (G. P. Pearce, personal communication, November 1, 2007). Due
to the existence of such programmes, one does not have to study a particular field at the undergraduate
level in order to enter the field.


UK Postgraduate Assessment:
Students are not continually assessed as in the US (E. E. Frey, personal communication,
November 13, 2007).

Rather, for taught Masters courses, essays and/or exams are completed at the end of each
module and assessed by faculty, and the dissertation/thesis is assessed by faculty upon
completion.

For research Masters courses, the thesis/dissertation is assessed by faculty upon completion.

For doctoral courses, often a student will be registered in a research Masters course in the first
instance. Upon successful completion of work in the first or second year, the student will be
registered in the doctoral course.

Results for Masters courses are classified as (Directgov, 2007):
Distinction
Merit (for some but not all courses)
Pass
Fail

Results for doctoral courses are classified as:
Pass
Fail
UK Postgraduate Admissions:
At the postgraduate level, UK students apply to each university individually (European
Commission, 2007). However, a UKPASS centralised application service will be available in
2007.

Admissions decisions are made by the department in which the student plans to study
based upon evaluation of a package containing (E. E. Frey, personal communication,
November 13, 2007):
the application form
a summary of the students extracurricular and professional experience
a personal statement / research proposal
2-3 letters of recommendation by university or work referees
a transcript of postsecondary grades
an application fee

Admissions decisions generally centre upon the students academic record and potential.

Generally, applicants must have at least a 2:2 - lower-second class honours at the
undergraduate level (Directgov, 2007).


UK Higher Ed. Funding:
In 2003, the UK government spent ~9,100 euros / student (European Commission, 2007).
~75% of which is distributed directly to the educational institutions
~25% of which is financial assistance to students

In 2003, the UK government spent 1.14% of its GDP on postsecondary education.

UK universities receive funding from the government (~38%), fees from undergraduates (9%),
research grants (16%), services (18%) and income on endowments / investments (2%)
(Universities UK, 2007c).

As of 1997-98, UK students pay fees to attend university.

Fees are set by individual institutions or departments, but are limited by a feecap set by the
UK government.

The maximum fee for 2008/09 is 3,145 pounds, a 2.4% increase from the 3,070 maximum
fee for 2007/08 (Directgov). Most universities set their tuition rates at the maximum amount
(Reddin, 2007).

The government-imposed tuition cap may be lifted or may end as early as 2010, allowing
universities to set their own rates (BBC, 2007). Meanwhile, some university officials from the
Russell Group, a consortium of 20 research-intensive UK universities, have expressed a
desire to double if not triple the present tuition rates.
UK Higher Ed. Funding:
Financial aid:

The national government offers fee loans and maintenance loans to all undergraduate students with
the maximum loan amount determined by the university fee rate, family income, whether the student
lives at home and whether the student is studying in London (Universities UK, 2007b).

These government loans are paid back at an interest rate equal to inflation, after the student earns
15,000 per year. Loan payments are automatically deducted from the students paycheck at a fixed
amount of 9% of the income earned over 15,000.

Non-repayable student maintenance grants are available for up to 2,765 per year for
undergraduates. Grants are means tested, ie determined on a sliding scale based on family income.
Full grants are generally available to families earning 17,910 per year or less, and partial grants are
often awarded for families earning between 17,991 and 38,330 per year. Nearly half of all first-year
students are eligible for a grant.

Universities may offer a limited number of bursaries or scholarships. Universities charging the
maximum fee rate must provide a non-repayable bursary at a minimum of 305 per year to students
receiving the full maintenance grant. Most universities offer other forms of need- and merit-based
financial aid, which is distributed by the university.

At the postgraduate level, funding is often available through government-funded research councils
specific to major fields of study (Directgov, 2007).

Some research and teaching assistantships are also available from the university, but not on the same
scale as the US.

UK Governance and Stakeholders:
All UK universities but one are government-dependent private institutions
(European Commission, 2007, 26).

The number of university students is determined by the federal government, but
universities select their own students (European Commission, 2007)

Assessment data on UK universities available from a number of bodies:
Research Assessment Exercise for 2001 (and for 2008, forthcoming) (RAE, 2007)
The Quality Assurance Agency for Higher Education (QAA, 2007)
Teaching Quality Information (TQI, 2007)
The Times Good Universities Guide league tables (The Times, 2007)
BBC Student Guide (British Council, 2007)
Guardian University Guide

For accreditation purposes, universities must be recognised by the Department for
Children, Schools and Families (Dfes, 2007). A list of recognised universities can be
found on the Dfes website.

UK universities have recently started hiring development officers and seeking more
private funds (jobs.ac.uk, 2007).

Additional stakeholders include students and families.



Key Similarities and Differences:
Given the historical roots of the US higher education system in Oxbridge, the US and UK
systems retain similar structures of undergraduate and postgraduate study (Altbach, 2005).

However, the influence of the German system on the US in the late 1800s can be seen in the
level of academic freedom and importance of research as a function of the university.

The US higher education system maintains greater autonomy from government influences
relative to the UK (Bok, 1986).

The autonomy of US institutions from the government has resulted in greater institutional
diversity and a higher level of competition between institutions, relative to the UK.

However, when the cap on UK tuition and fees ends in 2010, diversity at least in terms of cost
and prestige may develop in the UK, as less prestigious UK institutions may compete for
students by offering lower tuition rates.

This government autonomy in the US also results in a decentralised undergraduate
application process, university accreditation processes and decisions regarding cost of
attendance, leading to a less transparent and more complicated admissions process for
students and parents.

Key Similarities and Differences:
US faculty and teachers also maintain a high level of autonomy within the university and
secondary school system, as reflected in the decentralised methods of assessment and
decisions about course content.

In the absence of a national curriculum, US students also gain more independence (and
responsibility) for shaping their secondary and postsecondary educational experiences.

US institutions have more stakeholders than UK institutions, and US universities tend to also
be more responsive to these stakeholders and other external forces such as students,
parents, corporate entities, market competition, etc.

Further, US institutions are more competitive than UK institutions in terms of funding,
students, faculty, etc. However, with the introduction of university fees in the UK and
increase in development activities, the notion of institutional competition and the student as
consumer will likely evolve into a more US model.

The number of bachelors degree holders in age brackets over 30 suggests access to higher
education in the US has been greater than the UK (NCES, 2005b; European Commission,
2007). However, this has changed in recent years with similar percentages of UK and US
students under age 30 attending postsecondary education. The participation in
postsecondary education in the UK has risen dramatically over the last 50 years, from 5% in
1956 to approximately 30% presently (Universities UK, 2007a).




Implications for Advising UK Students:
In advising UK students, it is particularly important to take into account issues related to
differences in the US and UK educational systems:

Differences in US and UK terminology
Terms UK students may not be familiar with
Several commonly-held misconceptions

Though not explicitly related to educational differences, it is important to take into account the
following cultural and communication issues when advising UK students:

National terminology
Diversity
Language differences
Cultural and communication style differences





US and UK Terminology:
School is used in the US to describe a place of study at any level. -- In the UK, a school is a
place of study at the primary or secondary level.

College is used in the US to describe a place of postsecondary study. -- In the UK, a college is
place of secondary education.

University is used in the US interchangeably with college. -- In the UK, college and
university may not be used interchangeably.

Course is used in the US to describe a unit of a degree. -- In the UK, a course is a full
degree. Module is the term for an individual unit of a degree at postsecondary level in the UK.

Grade is used in the US to describe a students level in school and result of student
assessment. -- In the UK, years refer to levels in school. Results or marks refer to student
assessment.

Terms Students May Not Be Familiar With:
Freshman, Sophomore, Junior and Senior years of US high school are the equivalent of
Years 10 13 in the UK.

Undergraduate / graduate degrees in the US are the equivalent of first degrees or
Bachelors degrees / postgraduate degrees in the UK.

There is no direct equivalent for credit hours in US universities, as UK degrees are expressed
in time lengths rather than credit hours to be completed.

Required courses and electives in the US are similar to core modules and elective modules
in the UK.

A double major in the US is similar to joint honours in the UK, though US students complete
the curricular requirements for both degrees rather than half the requirements for joint
hounours degrees

There is no direct equivalent of a minor in the US, as students specialise in a particular subject
at the undergraduate level.

Common Misconceptions:
The UK educational system is just as good as the US system and less expensive.
Why should I study in the US?

As tuition rates continue to rise in the UK, the appeal and affordability of US universities
will likely increase for British students.

UK students commonly cite the following reasons for studying at the undergraduate level
in the US: the breadth, number, quality and diversity of US universities, the flexibility of
courses / degree programmes, the liberal arts philosophy, the opportunity for cultural
exchange and improved job prospects. At the postgraduate level, students also cite the
opportunity to conduct research with or study under a particular faculty member, as well
as the increased opportunities to gain funding, contacts and professional experience
whilst studying through assistantships.

Advising strategy: Talk through the benefits of studying in the US with prospective
students, respecting the quality and merits of both the US and UK educational systems.
Common Misconceptions:
Where can I find official rankings of US universities?

Through league tables, RAE and other forms of assessment discussed in previous slides,
relatively unbiased and transparent rankings of UK schools and university departments
are available. Therefore, comparisons between institutions may be made easily by
prospective students and parents.

UK students and parents may expect to find a similar set of rankings for the US.

Yet, in the US, accreditation is handled by regional accreditation bodies, and
standardised, government rankings of universities do not exist.

Unofficial rankings of US universities such as US News and World Reports are available.


Students and parents should be encouraged to read the fine print on how rankings of
US universities are calculated. Rankings may provide a rough indication of the relative
prestige of universities. Note that commercial interests may influence which universities
are profiled or highlighted in university guide publications.



National Terminology:
Keep in mind that each nation of the UK has its own history, national symbols, cultural norms,
football/rugby teams, dialects and ancestral language.

UK is an abbreviation for the United Kingdom of Great Britain and Northern Ireland.

Great Britain and Britain refer to the island comprising England, Wales and Scotland
which is inhabited by British people.

The Republic of Ireland is a separate country on the Island of Eire. The Republic of
Ireland is located on the same island as Northern Ireland, but is not part of the UK.


Sources for cultural notes: (Morrison, Conaway, & Borden, 1994; Norbury, 2003)
Language Differences:
British English is rather different from American English in terms of grammar, punctuation and
vocabulary.