FAQ

Choosing a school is the most important thing. Only with a full understanding of the characteristics, requirements, and facilities of different schools, and based on your child's personality, academic ability, talents in arts and sports, and other specialties, as well as the goals that parents and children wish to achieve over four years of high school, can you proceed step-by-step to prepare for entry scores, strengthen foundation in specific subjects, and prepare materials for extracurricular activities, etc. First, schools in the U.S. have a minimum entry score requirement, and if this requirement is not met, the chances of a successful application are low. Second, U.S. high schools have clear training and teaching objectives. You should clearly identify what your child needs and wants to study. If you don't align with the school's goals and aren’t the type of student the school desires, even if conditions are good, you’ll likely have difficulty being admitted. This is something that U.S. study abroad applicants must understand. Once your child meets the score requirement, it’s important to consider whether they fit the school’s training objectives.

Each family has its own circumstances, and the most important thing is your family’s specific situation. Some relevant criteria need to be objectively considered. You can’t hope for just one school nor evaluate many schools at once. So, encountering different schools is often based on "chance" or getting to know students or parents at a particular school and feeling some alignment in terms of family background or educational views. Or, by reading about current students’ experiences and seeing if their growth aligns with your own expectations for your child. Or, you might read a parent’s review and particularly value one characteristic of a school, using it as a criterion to choose schools with similar features and then start narrowing down. The more research I do on schools, the more I feel that there’s no school that’s completely unacceptable. Criteria like school ranking, post-graduation orientation, number of advanced courses, etc., become less important. Generally, it can be said that “famous boarding schools have resources far beyond what your child can use over the next four years.” Therefore, groups of criteria will be used to assess: teaching level and number of AP courses in one group, college admission rate and school ranking in another, international student management and number of Chinese students in yet another, with the remaining criteria considered afterward.

To evaluate a school’s academic level, I think it can be approached from the following aspects: (1) First, the academic qualifications of teachers, PhD and master’s ratios, as well as the institutions from which teachers graduated, and the academic level of the school’s programs; (2) Next, the development of math, science, and computer clubs, the competitions students have participated in, results, and awards; (3) The social status of alumni within the past five years, their admission rates to prestigious universities, as well as SAT scores; (4) Visits to various science labs and facilities, including teaching equipment, project backgrounds, etc.; (5) The curriculum (advanced courses), and if possible, review the school’s teaching materials and training programs.

It depends on the school’s sports and cultural facilities, how extracurricular activities are organized, the number of sports events (especially team events), the mandatory requirements for participating in sports events, etc. For example, some schools may require participation in at least one sport per season, and schools that emphasize sports should be given priority, as they show that they encourage students to stay active outside of academics. Then, evaluate the school’s sports performance—how many divisions does the hockey team have, and what ranks have they achieved? Similarly, for arts, it depends on whether there are a variety of options and what graduation requirements exist for these subjects. Schools like Concord with high art standards and a range of options in performing arts (e.g., piano, ensemble) and visual arts (e.g., sketching, watercolor, photography) cultivate well-rounded students in morality, intellect, physique, aesthetics, and labor. Lastly, look at the school’s sports and cultural facilities. Good and comprehensive facilities indicate a higher level of activity in these areas.

Generally, American parents send their children to single-gender schools hoping that through specially designed courses, children can better explore their own potential with less influence from the opposite gender. Another point is that competition in single-gender schools tends to be relatively lower, which may suit students, especially those who are less confident. For instance, girls' schools focus more on cultivating leadership and confidence. I think they are better for quieter, less sociable girls. Girls' schools have greatly helped with character building in recent years. Single-gender schools typically have partner schools, offering various activities on weekends and other free time to provide opportunities to meet and interact with the opposite gender. In general, don’t worry too much; consider the child’s needs and make a decision based on their personality and preferences.

Is transportation convenient (students often won’t want to return to China or go to other cities frequently)? What is the situation with nearby schools (can they create a good learning environment; many parents tend to go to the Northeast, and boarding schools in the Northeast are considered 'famous,' with many renowned universities nearby, offering more opportunities for interaction)? Urban and rural settings (this isn't the main focus; both have their strengths, depending on the overall environment, better public security, and a better setting). East Coast, West Coast, and central regions: If going to the central region, I hope it's a top local school for better resources. East vs. West: the East has a traditional, academic feel with cultural and historical richness, while the West is open, free, and innovative, with less competition and pressure in central regions. Urban schools have more human resources, while rural schools offer more sports and resources.

International students at many schools come from around the world, with the largest groups being Chinese, Indian, Korean, and Vietnamese students, followed by others. The number of international students depends on entry requirements. Generally, schools with high requirements have a limit on the percentage of international students, with most being Chinese. Be cautious with high percentages. In a good school and location, a high number of international students is acceptable as it indicates demand. A low percentage may mean fewer international admissions (like I-20 visas are not granted). Generally, 10%-30% international students is acceptable, offering a diverse learning environment, though high numbers might foster Asian cliques, but this can happen at any school. Ultimately, it depends on the student’s personality and ability to socialize.

There’s no direct link between school size and resources. Many small schools use nearby town resources to supplement what’s not available on campus. Larger schools have more varied resources but face competition, limiting individual opportunities. Concord Academy, for example, has over 300 students, close to Boston, with access to resources like orchestras, ballets, volunteering, Harvard Extension, etc. With fewer students, teachers know students’ interests well, offering national competition opportunities, etc., fostering individual strengths. Ultimately, what matters is if children like the environment.

A host family is crucial, directly impacting a student’s study-abroad experience. Finding a warm, caring, and compatible family is ideal. A good host family helps children integrate faster and focus on studies. Schools usually arrange host families, based on requirements (like similar culture, similar-aged child of the same gender, private room, educated parents with jobs, no bad habits, smoke-free, and within 20-minute drive, etc.). The selection process involves teachers, parents, and alumni prioritizing preferences. Once confirmed, connect with the host family online to understand each other better. If dissatisfied, you can request a change.

The number of advanced courses can reflect a school’s academic level, to a certain degree, and is one reference point. More AP courses aren’t necessarily better; look comprehensively at teachers and advanced course contexts like Honors or IB. Schools usually offer about five AP courses. Beyond that, selections become more specific. Many top high schools don’t offer many APs as their course difficulty is competitive. Students should choose APs scientifically based on personal needs. Some take too many APs at once, leading to low success rates. Success in APs isn’t about quantity; choosing the right courses maximizes effectiveness and improves scores.

U.S. high schools have three application systems: SAO, Gateway, and Ravenna. SAO includes 4 student essays and 3 parent essays. In addition, applying to different schools may involve their own unique document requirements. Each Gateway school is different, and the documents will vary slightly. Each school has 2-3 essays, and they also require documents from the parents.

Each child has unique characteristics, which need to be shown in the parents’ documents to match the student’s application. Each school application system will have specific questions for parents. For example, what do you think is the biggest challenge your child has faced? From a descriptive perspective, you could explain how the child handles challenges and what they have learned. Another example is to consider what experiences you hope your child will have in middle school. You can also think about how to align with American education concepts, as well as the academic interests, specializations, and maturity you hope your child will develop. Due to the pandemic, documents may also ask about how the child's studies have been affected by the pandemic and the impact on the family. This is an opportunity to highlight the child's efforts, including any social contributions or quality family time during the pandemic. Remember that the main role of parent documents is to communicate the family environment in which the child grew up, describe the child's personality traits, and emphasize the parents’ educational philosophy. For instance, if a student mentions they like programming and robotics and have received awards, the parent essay should discuss how, as parents, you have guided, encouraged, and supported this interest without just emphasizing how good they are. Furthermore, original documents in the application system often have word limits, so review the title and word limit before starting to write.

For top boarding schools, as long as you ensure submitting the application and completing the interview by the deadline, the order doesn't matter because the school won’t review documents until after the deadline. For day schools, many schools can only schedule interviews after all application documents are submitted, though some schools will allow an interview with minimal initial documentation.

The concept of contribution is very important in U.S. private schools, as schools want students who can both improve themselves and create value for the community. Consider these perspectives: 1. Regional culture, religion, diversity sharing (the main point of U.S. international high schools is to provide students with diverse perspectives. For example, Vietnamese and Virginian students should view the Vietnam War differently. If your child can add cultural diversity to the student body, it naturally benefits the school). 2. The student’s ability to influence others (schools don’t just want strong students but also interesting ones who positively influence their peers. This might include club leadership, team captaining, event organizing, communication skills, enthusiasm, and a willingness to share interests with others.) 3. Interests and strengths: hard skills/potential (U.S. high schools highly value art and sports competitions. Schools appreciate students with strong capabilities in areas they value, as these students may help the school achieve accolades).

In general, students need transcripts from two and a half years before the application year. For example, for a student moving from grade 8 to grade 9, the required transcripts for application are from the previous years. Some schools may require you to submit the grade 8 semester transcript before ranking is released, depending on the school, although not all require this.

If you want to get into a top U.S. high school, it can be challenging, especially if your background is in a public school, not an international program, but it’s still possible. For example, aside from TOEFL and SSAT, you can take some exams to demonstrate academic ability. Some students even try PSAT and SSAT exams, and high scores certainly help. If the child has strong academic energy, they can prove it through high-ranking American academic competitions, like the SCAT test from the CTY talent summer camp at Johns Hopkins University (with Grand Honor being excellent, and High Honor being good), AMC 8 math competition, and more. Generally, if we estimate the GPA's weight in the high school application process, for students with excellent English skills, it may only account for around 10%. If English is average, this weight can increase to 30%. The main assessment comes from the application platform, with limited space for explanations, so everything relies on interviews where time and space are very limited.

U.S. high schools are actually quite familiar with international schools. When filling out applications, many schools display specific Chinese cities in their application portals based on accumulated student admissions data. If we only look at the transcript, the school’s level can be assessed by the subjects and course categories offered. However, public high schools usually focus on college entrance exams, so they may lack in other areas. In general, the transcripts and recommendation letters from public schools hold less value in the eyes of U.S. high schools compared to international schools.

GPA generally affects the choice of school to apply to, but it depends on the specific GPA in Chengdu's context. If there is a C grade, it is a disadvantage; if there is one or two B grades in non-core subjects, the impact is minor. This requires specific analysis. American high school admissions do not depend solely on GPA and TOEFL; they also consider interviews, essays, interests, and specialties. If the child is well-prepared for the interview, can speak comfortably with the interviewer, show depth of thought, and has strong qualities in one area, they have a high chance of getting into a good school. Additionally, if the child has certain abilities, they can take part in international exams that support applications to U.S. high schools.

To apply to private boarding middle and high schools in the U.S., recommendation letters are required. Schools generally ask students to submit three letters: one from the English teacher, one from the math teacher, and one from the homeroom teacher or principal. Different schools may request personal recommendations from teachers or coaches based on the child’s specialties, such as sports, music, or art. For personal recommendations, you can ask anyone except the required teachers, as long as the recommendation adds value to your child’s application. Other schools may require letters from professional educational counselors. Domestic schools don’t have such resources, so recommendations from intermediaries in top U.S. schools are not always reliable.

1. Certificates from domestic and international competitions generally hold limited value. 2. Some admissions officers may want to see performance videos, depending on the specific situation. 3. If you specialize in an instrument, first check if the school has resources for it. For example, if a student is a national champion on the guzheng, but U.S. high schools do not have a guzheng program, it will not be useful. If there’s a match, when visiting the school, you may schedule a meeting with the music teacher or show a video for evaluation. 4. If the child has music expertise, besides demonstrating performance skills (e.g., submitting performance videos or joining competitions), consider expanding this by participating in social activities like music therapy or using their skills in volunteer work or school band performances. This not only demonstrates musical talent but also shows social responsibility, empathy, social skills, and teamwork.

This topic covers a lot, and different personal situations will have different focal points. Generally, the preparation can be divided as follows: 1. Know yourself. The core of the interview is to introduce yourself to the school in a conversational way and to 'present' yourself. Of course, there are some strategies, but the most fundamental part is self-analysis, understanding your strengths and personality traits, so you can handle questions with ease, remain flexible, and still stay consistent. 2. Familiarize yourself with the school. School selection is a two-way process; admissions staff hope to find students they like, and at the same time, students should also find a school that appeals to them. Therefore, in the interview, we must show enthusiasm for the target school, fully understand the school's philosophy and features, and align these with our school selection principles. 3. Adjust your mindset. An interview is a test of on-the-spot performance, and although many students are excellent, nervousness and other mental imbalances can prevent them from showcasing their strengths. Thus, it’s essential to prepare well and also adjust your mentality to confidently face the interviewers. U.S. high school admissions staff typically want to know: 1. Who are you? 2. What do you expect from us or who do you want to become?

For applications to U.S. boarding high schools, whether top high schools or not, the Vericant test may be one of the application requirements, but it is not a bonus. Most top boarding schools in the U.S. require Vericant scores along with other application materials, and only after passing can the school schedule an interview. The Vericant test is conducted online, with live video interviews administered by the organization’s staff and teachers. The interview questions aren’t directly related to the application, but cover all aspects of a student’s life. After the interview, Vericant provides a score based on the student's expression and logical thinking skills. Given the increasing number of applicants to U.S. high schools, competition has become intense. This year, if you aim to apply to the top 30 U.S. high schools, a Vericant score of at least 5 (out of 6) is required. However, schools will review the Vericant video before making a final decision. Besides English proficiency, admissions offices hope to use Vericant to see if a student's personality aligns with their school community.

Whether or not you write a thank-you letter won't significantly impact admission, but it's basic courtesy, and a way for students to thank the interviewer. This is an important part of American society. Whether you're studying or job-seeking, this is not mere 'formalism' but a genuine way to give feedback on the interview. You don't need to be guided on the content of the thank-you letter; simply expressing gratitude and setting a model only shows a lack of personal enthusiasm. If the letter expresses your strong confidence in choosing this school as your first choice, it could help your admission chances. If it’s just general remarks, then it’s merely a polite thank-you.

Different schools have different application deadlines. Some are on December 15, some January 15, and some January 31, plus there are rolling admissions rounds, so there’s no specific deadline to give. For the interview, the earlier the appointment, the better for students. As the number of interview slots is limited, schedule early to avoid the common issue of the school delaying and not having interview availability. Boarding schools require a request form to schedule an appointment, while day schools complete the first part of the application. You can schedule an appointment online, by phone, or via email.

Generally, each interviewer has a full schedule daily, typically about 30 minutes per student. If the interview is too short for some reason (for example, it ends within 10 minutes), it suggests the student's admission chances may not be high. However, as long as the interview ends within a normal time range (20 to 40 minutes), the duration alone cannot be used to judge whether the admissions staff likes the student. Even the tone and attitude of the admissions staff or whether they respond to a thank-you note should not be taken as indicators, as each admissions officer’s personality, their workload on interview day, or their mood can affect these factors. Some teachers are very friendly and talk to each student for a long time, giving many students the false impression that their admission is essentially secure. In reality, students who should be admitted will be, and many who shouldn't be will not be. Some teachers are very reserved; in fact, they may act the same way toward everyone. The key to the interview is to ‘respond equally to all changes,’ maintaining a positive attitude, passion, and enthusiasm for the school, while presenting a well-rounded version of yourself. The biggest suggestion for students is not to overthink after the interview, not to try guessing the interviewer’s psychology. Do what needs to be done (such as writing a thank-you note), and then focus on seriously preparing other application materials. If there are future interviews with other schools, you can review your performance in this interview to maximize your strengths and address any weaknesses in the next one.

First, you need to research the school. Before the interview, participate in each school's virtual campus tour. Ensure you have a stable and fast internet connection, and familiarize yourself with the interview software. Zoom is the most common this year, followed by Skype, Webex, WeChat, and Facetime. Know which software the school uses and, of course, the most important thing is to tell your own story well during the interview. Preparation should cover several areas: 1. Familiarize yourself with the school, including curriculum, club activities, extracurriculars, arts, sports, etc. 2. Punctuality: Do not log in at the last minute; log in early instead so the admissions officer is not waiting. 3. Attire: Ensure you are dressed properly. 4. Clean the interview room, avoid unnecessary people and pets, and avoid any other disturbances during the interview. For example, make sure your phone is off or on airplane mode. 5. Since this is an online interview, parents are generally not part of the interview. However, if parents have questions, they can contact the interviewer after the session. 6. After the interview, remember to get the interviewer’s contact information, send a thank-you note, and stay in touch regularly afterward.

The parent interview during an on-campus visit generally includes: 1. The school will ask if parents have any questions or if there is information they want to know about the school, and if they have any questions for the interviewer. 2. Feedback on the child’s interview and a summary of the interaction. The interviewer may ask if parents have additional information to share about their child. 3. Other questions might be asked, but not too many. Typically, they ask about the child’s interests, parents’ opinions on the child’s strengths and qualities, and what kind of support parents hope the school can provide for the child. In addition, parents can proactively introduce their child’s background and strengths to the school. General suggestions for the introduction include: 1. Parents’ educational philosophy and approach to their child from an early age; 2. What parents consider the child’s greatest strengths; 3. Expressing a love for the school from the parents’ perspective and a desire for the child to attend; 4. How parents will support their child’s school life and studies. If your English is not proficient, you can let your child translate, as this will not affect admission.

The in-person on-campus interview is a very important part of the application process, accounting for up to 40%-50% of an applicant’s chance of admission. The general interview process includes guiding the child on a tour of the campus upon arrival, with current students leading the family around for about 30-45 minutes. During the visit, you typically see the academic buildings, dormitories, playground, and other essential facilities. This is also a great opportunity to interact with the tour guide and make a good impression. After the campus tour, you return to the admissions hall, and the admissions office will interview the student. The interview usually does not exceed one hour. After the student’s interview, the admissions officer will greet the parents and begin the parent interview. There are different interview methods for parents. If parents do not have a counselor present and have good English skills, they can attend alone for direct communication with the admissions office. However, if a counselor accompanies them, the counselor can join. If the parents do not have a counselor and do not speak English, the child can accompany as a translator, but this should be well-prepared and practiced in advance.

Generally, very few schools believe you are only applying to one school, especially for students applying from China. Our suggestion is: you may selectively mention a few schools, but you should be familiar with the schools you mention. Ideally, the student could name two or three schools of similar caliber to this one. However, as long as an experienced admissions officer is in charge of international students, they are usually well aware of international students' application strategies.

Young children should try various activities to nurture their interests and passions. Based on their preferences, they should invest more time in one or two specific extracurriculars. Ultimately, many of us have some interest in sports, talents, community service, leadership, etc. The essence of extracurricular activities is to show a child’s passion, individuality, and dedication. Therefore, it's ineffective for a child to simply follow a rigid plan and “stick their head down” to execute it. Participation in extracurriculars should be based on the child’s interests, combined with the family’s support in terms of resources and time, as well as the child’s freedom to choose the type of activity. Whether applying to U.S. high schools or universities, having successful extracurriculars will always require a “quality time investment” to showcase oneself. If the child has no interest in extracurriculars, it will be hard to maintain consistency. So, avoid forcing participation if they are not interested, as it may lead to eventual withdrawal.

You can help your child list all activities they have participated in, including academics, sports, arts, etc. Then identify one activity that they particularly enjoy or excel in, so when applying, they can focus on it and practice to improve. They can use some works or videos related to their talent to showcase themselves. Children can also document their experiences in a resume or record and share them during interviews. They should participate in common school activities (hold positions in student councils, participate in school sports events, etc.) and engage in more activities outside of school during breaks (volunteer associations, welfare organizations, fundraising, internships, etc.). If your child is strong in art or physical skills, encourage them to continue practicing and preferably join some competitive activities. Additionally, before formally applying to American high schools, plan for their standardized exams and maintain good academic performance. Extracurricular activities are important, but stable academic achievement and top scores are the most important in the application.

When giving suggestions for extracurricular activities, the school needs to understand the basic information of the child (age, gender, school, personality, etc.), their academic interests, existing activity background, and general situation. This information helps the school choose suitable activities that leverage the child’s strengths. Activity selection should be planned based on the child's interests and competitiveness. Apart from outdoor volunteering, there are other options like online public welfare activities, online courses, submitting entries online, etc. Currently, many scientific research and academic projects can be conducted online.

The specific content of volunteer activities isn’t too important. Examples include tutoring support, hospital volunteering, elderly home volunteering, orphanage volunteering, museum volunteering, etc. The key is whether the child’s volunteer activities are consistent and long-term. A program where they volunteer every month for one or two years is better than volunteering only once or twice. Also, the level of involvement, achievements, specific contributions, whether the child can demonstrate leadership among all volunteers, etc., is far more important than a volunteer certificate. The issue is persistence. Show genuine concern for the community and a willingness to dedicate time and talents to others.

The specific activity doesn't matter as much as how well you can perform it. You can pursue any activity that suits your child's characteristics and interests. The main factors are how long the child persists and how far they can go! Quantity doesn’t matter. Extracurricular activities are about quality, not quantity. Schools want to see students showing persistence, excelling, and demonstrating leadership in their extracurricular activities, not a long list of various activities.

List significant, high-value achievements in documents, and if necessary, provide them as images. General awards are less impactful, and listing too many can dilute the unique qualities of the child. The most critical parts of the application are standardized scores (threshold), the child’s essay and parent’s statement (capturing key points and explaining clearly), interviews (language expression, personality, communication skills, manners, and family education). Upload digital media files on local computers to foreign media servers, such as YouTube for videos and music, and then send the video link to the school.

Summer school is usually relatively short, lasting from half a month to a month and a half. Summer courses are generally relaxed, and there are often opportunities for sightseeing and activities around the summer school’s location. Student exchange programs are typically longer, usually a semester. As an exchange student, they need to participate in regular daily classes, which is more demanding than summer school. Based on the project arrangement, exchange students may visit the local study area on weekends. Deciding between summer school and an exchange program depends on the student’s individual situation. The safest way is to try summer school first, as it has a shorter duration and lower requirements. If the child enjoys it, they can later choose a suitable exchange program based on their school’s requirements.

High school summer programs in the U.S. are generally divided into two types: 1. American high school summer schools, such as Andover, Hotchkiss, Choate, Webb, etc., where students can select courses in subjects they’re interested in; 2. Specialized summer programs/organizations, like CTY, Concord Review, Awesome Math, etc. High school summer programs are mainly an experience and part of the application process. Generally, study-abroad organizations can help with summer school applications, which are not particularly difficult; the main thing is to apply early, as popular programs fill up quickly, usually around 1-2 months before the summer school start date.

The most important thing when studying in a U.S. high school is having a plan, and grades are crucial. U.S. universities usually consider two aspects: On the one hand, whether the GPA is excellent, and more importantly, whether the chosen courses are challenging. For example, if a student selects only basic or simple courses to boost their GPA without challenging themselves, U.S. universities may not value it much, as it appears too pragmatic. The ideal situation is for students to take increasingly challenging courses based on their interests, starting with basics, moving to intermediate and advanced levels. On the other hand, as course difficulty increases, the student’s overall GPA should ideally trend upward, which is considered a perfect balance.

In U.S. high schools, students are divided into underclassmen (9th and 10th grades) and upperclassmen (11th and 12th grades). Underclassmen have more required subjects and less flexibility in course selection, as U.S. high schools aim to help them establish a solid foundation early on. After all, 9th graders come from various middle schools with different backgrounds. The primary goal is to ensure all 9th graders build a solid academic foundation, so that by the upper grades (11th and 12th), course selection becomes more flexible and personalized. Generally, 9th and 10th graders need to take five main subjects: English, social studies, math, science, and a second or third language. Schools may also require additional art subjects, where students can choose visual or performing arts. In the upper grades, students still need to study these five core subjects, as the goal is holistic development. However, if a student is particularly interested in science, they can take two or even three science subjects, and the same applies to other areas. Thus, U.S. high schools provide strong foundational support with increasing flexibility, and they offer resources for students to pursue their interests in-depth. High school students can also access some college-level courses or university research opportunities, particularly in the final years. But initially, underclassmen need to build foundational skills such as writing, reading, and basic math.

Most U.S. high schools require students to study a second language for graduation. If the student is an international student, their native language can count as the second language. The choice of language depends on the student’s interest and potential benefits. In the U.S., Spanish is the most popular second language, with many native Spanish speakers in schools, so it can be advantageous in future careers. Local students most commonly choose Spanish, followed by French, with fewer students taking German and Italian.

Learning is only one aspect of studying in the U.S. Making friends is crucial, as American society values networking. Good social skills and relationships established in high school benefit students throughout life. Chinese students often tend to "stick together" with their own group in U.S. schools. The first step to making friends is stepping out of one’s comfort zone, opening up, and proactively befriending local and international students. Learning American social etiquette, such as polite and open communication, helps make a good first impression. Additionally, students should participate in diverse activities organized by clubs and schools, connecting with like-minded individuals. Broadening horizons, expressing oneself, and understanding the importance of networking can enrich both their academic and personal experiences in the U.S.

Holiday schedule for U.S. boarding schools is as follows: Summer break: from early June to the end of August, over 2 and a half months Christmas: about 2 weeks Fall break: about 2 weeks (after the fall exams) Spring break: about 2 weeks (after the winter exams) 3 long weekends (once each semester); 4 to 5 days per semester Most boarding schools close for holidays and students must leave the campus, though some schools may allow students to stay. Alternatively, students can stay on campus during part of the break. Holidays for international students include summer break, going back home, traveling abroad, summer school, Christmas, going home, fall and spring breaks; returning to China, visiting American friends' homes, participating in school tours and volunteer groups; long weekends; staying with American friends. Parents can also use these holidays to visit the U.S., travel around America, tour U.S. universities. In conclusion, these holidays can be arranged reasonably. Since the children are still minors, American schools will not neglect them. Visiting American friends' homes is normal. In principle, students decide themselves and then report to the school director for approval. If you do not arrange it yourself, teachers will typically arrange it with American friends or local families.

In U.S. boarding schools, different schools may have completely different fee structures. This is just a summary of the common fees; for more detailed information, it is recommended to directly contact the school's admissions office. Common fees include, but are not limited to: Tuition & boarding fees: The total of both is usually $60,000-$80,000 per year, which is the main part of the annual cost; Personal insurance: International students must purchase personal insurance, usually ranging from $1,000 to $2,500; Enrollment fee: Some schools require new students to pay an enrollment fee for first-year students ranging from $200 to $2,000, typically a one-time fee; International student fee: Some schools have additional fees for international students, usually ranging from $1,000 to $4,000; Technology fees: Some schools provide students with necessary educational devices like laptops, ranging from $500 to $1,500. Other schools only require students to bring their own laptops without additional fees; Book fees: usually range from $200 to $1,000, and sometimes the cost of books is included directly in the tuition; Boarding fees: usually range from $1,000 to $3,000, and in some cases, boarding fees include meal costs; Uniform fees: usually range from $200 to $3,000, depending on the type of school, and some schools include this in the tuition without additional charge; Laundry fees: usually range from $100 to $1,000, sometimes included in the boarding fee; Other costs, most of which are optional, include but are not limited to: Tuition insurance to recover fees in case of early withdrawal; Enrollment deposits, as a fee to confirm the intention to study at the school; Facility usage fees; Additional fees for arts, sports, extracurricular activities, etc.; ESL courses, SAT courses; Supplementary course fees, which are tutoring classes; AP and other exam fees; Weekend activity fees, holiday activity fees; Dormitory fees, guardian fees; Student spending money in the campus.

It is not mandatory and there is no strict target for the donation amount. We do what we can. The school's donation list typically ranges from a few hundred dollars to hundreds of thousands of dollars per year. Parents should consider their family's financial situation when making donations. Boarding schools rely heavily on donations, and every student benefits from this tradition. Everyone should respect this culture and try their best to create a better environment for their children and future families.