Higher Education: Challenges in Attracting International Students
to the United States and Implications for Global Competitiveness 
(29-JUN-07, GAO-07-1047T).					 
                                                                 
More international students obtain a higher education in the	 
United States than in any other country, and they make valuable  
contributions while they are here. For those students returning  
home after their studies, such exchanges support federal public  
diplomacy efforts and can improve understanding among nations.	 
International students have earned about one-third or more of all
U.S. degrees at both the master's and doctoral levels in several 
of the science, technology, engineering, and mathematics fields. 
Yet recent trends, including a drop in international student	 
enrollment in U.S. colleges and universities, and policy changes 
after September 11, 2001, have raised concerns about whether the 
United States will continue to attract talented international	 
students to its universities. This testimony is based on ongoing 
and published GAO work. It includes themes from a September 2006 
Comptroller General's forum on current trends in international	 
student enrollment in the United States and abroad. Invitees to  
the forum included experts from the Congress, federal agencies,  
universities, research institutions, higher education		 
organizations, and industry.					 
-------------------------Indexing Terms------------------------- 
REPORTNUM:   GAO-07-1047T					        
    ACCNO:   A71693						        
  TITLE:     Higher Education: Challenges in Attracting International 
Students to the United States and Implications for Global	 
Competitiveness 						 
     DATE:   06/29/2007 
  SUBJECT:   College students					 
	     Colleges and universities				 
	     Education or training costs			 
	     Foreign students					 
	     Higher education					 
	     Homeland security					 
	     International cooperation				 
	     International relations				 
	     Policy evaluation					 
	     Visas						 
	     Policies and procedures				 

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GAO-07-1047T

   

     * [1]Background

          * [2]The Global Higher Education Landscape Is Providing More Opti
          * [3]Rising Cost of U.S. Higher Education May Discourage Some Int
          * [4]Changes in U.S. Visa Policies Contributed to Real and Percei
          * [5]Concluding Observations

     * [6]GAO Contacts

          * [7]Order by Mail or Phone

Testimony before the Subcommittee on International Organizations, Human
Rights and Oversight, Committee on Foreign Affairs, House of
Representatives

United States Government Accountability Office
GAO

For Release on Delivery
Expected at 9:30 a.m. EDT
Friday, June 29, 2007

HIGHER EDUCATION

Challenges in Attracting International Students to the United States and
Implications for Global Competitiveness

Statement of George A. Scott, Director
Education, Workforce, and Income Security Issues

GAO-07-1047T

Chairman Delahunt, Chairman Hinojosa and Members of the Subcommittees:

I am pleased to be here today to discuss the challenges in attracting
international students to the United States and implications for global
competitiveness. Over 2 million students worldwide study outside of their
country of origin and make economic and foreign policy contributions to
their host countries. The United States has relied on undergraduate and
graduate students from other countries to support both economic and
foreign policy interests. International students have been important
sources of innovation and productivity in our increasingly knowledge-based
economy, brought needed research and workforce skills, and strengthened
our labor force. For those students returning home after their studies,
such exchanges support federal public diplomacy efforts and can improve
understanding among nations.

The United States' competitiveness in a global society must strike a
proper balance among protecting our national security interests, ensuring
our long-term competitiveness, and building bridges with other nations and
their people. It is also essential that we continue to develop our own
domestic capacity.

My testimony today touches on several of the key issues that may affect
the United States' ability to continue attracting the world's most
talented international students to our universities and colleges. My
remarks today are drawn primarily from previous GAO reports, and the
framework for discussing the issues is based on the perspectives and
insights from the Comptroller General's forum held in September 2006 to
discuss American global competitiveness in higher education that included
leaders from government, universities, research institutions, higher
education organizations, and industry.^1 The forum participants'
suggestions and views reported here are not intended to reflect the views
of GAO. All of the work on which this testimony is based was performed in
accordance with generally accepted government auditing standards.

^1GAO, Highlights of a GAO Forum: Global Competitiveness: Implications for
the Nation's Higher Education System,  [8]GAO-07-135SP (Washington, D.C.:
Jan. 23, 2007).

In summary:

           o The global landscape of higher education is changing and
           providing more alternatives for students, particularly as other
           countries expand their educational capacity and technology-based
           distance learning opportunities increase.
           o The cost of obtaining a degree in the United States is rising,
           which may discourage international students from enrolling in our
           colleges and universities.
           o Visa policies and procedures, tightened after September 11,
           2001, to protect our national security interests, may have
           contributed to real and perceived barriers for international
           students seeking to enter the country, but recent changes have
           helped ease barriers.

Background

The United States has historically sought to attract international
students to its colleges and universities. In recent years international
students have earned about one-third or more of all of the U.S. degrees at
both the master's and doctoral levels in several of the science,
technology, engineering, and mathematics (STEM) fields. In academic year
2002-2003 alone, international students earned between 45 percent and 57
percent of all the STEM degrees in the United States.^2

Several federal agencies coordinate efforts to attract and bring
international students to the United States and implement related
requirements. The Department of State (State) manages the student visa
application process, administers some student exchange programs, offers
grants to facilitate international exchanges, and provides information
promoting educational opportunities in the United States. State's Bureau
of Educational and Cultural Affairs supports a global network of more than
450 advising centers around the world that provide comprehensive
information about educational opportunities in the United States and
guidance on how to access those opportunities. In addition, the
Undersecretary for Public Diplomacy and Public Affairs has undertaken
ongoing efforts at outreach. For example, the office has organized several
delegations of American university presidents to travel overseas with the
Undersecretary in order to emphasize the United States' interest in
welcoming international students. The Department of Homeland Security
enforces immigration laws and oversees applications for changes in
immigration status. It also administers the Student and Exchange Visitor
Information System (SEVIS), an Internet-based system that maintains data
on international students and exchange visitors before and during their
stay in the United States. Finally, the Department of Education
(Education) sponsors initiatives to encourage academic exchanges between
the United States and other countries, and the Department of Commerce
offers various activities to help U.S. educational institutions market
their programs abroad.

^2GAO, Higher Education: Federal Science, Technology, Engineering, and
Mathematics Programs and Related Trends, [9]GAO-06-114 (Washington, D.C.:
Oct. 12, 2005).

Students or exchange visitors interested in studying in the United States
must first be admitted to a U.S. school or university before starting the
visa process.^3 Most full-time students enter the United States under
temporary visas, which usually permit them to stay for the duration of
their studies but may require renewals if they return home before their
studies are complete. In order to apply for a visa at a U.S. embassy or
consulate, students are required to submit a SEVIS^4 -generated document
issued by a U.S. college or university or State-designated sponsor
organization when they apply for a visa.^5 State advises student
applicants to apply early for a student or exchange visitor visa to make
sure that there is sufficient time to obtain an appointment for a visa
interview and for visa processing. Among the long-standing requirements
for students applying for a visa is that they demonstrate an "intent to
return" to their country of origin after they complete their studies.
Graduates who wish to stay and work in the United States beyond the time
allowed by their student visas generally need to receive approval for a
change in status, for example, through a temporary work visa or through
permanent residency.

^3A visa allows a foreign citizen to travel to a U.S. port-of entry and
request permission from the U.S. immigration officer to enter the United
States. It does not guarantee entry into the United States.

^4Section 641 of the Illegal Immigration Reform and Immigrant
Responsibility Act of 1996 (IIRIRA), as amended, requires the creation and
implementation of a program to collect information relating to
nonimmigrant foreign students and exchange visitor program participants
during the course of their stay in the United States. Pub. L. No. 104-208,
Div. C, Tit. VI, S 641, 110 Stat. 3009-704 (1996), codified as amended at
8 U.S.C. S 1372. The program became known as SEVP (Student and Exchange
Visitor Program), and its core technology became known as SEVIS. It is
administered by the Bureau of Immigration and Customs Enforcement (ICE)
within the Department of Homeland Security (DHS), and is an Internet-based
system that maintains data on foreign students and exchange visitors
before and during their stay in the United States.

^5The U.S. academic institution or program sponsor provides the
appropriate SEVIS-generated form when the applicant has been academically
admitted to the institution or accepted as a participant in an exchange
program. To ensure that they will be able to arrive in time for the start
of their educational program in the United States, applicants need to
request and receive the appropriate visa-qualifying document from the U.S.
institution or program sponsor well in advance of their planned arrival in
the United States.

Although the United States continues to enroll more international students
than any other country, the number of international students enrolled in
U.S. higher education institutions leveled off and even dropped slightly
after 2001, as shown in figure 1. Figure 2 shows that the U.S. share of
international students worldwide decreased between 2000 and 2004.
According to the Institute of International Education, the decline in the
number of international students attending U.S. higher education
institutions between 2002 and 2003 was the first drop in over 30 years.^6
While some preliminary data suggest that international student enrollment
numbers may be rebounding, enrollments have yet to return to previous
levels. Nevertheless, the United States continues to be a prime study
destination for international students for numerous reasons: its
high-quality higher education institutions, top-ranked graduate programs,
strong research funding, English-language curriculum, and a diverse
foreign-born faculty.

^6Institute of International Education, Open Doors: Report on
International Educational Exchange, 2004, New York.

Figure 1: Estimated Number of International Students Enrolled in U.S.
Higher Education, 1984/1985 to 2005/2006

Figure 2: Estimated Percentage of All International Higher Education
Students Enrolled in a Selection of Countries by Destination, 2000 and
2004

Note: Information in this graph includes only those countries for which
both 2000 and 2004 data were available, except for Canada, for which the
year of reference is 2002. GAO did not assess the reliability of the data
for the percentage of students enrolled in schools outside the United
States. Also, the definition of international students is not uniform
across countries.

^aOther OECD countries include Austria, Belgium, Denmark, Finland, Greece,
Hungary, Iceland, Ireland, Italy, Korea, Luxembourg, Mexico, the
Netherlands, Norway, Poland, Portugal, the Slovak Republic, Spain, Sweden,
Switzerland, and Turkey.

^bNon-OECD countries include Brazil, Chile, India, Malaysia, the Russian
Federation, South Africa, and others.

The Global Higher Education Landscape Is Providing More Options for Students

As worldwide demand for higher education continues to rise, changes in the
global higher education landscape have provided students with more
options. For example, technological advancements have spurred online
courses and even completely online programs that cater largely to
nontraditional students having work and family commitments. Between 1995
and 2001, enrollment in distance education at the college level nearly
quadrupled to over 3 million students, according to Education's most
recent data.

In addition, international partnerships allow institutions to share
faculty members and facilitate study abroad opportunities. International
branch campuses now provide international students the opportunity to
receive an American education without leaving their home country.

Greater competition has prompted some countries to embrace instruction in
English and encouraged other systems to expand their recruiting activities
and incentives. Germany alone offers nearly 400 courses in English that
are geared toward international students. In terms of recruiting, several
of the participants during our global competitiveness and higher education
forum suggested that some countries appear more committed to attracting
international students than the United States or are now competing with
the United States for the best and the brightest students. Japan offers
the same subsidized tuition rates to international students as domestic
students, while Singapore offers all students tuition grants covering up
to 80 percent of tuition fees as long as they commit to working in
Singapore for 3 years after graduation. France and Japan have also
strengthened and expanded their scholarship programs for international
students. Some countries' recruiting efforts include providing
scholarships to international students who may not be able to afford the
costs of obtaining a higher education degree in the United States.

In addition, some countries have also developed strategic plans or offices
that address efforts to attract international students. The German
Academic Exchange Service and EduFrance offer examples where government
agencies have been tasked with international student recruitment.
Participants at GAO's forum on global competitiveness expressed concerns
that the United States lacked such a national strategy for recruiting
international students and emphasized a need to both explore new sources
of international students as well as cultivate U.S. domestic capacity.

Rising Cost of U.S. Higher Education May Discourage Some International Students
from Coming

As the cost of attending college in the United States rises, international
students may be discouraged from coming here to study. Higher education in
the United States ranks among the most expensive in the world. As shown
from OECD data in table 1, in 2003-2004 annual average tuition at public
U.S. colleges and universities ($4,587) was second only to Australia
($5,289) and more than 2.5 times higher than Europe's system with the
highest tuition fees, that of the United Kingdom.^7 In terms of private
higher education providers, U.S. institutions ranked the highest at more
than $17,000 per year followed by Australia ($13,420), Italy ($3,992), and
Portugal ($3,803).

Table 1: Estimated Annual Average Tuition Fees Charged by Select OECD
Countries' Tertiary-Type A Educational Institutions (School Year
2003-2004)

OECD countries     Public institutions Private institutions 
Australia                       $5,289              $13,420 
United States                    4,587               17,777 
Canada                           3,267                   -- 
New Zealand                      2,538                3,075 
Italy                              983                3,992 
Portugal                           868                3,803 
Austria                            853                  800 
Spain                              801                   -- 
Belgium (Other)                    658                  751 
Belgium (Flanders)                 540                  536 
Hungary                            351                  991 
Czech Republic                       0                3,449 
Denmark                              0                   -- 
Finland                              0                    0 
Iceland                              0                3,000 
Slovak Republic                      0                   -- 
Sweden                               0                    0 
Netherlands                         --                1,565 
United Kingdom                      --               $1,794 

Source: OECD Education at a Glance 2006. Paris.

^7Higher education institutions in the United Kingdom are privately
controlled. However, because they are funded largely by the state, they
are commonly regarded as public institutions in international comparative
analyses.

Note: In equivalent U.S. dollars converted using purchasing power parity
(PPP), by type of institutions, based on full-time students. Zero values
indicate no tuition and dashed values indicate that data were either
missing or the category was not applicable. These figures represent the
weighted average of the main Tertiary-type A programs and do not cover all
educational institutions. However, the figures reported can be considered
as good proxies and show the difference among countries in tuition fees
charged by main educational institutions for the majority of students.
Tertiary-type A programs are largely theory-based and designed to provide
sufficient qualifications for entry to advanced research programs and
professions with high skill requirements. They have a minimum cumulative
theoretical duration of three years' full-time equivalent, although they
typically last four or more years.

Moreover, student costs at U.S. colleges and universities continue to
rise. Figure 3 depicts average undergraduate tuition and room and board
costs between 1976 and 2004 for full-time students in degree-granting
programs at both 4-year public and private higher education institutions
as well as public 2-year institutions. Average costs for private colleges
and universities have risen the most since 1990, from $13,237 to $26,489.
However, in percentage terms the most growth took place at 4-year public
institutions; the change between 1990 and 2004 was approximately 118
percent compared to a 100 percent increase at 4-year privates and an 83
percent increase at 2-year institutions.

Figure 3: Average Undergraduate Tuition and Fees and Room and Board Rates
Charged for Full-Time Students in Degree-Granting Institutions, by Type
and Control of Institution: 1976-1977 through 2004-2005

Note: Data for 1986-1987 and later years reflect a basis of 20 meals per
week rather than meals 7 days per week. Because of this revision in data
collection and tabulation procedures, data are not entirely comparable
with figures for previous years. Room and board data are estimated. Data
were imputed using alternative procedures. Preliminary data based on fall
2003 enrollment weights. Data are for the entire academic year and are
average total charges for full-time attendance. Tuition and fees were
weighted by the number of full-time-equivalent undergraduates, but were
not adjusted to reflect student residency. Room and board were based on
full-time students. The data have not been adjusted for changes in the
purchasing power of the dollar over time. Data for 1976-1977 to 1996-1997
are for institutions of higher education. Institutions of higher education
were accredited by an agency or association that was recognized by the
U.S. Department of Education, or recognized directly by the Secretary of
Education. Because of their low response rate, data for private 2-year
colleges must be interpreted with caution.

International students generally do not rely on U.S. federal funding to
study in the United States. According to the Institute of International
Education's Open Doors 2004/2005 report, which provides data on
international student mobility patterns from U.S. universities, an
estimated 71 percent of all international students reported their primary
source of funding coming from personal and family sources or other sources
outside of the United States. The effects of high and rising tuition and
other factors on international enrollment patterns are difficult to
estimate, but some policymakers are concerned that costs may be
discouraging some international students from coming to U.S. higher
education institutions.

Changes in U.S. Visa Policies Contributed to Real and Perceived Barriers for
International Students to Enter the Country, but Recent Improvements Have Helped
Ease Some of the Burden

After September 11, State and Homeland Security, as well as other
agencies, took various steps to strengthen the visa process as an
antiterrorism tool. This has made the visa process more robust, but may
have contributed to real and perceived barriers for international students
as well as fueled perceptions that international students were not
welcome. Almost all visa applicants must now be interviewed by a consular
adjudicating officer at a U.S. embassy or post; this requirement has both
affected the number of visas issued and extended wait times for visas
under certain circumstances.^8 We have reviewed aspects of the visa
process and have made many recommendations to strengthen the process in a
way that reduces barriers for international students while balancing
national security interests. In October 2002 we cited the need for a clear
policy on how to balance national security concerns with the desire to
facilitate legitimate travel when issuing visas and made several
recommendations to help improve the visa process.^9 In 2003, we reported
that the Departments of State, Homeland Security, and Justice could more
effectively manage the visa process if they had clear and comprehensive
policies and procedures as well as increased agency coordination and
information sharing.^10 In 2005 we reported on State's management of J-1
exchange programs.^11 Separately in 2005, we reported on the department's
efforts to improve the time required to process visas for international
science students and scholars as well as others.^12 In 2004 we found that
the time to adjudicate a visa depended largely on whether an applicant had
to undergo a Visas Mantis security check. Visas Mantis security checks
target foreigners who might be involved in violation or evasion of U.S.
laws by exporting goods, software, technology, or sensitive information,
aiming to prevent proliferation of weapons of mass destruction and
conventional weapons. Between January 2004 and June 2006, almost 28
percent of all visa applications sent for Mantis security checks were for
students or exchange participants. State has acknowledged that long wait
times may discourage legitimate travel to the United States, potentially
costing the country billions of dollars in economic benefits, including
from foreign students,^13 and adversely influencing foreign citizens'
impressions and opinions of our nation.

^8See GAO, Border Security: Reassessment of Consular Resource Requirements
Could Help Address Visa Delays, [10]GAO-06-542T (Washington, DC: Apr. 4,
2006).

^9GAO, Border Security: Visa Process Should Be Strengthened as an
Antiterrorism Tool, [11]GAO-03-123NI (Washington, D.C.: Oct. 21, 2002).

^10GAO, Border Security: New Policies and Increased Interagency
Coordination Needed to Improve Visa Process, [12]GAO-03-1013T (Washington,
DC: July 15, 2003).

^11GAO, State Department: Stronger Action Needed to Improve Oversight and
Assess Risks of the Summer Work Travel and Trainee Categories of the
Exchange Visitor Program,  [13]GAO-06-106 (Washington, D.C.: Oct. 14,
2005).

^12GAO, Border Security: Streamlined Visas Mantis Program Has Lowered
Burden on Foreign Science Students and Scholars but Further Refinements
Needed, [14]GAO-05-198 (Washington, D.C.: Feb. 18, 2005).

Much progress has been made over the years with respect to the visa
process. Since 2002, State and other agencies have implemented many of our
recommendations aimed at strengthening the visa process as an
antiterrorism tool while improving processes to facilitate legitimate
travel. In particular, State has issued standard operating procedures, in
consultation with Homeland Security, to inform consular officers on issues
such as special security checks and student visa requirements. In 2005, we
reported a significant decline in both Visas Mantis processing times and
cases pending more than 60 days.^14 Recent visa data show an increase in
the number of student visas issued in the last few years.^15 According to
State Department data, the combined student visa issuance levels for
fiscal year 2006 increased by about 20 percent from fiscal year 2002. See
figure 4 for the issuance trends for individual student visa categories.

Broader efforts to facilitate travel to the United States for
international students have also been implemented. State has expedited
interviews for students. In addition, the length of time that some visa
clearances are valid has been extended. In February 2007, State issued
guidance to posts that applicants should receive an appointment for a
student visa interview within 15 days or less.^16 We are continuing to
study aspect of these issues, including visa delays and Visas Mantis
security checks, which we will be reporting on in the coming months.

^13In March 2007, the Deputy Secretary of State for Visa Services
testified that, according to Department of Commerce figures, international
students contribute $13.5 billion each year to institutions they attend
and the surrounding communities in which they live.

^14GAO, Border Security: Streamlined Visas Mantis Program Has Lowered
Burden on Foreign Science Students and Scholars, but Further Refinements
Needed, [15]GAO-05-198 (Washington, D.C.: Feb. 18, 2005).

^15For purposes of this testimony, unless otherwise noted, when we refer
to student and exchange visitor visas we are referring to F-1 and J-1 visa
categories only. The F-1 is for individuals seeking to study at accredited
American higher education institutions and the J-1 is for participants in
visitor exchange programs.

Figure 4: Student Visa Issuance Trends, Fiscal Years 2002 to 2006

Concluding Observations

The United States must maintain an appropriate balance between protecting
national security interests and ensuring our long-term competitiveness.
The United States has relied on undergraduate and graduate students from
other countries to support both economic and foreign policy interests.
Changes designed to protect national security in the wake of September 11
may have contributed to real and perceived barriers for international
students, and the subsequent decline in international enrollments raises
concerns about the long-term competitiveness of U.S. colleges and
universities. Rising U.S. tuition costs and growing higher education
options worldwide further demonstrate that the United States cannot take
its position as the top destination for international students for
granted. While federal efforts to reduce barriers for international
students have helped, monitoring current trends and federal policies is
essential to ensuring that the United States continues to obtain talented
international students in the face of greater global competition.

^16In July 2004, State issued a cable to posts that directed them to give
priority scheduling to persons applying for F, J, and M visas. As
explained in the cable, students and exchange visitors are often subject
to deadlines, so State directed posts to have well-publicized and
transparent procedures in place for obtaining priority appointments for
them.

Mr. Chairman, this concludes my prepared statement. I would be happy to
respond to any questions you or other members of the subcommittees may
have at this time.

GAO Contacts

For further information regarding this testimony, please contact me at
(202) 512-7215. Individuals making key contributions to this testimony
include Sherri Doughty, Carlo Salerno, Marissa Jones, John Brummet, Eugene
Beye, Carmen Donohue, Eve Weisberg, Melissa Pickworth, and Susannah
Compton.

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Highlights of [23]GAO-07-1047T , a testimony before the Subcommittee on
International Organizations, Human Rights, and Oversight, Committee on
Foreign Affairs, House of Representatives

June 29, 2007

HIGHER EDUCATION

Challenges in Attracting International Students to the United States and
Implications for Global Competitiveness

More international students obtain a higher education in the United States
than in any other country, and they make valuable contributions while they
are here. For those students returning home after their studies, such
exchanges support federal public diplomacy efforts and can improve
understanding among nations.

International students have earned about one-third or more of all U.S.
degrees at both the master's and doctoral levels in several of the
science, technology, engineering, and mathematics fields. Yet recent
trends, including a drop in international student enrollment in U.S.
colleges and universities, and policy changes after September 11, 2001,
have raised concerns about whether the United States will continue to
attract talented international students to its universities.

This testimony is based on ongoing and published GAO work. It includes
themes from a September 2006 Comptroller General's forum on current trends
in international student enrollment in the United States and abroad.
Invitees to the forum included experts from the Congress, federal
agencies, universities, research institutions, higher education
organizations, and industry.

[24]What GAO Recommends

This testimony does not contain recommendations.

GAO identified the followingkey issues that may affect the United States'
ability to continue attracting the world's most talented international
students to our universities and colleges:

           o The global higher education landscape is changing and providing
           more alternatives for students, as other countries expand their
           educational capacity and technology-based distance learning
           opportunities increase. For example, enrollment in college-level
           distance education has nearly quadrupled since 1995. In addition,
           U.S. universities are establishing branch campuses in other
           countries and partnerships with international institutions,
           allowing international students to receive a U.S. education
           without leaving home. Greater competition has prompted some
           countries to offer courses in English and to expand their
           recruiting activities and incentives. Some countries also have
           developed strategic plans or offices focused on attracting
           international students.
           o The cost of obtaining a U.S. degree is among the highest in the
           world and rising, which may discourage international students.
           Average tuition in 2003 at public U.S. colleges and universities
           was second only to Australia. Moreover, tuition and associated
           costs continue to rise. While the effects of high and rising costs
           and related factors are difficult to estimate, some policymakers
           are concerned they may be discouraging international students from
           coming to the United States.
           o Visa policies and procedures, tightened after September 11 to
           protect our national security, contributed to real and perceived
           barriers for international students. Post-September 11 changes
           included a requirement that almost all visa applicants be
           interviewed, affecting the number of visas issued and extending
           wait times for visas under certain circumstances. GAO has made
           several recommendations to strengthen the visa process in a way
           that reduces barriers for international students while balancing
           national security, and recent changes have improved the process.
           Processing times for certain security reviews have declined, and
           recent data show more student visas issued in the last few years.
           The Department of State also has taken steps to ease the burden on
           students, including expediting interviews and extending the length
           of time that some visa clearances are valid. We are continuing to
           study aspects of these issues.

The United States must maintain an appropriate balance between protecting
national security interests and ensuring our long-term competitiveness.
Monitoring current trends and federal policies is essential to ensuring
that the United States continues to obtain talented international students
in the face of greater global competition.

References

Visible links
8. http://www.gao.gov/cgi-bin/getrpt?GAO-07-135SP
9. http://www.gao.gov/cgi-bin/getrpt?GAO-06-114
  10. http://www.gao.gov/cgi-bin/getrpt?GAO-06-542T
  11. http://www.gao.gov/cgi-bin/getrpt?GAO-03-123NI
  12. http://www.gao.gov/cgi-bin/getrpt?GAO-03-1013T
  13. http://www.gao.gov/cgi-bin/getrpt?GAO-06-106
  14. http://www.gao.gov/cgi-bin/getrpt?GAO-05-198
  15. http://www.gao.gov/cgi-bin/getrpt?GAO-05-198
  16. http://www.gao.gov/
  17. http://www.gao.gov/
  18. http://www.gao.gov/fraudnet/fraudnet.htm
  19. mailto:[email protected]
  20. mailto:[email protected]
  21. mailto:[email protected]
  22. http://www.gao.gov/cgi-bin/getrpt?GAO-07-1047T
  23. http://www.gao.gov/cgi-bin/getrpt?GAO-07-1047T
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