Colleges and universities in the United States are still a popular study destination for Chinese students, with around 277 thousand choosing to take courses there in the 2023/24 academic year. Although numbers were heavily affected by the coronavirus pandemic, China is still the leading source of international students in the U.S. education market, accounting for 24.6 percent of all incoming students. The education exodus Mathematics and computer science courses led the field in terms of what Chinese students were studying in the United States, followed by engineering and business & management programs. The vast majority of Chinese students were self-funded, wth the remainder receiving state-funding to complete their overseas studies. Tuition fees can run into the tens of thousands of U.S. dollars, as foreign students usually pay out-of-state tuition fees. What about the local situation? Although studying abroad attracts many Chinese students, the country itself boasts the largest state-run education system in the world. With modernization of the national tertiary education system being a top priority for the Chinese government, the country has seen a significant increase in the number of local universities over the last decade. Enrolments in these universities exceeded 37 million in 2023, and a record of more than ten million students graduated in the same year, indicating that China's education market is still expanding.

Context

More international students are flocking to China than ever before. According to a report, over 540,000 foreigners studied in China in 2018 – marking a 40 percent increase from 2012. China attracts more international students than any other Asian power and ranks third globally, behind the United States and the United Kingdom.

Content

In 2018 there were a total of 492,185 international students from 196 countries/areas pursuing their studies in 1,004 higher education institutions in China’s 31 provinces/autonomous regions/provincial-level municipalities, marking an increase of 3,013 students or 0.62% compared to 2017. International students in Hong Kong, Macau and Taiwan are not included in the datasets. The datasets contain three CSV files (Continent, Country, Province) with different data about international students in China.

Columns Description

@Continent (Number/percent of international students by continent) Continent- The name of continent Number - The number of total international students Deaths- The percentage of total international students

@Country (Number of international students by country of origin) Rank- The rank of the country based on total students in China Country- The name of the country Number- The number of total international students

@Province (The top provinces/cities with the largest number of international students) Province- The name of the city/province Number- The number of total international students

Acknowledgements

This data collected from moe.gov.cn.

Inspiration

Currently, I'm studying at a Chinese university. Every year many international students come to China for their higher study, and the ratio of international students is growing steadily. This data will help us to understand the ratio of international students in China.

In the academic year 2023/24, there were 331,602 international students from India studying in the United States. International students The majority of international students studying in the United States are originally from India and China, totaling 331,602 students and 277,398 students respectively in the 2023/24 school year. In 2022/23, there were 467,027 international graduate students , which accounted for over one third of the international students in the country. Typically, engineering and math & computer science programs were among the most common fields of study for these students. The United States is home to many world-renowned schools, most notably, the Ivy League Colleges which provide education that is sought after by both foreign and local students. International students and college Foreign students in the United States pay some of the highest fees in the United States, with an average of 24,914 U.S. dollars. American students attending a college in New England paid an average of 14,900 U.S. dollars for tuition alone and there were about 79,751 international students in Massachusetts . Among high-income families, U.S. students paid an average of 34,700 U.S. dollars for college, whereas the average for all U.S. families reached only 28,026 U.S. dollars. Typically, 40 percent of families paid for college tuition through parent income and savings, while 29 percent relied on grants and scholarships.

This series of 11 datasets is drawn from Rhoads, Edward J. M. Stepping Forth into the World: The Chinese Educational Mission to the United States, 1872-81. Hong Kong University Press, 2011.

They document the 120 young Chinese who participated in the pioneering Chinese Educational Mission (CEM) in the United States (1872-1881). The first 8 files are drawn directly from the tables in Rhoads:

Table 2.1 CEM students, by detachment (p.14-17)

Table 5.1. Initial host family assignments (p.51-54)

Table 7.1. CEM students in middle schools (by state and locality) (p. 90-94)

Table 7.2 CEM students in public high schools (by state and locality) (p.96-99)

Table 7.3 CEM students in private academies (by state and locality) (p.99-100)

Table 8.1 CEM students in colleges (by academic year of enrollment) (p.116-118)

Table 9.1 Deaths, dismissals, and withdrawals from the CEM (by date) (p.136)

Table 9.2 CEM students in the June 1880 census (p.138-142)

Based on these tables, I created three synthetic datasets which can be used for statistical and network analyses:

cem_attributes: students' vital attributes, including their multiple names and transliteration, date and place of birth, and other attribute data (one row for each individual).

cem_host: students' host families in the United States

cem_education: students' educational curricula

Each file contains two tabs, one for the data (data), one for the description of variables (key). Grey columns refer to the unstructured information given in the original source.

This dataset is derived from the Whoʻs Who of American Returned Students 遊美同學錄 [Youmei Tongxue Lu] published in Peking [Beijing] in 1917, compiled by the Returned Students’ Information Bureau (Liumei xuesheng tongxunchu 留美學生通訊處) established at Tsinghua School in 1915. This book is crucial for documenting the early liumei's experiences during the transitional period between the late Qing dynasty and the early years of the Republic (1911-).

The dataset records all the institutions to which the students were affiliated in the course of their lives, including the educational institutions in which they studied in China, the United States, and other countries; the public or private organizations in which they were employed; as well as their memberships in clubs and associations. The names of organizations were retrieved automatically from the Chinese biographies using named entity recognition (SpaCy model), then manually cleaned, classified, and validated by the author.

The attached file contains three tabs for (1) the list of affiliations (data); (2) the classification of organizations (class), and (3) the description of variables (key). The dataset records a total of 2,883 affiliations, linking 401 unique individuals to 1,344 unique institutions, distributed as followed:

    category
    n


    education
    565


    association
    271


    administration
    132


    business
    110


    facility
    92


    media
    66


    government
    49


    factory
    30


    other
    22


    military
    7

This table presents the bilingual typology of academic disciplines used in the Modern China Biographical Database. It is based mainly on the typology created by Yuan T'ung-li in his three bibliographical volumes about the doctoral dissertations by Chinese students in the United States, the United Kingdom, and continental Europe. We adapted this typology to include other disciplines that were present in historical sources. There are three levels: - Level 2: name of the academic discipline in English and in Chinese - Level 1: first level of classification and clustering of academic disciplines in English and in Chinese - Level 0: higher level of classification and clustering of academic disciplines in English and in Chinese Main sources: Yuan, T’ung-li. A Guide to Doctoral Dissertations by Chinese Students in America, 1905-1960. Washington, D.C.: Published under the auspices of the Sino-American Cultural Society, 1961. ———. A Guide to Doctoral Dissertations by Chinese Students in Continental Europe, 1907-1962. S.l., 1964. ———. Doctoral dissertations by Chinese students in Great Britain and Northern Ireland, 1916-1961. Uden sted og forlag, 1963.

List of Chinese Students Receiving a Ph.D. in Chemistry between 1905 and 1964. Based on two books compiling doctoral dissertations by Chinese students in the United States. Includes disciplines; university; advisor; year degree awarded, birth and/or death date, dissertation title. Accompanies Chapter 5 : History of the Modern Chemistry Doctoral Program in Mainland China by Vera V. Mainz published in "Igniting the Chemical Ring of Fire : Historical Evolution of the Chemical Communities in the Countries of the Pacific Rim", Seth Rasmussen, Editor. Published by World Scientific. Expected publication 2017.

This table presents the bilingual typology of academic disciplines used in the Modern China Biographical Database. It is based mainly on the typology created by Yuan T'ung-li in his three bibliographical volumes about the doctoral dissertations by Chinese students in the United States, the United Kingdom, and continental Europe. We adapted this typology to include other disciplines that were present in historical sources.

Dataset Description: Typology of Disciplines (Level 2)

Overview: This dataset provides a bilingual typology of academic disciplines, specifically focusing on Level 2 classifications. The terms are extracted from various Chinese sources, with English translations provided. It is structured hierarchically, connecting each Level 2 discipline to broader categories (Level 1 and Level 0), facilitating multilingual academic classification.

Structure: The dataset consists of the following key columns:

Level 2 Discipline (English & Chinese): The specific sub-discipline classification.

Level 1 Discipline (English & Chinese): A broader category that groups multiple Level 2 disciplines.

Level 0 Discipline (English & Chinese): The highest-level classification representing major academic domains.

Level 1 Code: A numerical or coded identifier for Level 1 disciplines, supporting structured data processing.

Purpose & Applications:

Hierarchical Classification: Enables structured categorization of academic fields across multiple levels.

Multilingual Standardization: Supports bilingual terminology consistency in academic and research contexts.

Main sources:

Yuan, T’ung-li. A Guide to Doctoral Dissertations by Chinese Students in America, 1905-1960. Washington, D.C.: Published under the auspices of the Sino-American Cultural Society, 1961.

———. A Guide to Doctoral Dissertations by Chinese Students in Continental Europe, 1907-1962. S.l., 1964.

———. Doctoral dissertations by Chinese students in Great Britain and Northern Ireland, 1916-1961. Uden sted og forlag, 1963.

This dataset tracks annual american indian student percentage from 2015 to 2023 for Chinese Camp Elementary School vs. California and Jamestown Elementary School District

This dataset tracks annual american indian student percentage from 2008 to 2023 for Milwaukee Academy Of Chinese Language vs. Wisconsin and Milwaukee School District

Dataset Card for Chinese Middle School English Exam Questions

If this dataset benefits your work or research, a ❤️ would be greatly appreciated to help others discover it.

  Dataset Summary

A structured collection of English exam questions for Chinese middle school students (grades 7 to 9), including multiple choice, cloze tests, and reading comprehension problems.

  Supported Tasks and Leaderboards

Multiple Choice QA Cloze Test (Multuple Choice, Free Response)… See the full description on the dataset page: https://huggingface.co/datasets/dry-melon/Chinese-middle-school-English-exam-questions.

The number of Chinese students going abroad for study reached ******* in 2024, roughly the same figure as in 2019. The number of students going overseas had fallen to only 451,000 in 2020 due to the Coronavirus pandemic and it took four years to recover to the previous level again. Motivations for overseas study In China, some of the best universities are public universities which get most of their support from the government. Although the number of institutions for higher education and students enrolled in universities inside China have increased significantly in the last few years, the pathways to gaining admission to good universities are still limited. For most people, the national exam “Gaokao” remains the only way to enter a good public university. Therefore, there are students studying abroad to avoid the national exam and to gain admission to a better ranked university. For some study programs, overseas institutions are better equipped and can provide more international academic environment. These qualities attract a lot of Chinese scholars. People who have studied abroad are considered to have a global insight and better language skills, which makes them more competitive in China’s recruitment market. Financing for overseas study Developed countries and regions are still the most popular destinations for Chinese students studying abroad. In some countries, Chinese students have already become an important funding source for their local universities. English-speaking countries including the United States, the United Kingdom and Australia are the leading destinations among them. The United States have since long attracted the largest share of Chinese students, but in recent years more and more Chinese students preferred to study in the United Kingdom instead. However, since students studying abroad are not all from extremely wealthy families, non-English speaking countries where the universities charge less in tuition fees are becoming increasingly popular. While most students from China were self-funded, relying on their parents' support, the number of students who were state scholarship recipients had been increasing over the years.

Explore the progression of average salaries for graduates in Teaching Chinese As A Foreign Language (Us Equiv=Education W/Chinese Specialization) from 2020 to 2023 through this detailed chart. It compares these figures against the national average for all graduates, offering a comprehensive look at the earning potential of Teaching Chinese As A Foreign Language (Us Equiv=Education W/Chinese Specialization) relative to other fields. This data is essential for students assessing the return on investment of their education in Teaching Chinese As A Foreign Language (Us Equiv=Education W/Chinese Specialization), providing a clear picture of financial prospects post-graduation.

This dataset tracks annual american indian student percentage from 2013 to 2018 for Hope Chinese Charter School vs. Oregon and Beaverton SD 48j School District

Historical Dataset of Hope Chinese Charter School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2013-2023),Total Classroom Teachers Trends Over Years (2013-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2013-2023),American Indian Student Percentage Comparison Over Years (2013-2018),Asian Student Percentage Comparison Over Years (2013-2023),Hispanic Student Percentage Comparison Over Years (2013-2023),Black Student Percentage Comparison Over Years (2013-2023),White Student Percentage Comparison Over Years (2013-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (2013-2023),Reading and Language Arts Proficiency Comparison Over Years (2015-2022),Math Proficiency Comparison Over Years (2015-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2015-2022)

This study reports survey results of American and Chinese citizens administered to determine the effect of reciprocity and the absence of reciprocity on public support of international climate treaties. American and Chinese college students and adults were surveyed about their support for signing an international climate treaty including commitments to reduce their greenhouse gas emissions, conditional on the other country signing the same treaty or not. This study finds knowledge of other-country non-support on average decreases cooperative behaviour among all age groups in both the US and China. Knowledge of China’s support for the treaty is found on average to increase support among American adults, while having no noticeable effect on average support among American college students. Chinese citizens are found to not respond positively to reciprocity. Although not statistically significant at conventional significance levels, knowledge of the US’s support is found on average to decrease support among Chinese college students and adults. Key policy insightsTo increase support for international climate treaties, knowledge that another major emitter will sign the treaty does not unanimously increase domestic support.Knowing the other country will not sign the treaty decreases domestic support for signing an international climate treaty for both Americans and Chinese, relative to not being told about the other country’s decision to sign the treaty.Knowing China will sign an international climate treaty on average increases American adult support for signing the same treaty, while American college student support is unaffected.Although not statistically significant at conventional significance levels, knowing the US will sign an international climate treaty on average decreases Chinese support for signing the same treaty.Policy-makers pursuing increased international support of climate treaties by first getting support from countries with substantial historical emissions might deter international support if little attention to fairness concerns is given. To increase support for international climate treaties, knowledge that another major emitter will sign the treaty does not unanimously increase domestic support. Knowing the other country will not sign the treaty decreases domestic support for signing an international climate treaty for both Americans and Chinese, relative to not being told about the other country’s decision to sign the treaty. Knowing China will sign an international climate treaty on average increases American adult support for signing the same treaty, while American college student support is unaffected. Although not statistically significant at conventional significance levels, knowing the US will sign an international climate treaty on average decreases Chinese support for signing the same treaty. Policy-makers pursuing increased international support of climate treaties by first getting support from countries with substantial historical emissions might deter international support if little attention to fairness concerns is given.

Background: In the United States, patients with limited English proficiency face significant barriers to comprehending and acting upon health-related information, particularly during the COVID-19 pandemic. The ability of health professionals to communicate COVID-19-related information to Mandarin-speaking patients has proved critical in discussions about vaccine efficacy, side effects, and post-vaccine protection. Methods: The authors created a one-hour educational module to help Mandarin-speaking medical students better convey COVID-19 vaccine information to Mandarin-only speakers. The module is composed of an educational guide, which introduced key terminology and addressed commonly asked questions, and pre- and post-surveys. The authors recruited 59 Mandarin-speaking medical students from 31 U.S. academic medical centers, all of whom had previously completed a medical Mandarin elective. The module and surveys were distributed and completed in August 2021. Data analysis measured the c...

Historical Dataset of Milwaukee Academy Of Chinese Language is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2009-2023),Total Classroom Teachers Trends Over Years (2008-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2008-2023),American Indian Student Percentage Comparison Over Years (2008-2023),Asian Student Percentage Comparison Over Years (2009-2023),Hispanic Student Percentage Comparison Over Years (2009-2023),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2009-2023),Two or More Races Student Percentage Comparison Over Years (2014-2023),Diversity Score Comparison Over Years (2009-2023),Free Lunch Eligibility Comparison Over Years (2009-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2008-2020),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2011-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2011-2022)

In the academic year of 2022/32, more than ******* Chinese students were studying in the United Kingdom. The number of Chinese students studying in British higher education institutions increased by more than ** percent in the last decade. An attractive destination for Chinese students In recent years, the United Kingdom has overtaken the United States as the top choice among the destination countries for Chinese prospective students. The more affordable tuition fees in the country compared to destinations such as the United States and Australia, the shorter duration of the postgraduate programs, and the reputation of British universities as seen in international rankings have all contributed to the high popularity of the United Kingdom among Chinese students and employers. The diversification of international study destinations At the same time, destinations for Chinese students have become more diverse. The high academic and research performance of the United States in many sectors continues to make it a desirable destination for affluent Chinese students. For students from middle-class or less well-off backgrounds, studying in places such as Japan, Germany, and France are more practical options as these countries offer more affordable programs.

Snapshot img

Test Preparation Market Size 2025-2029

The test preparation market size is forecast to increase by USD 53.84 billion at a CAGR of 7% between 2024 and 2029.

The market is experiencing significant growth, driven by the increasing use of analytical tools in test preparations and technological advances in test preparation services. These developments enable personalized learning experiences and more effective study strategies for students, leading to increased demand for test preparation services. However, the market also faces challenges, including the availability of open-source test preparation materials and the growth of the unorganized sector. These factors put pressure on established players to differentiate themselves through innovative offerings and high-quality services. Companies seeking to capitalize on market opportunities should focus on leveraging technology to provide personalized and effective test preparation solutions while navigating the competition from free resources and unorganized players. Strategic partnerships and collaborations could also be valuable in expanding reach and enhancing offerings. Overall, the market presents significant opportunities for growth, but also requires a focus on innovation and differentiation to remain competitive.

What will be the Size of the Test Preparation Market during the forecast period?

Request Free SampleThe market continues to evolve, integrating digital content and data-driven insights to cater to diverse student demographics. Standardized tests remain a cornerstone, with interactive exercises and online courses offering flexible learning solutions. Test scoring and progress monitoring are enhanced through machine learning and artificial intelligence, while virtual reality and augmented reality technologies bring immersive learning experiences. Subscription models and tutoring services cater to individualized needs, with competitor analysis and study guides providing valuable insights. Online learning platforms offer graduate school admissions and professional certifications, seamlessly integrating with learning management systems. Adaptive learning and personalized study skills help students optimize their test preparation, while test administration and test security ensure reliability and validity. Test preparation software, higher education, and career advancement are interconnected, with predictive validity and academic assessments playing crucial roles. Market research and achievement tests inform entrance exams and diagnostic tests, while test prep materials and practice tests help students master test-taking strategies and time management. Test simulation and social media marketing expand reach and engagement, with content marketing and learning analytics shaping effective test preparation strategies. Test preparation apps and mobile learning offer convenience and accessibility, with search engine optimization and paid advertising maximizing visibility. Performance tracking and feedback reports provide valuable insights, ensuring continuous improvement and growth in the ever-evolving test preparation landscape.

How is this Test Preparation Industry segmented?

The test preparation industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments. Learning MethodBlended learningOnline learningProductUniversity examsCertifications examsHigh school examsElementary examsOthersGeographyNorth AmericaUSCanadaEuropeFranceGermanyItalyUKAPACChinaIndiaJapanSouth KoreaRest of World (ROW)

By Learning Method Insights

The blended learning segment is estimated to witness significant growth during the forecast period.The market is witnessing significant growth due to the increasing adoption of digital content, data-driven insights, and standardized tests. Interactive exercises, online courses, test scoring, and progress monitoring are becoming increasingly popular, offering students flexibility and convenience. Virtual reality and augmented reality technologies are revolutionizing test preparation by providing immersive learning experiences. Content marketing and learning analytics are essential tools for educational institutions and test preparation companies to understand student needs and preferences. Subscription models, tutoring services, and test preparation software are key offerings in the market. Machine learning and artificial intelligence are being integrated to provide personalized learning experiences and adaptive assessments. Test security and reliability are crucial factors, with test centers and proctoring services ensuring test integrity. Market research and competitive analysis help companies stay informed about industry trends and consumer demands. The blended learning approach, which combines online an