WholeRenEducation

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AboutWholeRenEducation

WholeRenGroup,LLCwasestablishedin2010.WholeRenisamultinational,professionaleducationcompanywhichseekstocreateandpromoteSino-U.S.educationalopportunities.Weintegratearangeofeducationalservicesfrommiddleschool,highschoolandcollegeapplicationassistancetotransferassistance,academicemergencyservices,on-goingacademiccounseling,homestayservices,winter/summercamps,executiveeducationprograms,jobsearch,careerplanning,internship/researchopportunities,careerplacementandmore.WholeRenisalong-standingU.S.basedagencyassistingwithplacementsofChinesestudentsfromtheU.S.andChina,havingreceivedcertificationfromtheAmericanInternationalRecruitmentCouncil(AIRC)through2029.WehavebeeninvitedtointerviewwithmainstreammediasuchasCCTV,CGTV,theNewYorkTimes,andtheWallStreetJournal.WeareamongthemostknowledgeableprofessionalsregardingAmericanandChineseacademicculturaldifferencesandhaveadedicatedresearchteamthatpayscloseattentiontothelong-termdevelopmentofstudents.TheWholeRenGroupResearchCenterdevotesitselftoresearchanalysisonChineseinternationalstudentsinAmericainordertoprovideaccurateconsultationsbasedonfirst-handdata.IfyouareinterestedinlearningmoreaboutWholeRen,weinviteyoutovisitourwebsite:

https://www.wholerengroup

.com/en/.

Copyright?2025WholeRenGroup,LLCPublishing

Allrightsreserved.Nopartofthispublicationmaybereproduced,distributed,ortransmittedinanyformorbyanymeans,includingphotocopying,recording,orotherelectronicormechanicalmethods,withoutthepriorwrittenpermissionofthepublisher,exceptinthecaseofbriefquotationsembodiedincriticalreviewsandcertainothernoncommercialusespermittedbycopyrightlaw.Anyuseofthisreportshouldbedonewithdiscretionanddulycited:WholeRenGroup.

2025WholeRenWhitePaper

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Abstract

Since1979'sestablishmentofdiplomatictiesbetweentheUnitedStatesandChina,thenumberofChineseinternationalstudentschoosingtostudyinAmericahasremainedconsistentlyhigh.Withabundanteducationalresourcesandoutstandinginstructionalquality,theUnitedStatescontinuestobethefirstchoiceforChinesestudentslookingtostudyabroad.In2024,approximately24.6%ofinternationalstudentsstudyingintheUnitedStateswereChinesestudents,markingadeclinefromtheirlong-heldpositionasthelargestgrouptonowrankingsecond.1AlthoughmanyChinesestudentswishtostudyinAmerica,thejourneycanbedifficult.InaccordancewiththeFamilyEducationalRightsandPrivacyAct(FERPA),theWholeRenGroupResearchCentercompileddatafrom13,4798dismissedChineseinternationalstudentswhostudiedintheU.S.from2013-2025andutilizedWholeRen'sservices.Arandomsampleof500casesfromMarch2024toMarch2025,representingthelatesttrendsregardingacademicdismissal,wereselectedtodevelopthisreport.The12theditionoftheWhitePaperonChineseInternationalStudentDismissalandConsequences("2025WhitePaper")isthelatesttoourannualWhitePaperreportssince2014.

The2025editionofWholeRen'sWhitePaperinvestigatesChineseinternationalstudentswhoweredismissedfromU.S.schools,analyzeswhytheyweredismissed,andlooksatchangesandtrendswhichledtotheirdismissals.The2025WhitePaperprovidesvaluabledataforinternationalstudents,universities,governments,industryprofessionals,hostfamilies,andallthoseinvolvedwithSino-U.S.educationalexchange.

Accordingtothedatacollected,pooracademicperformanceonceagainemergedastheprimaryreasonbehindtheincreasingnumberofChineseinternationalstudentsfacingdismissalinthepastyear.

1InstituteofInternationalEducation.(2024)."LeadingPlacesofOrigin."OpenDoorsReportonInternationalEducationalExchange.Retrievedfrom

/data/international-students/leading-places-of-origin/

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TableofContents

Part1BackgroundOverview 04

1.1OverviewofChineseStudentsinAmerica 04

1.2ResearchIntent 06

Part2DataAnalysisOnStudentsWhoHaveBeenDismissed 07

2.1DataCollection 07

2.2PersonalDataAnalysis 08

2.2.1GenderDistributionofDismissedStudents 08

2.2.2AcademicLevelatTimeofDismissal 08

2.2.3RankingofSchoolsfromwhichStudentswereDismissed 10

2.2.4LocationofStudentDismissals 11

2.3AnalysisofReasonsforStudentDismissal 12

PoorAcademicPerformance 13

AcademicDishonesty 13

BehavioralMisconduct 13

IncompleteUnderstandingofAcademicPolicies 13

Part3Conclusion 15

References 17

Appendix-SuccessfulCases 18

CaseStudy:DismissalDuetoPoorAcademicPerformance 18

CaseStudy:AcademicCrisisDuetoAcademicDishonesty 18

VisaApplication 18

ReturningtoAcademicSuccessAfteraCrisis 19

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Part1BackgroundOverview

1.1OverviewofChineseStudentsinAmerica

Figure1-1:TheNumberofChineseInternationalStudentsStudyingintheU.S.

The2024OpenDoorsReportonInternationalEducationalExchangeindicatesthatChinacontinuestobetheprimarysourceofinternationalstudentsintheUnitedStates.FromFigure1-1,itcanbeobservedthatthenumberofChinesestudentsstudyingintheUnitedStatesincreasedannuallyfrom2010to2020.However,between2020and2024,therewasaslightdownwardtrendinthenumberofChinesestudentsstudyingintheUnitedStates,withthetotalnumberin2024being277,398.2ThedecliningnumberofChinesestudentsinthelastfiveyearshasmadeChinafallfromitslong-heldpositionasthelargestgroupoftheinternationalstudentsintheUnitedStates

tonowrankingsecond.

Figure1-2:TheNumberofChineseUndergraduateandGraduateStudentsStudyingintheU.S.

2InstituteofInternationalEducation.(2024)."AllPlacesofOrigin."OpenDoorsReportonInternationalEducationalExchange.Retrievedfrom

/data/international-students/all-places-of-origin/

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ForabetteranalysisofthechangingtrendsinthenumberofChineseinternationalstudentsstudyingintheUnitedStates,wecategorizedthestudentsbasedontheirpursueddegrees.AsshowninFigures1-2,thenumberofChinesestudentspursuingundergraduatedegreesintheUnitedStatessteadilydeclinedfrom2020to2024.In2024alone,thenumberofundergraduatestudentsdecreasedby12,798.Whilethenumberofgraduatestudentsshowedaslightreboundbetween2021and2023,itbegantodeclineagainin2024,withareductionof3,250studentscomparedtothepreviousyear.3

Figure1-3:2023AcademicLevelDistributionofChineseInternationalStudentsStudyingintheU.S.

In2024,thepercentageofgraduatestudentsstudyingintheUnitedStatesexceededthepercentageofundergraduatestudents,accountingfor44%ofallinternationalstudents(Figure1-4).Theproportionofundergraduatestudentswas32%,andtheproportionofnon-degreestudents,suchasthosestudyingatlanguageschoolsorpursuingcertificateprograms,was2%.ThepercentageofstudentsparticipatinginOptionalPracticalTraining(OPT)was22%,whichincludedstudentsengagedininternshipsaftergraduatingfromdifferentdegree

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programs.

3InstituteofInternationalEducation.(2024)."AcademicLevelandPlacesofOrigin."OpenDoorsReportonInternationalEducationalExchange.Retrievedfrom

/data/international-students/academic-level-and-places-of-origin/

3InstituteofInternationalEducation.

(2024)."AcademicLevelandPlacesofOrigin."OpenDoorsReportonInternationalEducationalExchange.Retrievedfrom

/data/international-students/academic-level-and-places-of-origin/

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1.2ResearchIntent

AlthoughChinahasconsistentlybeenthelargestsourceofinternationalstudentsintheUnitedStates,thepandemicin2020ledtoadecreasingtrendinthenumberofstudentsstudyingabroad.Withchallengesposedbythepandemic,manystudentswhowerealreadyinadequatelypreparedforstudyingintheUnitedStates,lackinginadaptabilityandself-directedlearningskills,facedevengreaterobstacles.Amongthem,aconsiderablenumberofstudentsencounteredacademiccrisessuchasbeingplacedonacademicprobation,suspension,orevenbeingadvisedtowithdrawfromtheirstudies.Thishassignificantlyhinderedtheacademicprogressofmanyinternationalstudents.

The2025WholeRenWhitePapercontinuestheanalysisofChineseinternationalstudentsstudyingintheUnitedStates.Fromrecentyears'data,itisevidentthatthemainreasonsforstudentsfallingintoacademiccrisesincludealackofin-depthunderstandingofAmericanculturalbackgroundandeducationalsystem,difficultiesincommunication,andtheback-and-forthtransitionbetweenonlineandofflinelearningmodesduetothepandemic,makingitevenmorechallengingforinternationalstudentstoadapttotheacademiclifeintheUnitedStates.ThisisparticularlyevidentforChinesestudentswhohavegrownupinculturescharacterizedbymutualinterdependence.

TheWholeRenGroupResearchCentercloselymonitoredChineseinternationalstudentswhohavebeendismissedfromschoolforthirteenconsecutiveyearsregardingthecausesofdismissal,individualstudentsituations,andfurtherdevelopmentofthesestudentsafterdismissal.OneofourmainareasofconcerniswhetherornotstudentswhoweredismissedareabletocontinuestudyingandcompletetheircourseofstudyintheU.S..Aseducators,webelieveinsecondchancesforstudentswhohavemadeamistakebutchoosetolearnfromtheexperience.Wehopethatwhatwehavelearnedfromourfindingscanhelpstudentsgetbackontrackacademicallyandavoidadditionalsetbacks.

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Part2DataAnalysisOnStudents

WhoHaveBeenDismissed

2.1DataCollection

DatainthisreportarefromWholeRenGroup'sproprietarydatabase.WholeRenGroupwasthefirstprofessionaleducationalorganizationintheUnitedStatestoprovidesecond-chanceopportunitiesforinternationalstudentswhohadbeendismissed.Assuch,thisdatabaseiscompiledbyAmerica'soldestorganizationwithanexpertiseininternationalstudentswhohavepreviouslybeendismissedandcontainscomprehensiveinformationonthestudentsandwhytheywereforcedtoleavetheirschools.Inthefollowingsections,"we/us"willrefertotheWholeRenGroupResearchCenter.

Followingtheprevious2014-2024editionsoftheWhitePaper,wefurtherexaminedtheage,durationofstay,schoollocation,academicperformance,schoolranking,andotherrelevantpiecesofinformationforstudentswhohadbeendismissedinordertodeterminetherootcausesofdismissal.Weaimtocompiledataovertheyearssothatwecanacquireadeeperunderstandingofhigh-riskinternationalstudentsandthechallengestheyface,helpingeducatorsunderstandhowtobetterpreparesuchstudentsfortheirstudyabroadexperiences.

From2013to2025,weusedourproprietarydatabasetocompile13,478casesofChineseinternationalstudentswhoweredismissed.Ofthesecases,weuseddatafrom12,443studentswhosedatasetswerecomplete.Thesecompletecasesrepresent92.32%ofthetotalcases.Atotalof526casesoccurredfromMarchof2024toMarch2025and500ofthemwererandomlyselectedfortheanalysisinthisreport.

Inaccordancewiththescientificmethod,WholeRenmeticulouslycollectsandrefinesitsdata.ThesimulatedentryshownbelowhasbeenderivedfromspecificcasesinWholeRenGroup'sdatabase:

[SampleDataExample]

Wecollectedstudents'basicpersonalinformationandacademicinformationtoproduceprofilessuchasthebelow:

FullName:Z

Gender:Male

YearofBirth:2004

SchoolLevelatTimeofDismissal:Undergraduate

Major:ComputerScience

DismissingSchool:UniversityofCalifornia,Davis

TherankoftheDismissingSchool:33

DismissingSchool'sType:PublicDismissingSchool'sLocation:CAGPAatTimeofDismissal:1.8

YearDismissed:2024

GradeatTimeofDismissal:Second-yearundergraduateReasonforDismissal:PoorAcademicPerformance

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[AnalysisProcess]

ByanalyzingtheselectedsamplefromWholeRenGroup'sdatabase,weaimto:

1.Conductadescriptiveanalysisofstudentinformation

2.Classifyandanalyzethespecificreasonswhystudentsweredismissed

3.Compareandcompilehistoricaldataandanalyzelongitudinaltrends

4.Putforthasummaryofthecharacteristics,includingthemostvulnerableandhigh-riskacademicdemographicsamongChinesestudents

5.Analyzecurrenttrendsandhighlightrootcausesofdismissal

2.2PersonalDataAnalysis

Inthe2025WhitePaper,weexaminedstudentgenderatthetimeofdismissal,degreebeingpursued,andreasonsfordismissal.WethenfurtheranalyzedthedatatounderstandtrendsinChineseinternationalstudentdismissals.

2.2.1GenderDistributionofDismissedStudents

Figure2-1:2025DismissedStudentsGenderDistribution

Forthisyear'sanalysis,westartedbyexaminingthegenderofdismissedstudents.In2025,asshowninFigure2-1,63.7%ofdismissedstudentsweremalewhile36.3%werefemale.Thisisinlinewithhistoricaltrendsasmalestudentsaremorevulnerabletoacademicdismissalandcontinuetomakeupthemajorityofdismissedstudents.

2.2.2AcademicLevelatTimeofDismissal

Inthissection,theacademiclevelofstudentsattimeofdismissalwasanalyzedinordertoobservewhichgroupofstudentsweremostlikelytobedismissed.

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Figure2-2:2025AcademicLevelatTimeofDismissal

Undergraduatestudentsaccountedfor72.2%ofthetotalnumberofstudentswhoweredismissed,whilemasterslevelgraduatestudentsaccountedfor21.2%,doctoralstudentsaccountedfor5.1%,andhighschoolandbelowaccountedfor1.5%(Figure2-2).In2025,undergraduatestudentsremainthemajorityofdismissedChineseinternationalstudents.

Figure2-3:2025AcademicGradeatTimeofDismissal

Amoredetailedbreakdownoftheacademiclevelsofdismissedstudents,asshowninFigures2-3,revealsthatdismissalsduringhighschoolanddoctoralprogramsremainrelativelylow,accountingforonly1.5%and5.1%respectively.Amongundergraduates,first-yearstudents(freshmen)accountedfor16.2%,second-yearstudents(sophomores)for21.7%,third-yearstudents(juniors)for14.1%,andfourth-yearstudents(seniors)for20.2%.Sophomoreshadthehighestproportionofdismissals,closelyfollowedbyseniors.Comparedwiththehighschoolandundergraduatelevels,graduatestudentsatthemaster'slevelemergedasthesecondmostcommonperiodfordismissals.Withinthisgroup,first-yeargraduatestudentsaccountedforahigherproportion(13.1%)thansecond-yeargraduatestudents.

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Figure2-4:2019-2025AcademicGradeatTimeofDismissal

Acomparisonoftheacademiclevelsofdismissedstudentsfrom2019to2025,asillustratedinFigure2-4,showsthatundergraduatestudentshaveconstitutedthemajorityofdismissals,accountingformorethantwo-thirdsofallcases.SincetheliftingofCOVID-19restrictions,thenumberofdismissedundergraduateshasshownagradualupwardtrend.Incontrast,theproportionofdismissedmaster'sstudentshascontinuedtodecline.Notably,althoughdoctoralstudentsdonotrepresentthemaingroupaffected,thedismissalrateforthisgrouphasincreasedforfourconsecutiveyears,withanearlytwofoldrisecomparedtothepreviousyear.

2.2.3RankingofSchoolsfromwhichStudentswereDismissed

Figure2-5:2025RankingofSchoolsfromwhichStudentswereDismissed

Thestudentsdismissedin2025wereanalyzedbasedontherankingsoftheirrespectiveinstitutions.AsshowninFigure2-5,studentsfromtop-50rankedschoolsmadeupthemajorityofalldismissals,accountingformorethanhalfofthetotal.Meanwhile,studentsfromuniversitiesrankedoutsidethetop100comprised16.5%ofthecases.Thisindicatesthat83.5%ofdismissedstudentswereenrolledatinstitutionsrankedwithinthetop100intheUnitedStates.Thistrendsuggeststhathigherinstitutionalrankingsmaycorrelatewithincreasedacademicpressureandmorerigorousexpectations—factorsthatcansignificantlychallengestudentswhomaynotbeadequatelypreparedfortheacademicdemandsoftheseenvironments.

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Figure2-6:2019-2025DistributionoftheRankofSchoolsforDismissedStudents

Reviewingthedataalongsideschoolranking(Figure2-6),therehasbeenasignificantincreaseintheproportionofdismissedstudentsfromschoolsranked1-50comparedtotheprevioustwoyears.Basedontherankingsoftheschoolsfromwhichthehelp-seekingstudentscame,themajorityofthedismissedstudentsattendedschoolsrankedinthetop100.ThiscouldbepartlyattributedtothelargerpopulationofChineseinternationalstudentsathigher-rankedschools,whichalsohavemorerigorousrequirementsandhigheracademicpressure,makingitmorechallengingforstudentstomaintaingoodacademicperformanceoradheretodisciplinarystandards.

2.2.4LocationofStudentDismissals

Figure2-7:LocationofStudentDismissals(DatafromMarch2024toMarch2025)

ReviewingthemapinFigure2-7,wecanseethatdismissalshappenedfrequentlyalongtheWestCoast,mostprominentlyinCalifornia.AlargenumberofcasesalsooccurredontheEastCoast(Massachusetts,NewYork,andPennsylvania)aswellastheGreatLakesregion(includingOhio,Illinois,Indiana,Michigan,andothers).TheareaswiththemostseriouscasesareofteneconomicallydevelopedandserveasChineseimmigrantcenters--populardestinationsforChinesestudentsstudyinginAmerica.Inaddition,theuniversitiesintheseareastendtoberankedhigherthanthoseinotherlocations,alsomakingthemapopulardestinationforChinesestudents.

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2.3AnalysisofReasonsforStudentDismissal

Analyzingthedatafrom500studentswhosoughthelpfromWholeRenGroupregardingtheirdismissalsbetweenMarch2024andMarch2025,weareabletotakeacloserlookatthereasonsbehindstudentdismissals,includingacademicdishonesty,pooracademicperformance,behavioralmisconduct,anincompleteunderstandingofacademicpolicies,andotherinappropriatebehaviors.AsshowninFigure2-8,themainreasonsforstudentsbeingdismissedcontinuetobeacademicdishonestyandpooracademicperformance.Amongthese,pooracademicperformanceandacademicdishonestyremainedtheleadingcausesofdismissalin2025,accountingfor46.1%and36.2%ofcases,respectively.

Figure2-82025DistributionofReasonsforStudentDismissal

Figure2-9:2021-2025DistributionofReasonsforStudentDismissal

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PoorAcademicPerformance

46.1%ofourstudentsamplewasdismissedbecauseofpooracademicperformance(definedasaGPAbelowtheschool'sminimumrequirement).AmericancollegesanduniversitiestypicallystipulatethatundergraduatescannothaveatotalGPAunder2.0,andgraduatestudentscannothaveaGPAbelow3.0.Mostoften,thefirsttimeastudenthasalowGPA,theschoolplacesthestudentonacademicwarningorprobation.Iftheacademicperformancedoesnotsubsequentlyimprove,orifthestudenthasalowGPAforconsecutivesemesters,theschoolwilllikelysuspendordismissthestudent.

Amongthestudentswhoweredismissedduetopooracademicperformance,therewerealsothosewhoseperformancewasaffectedbyattendanceandself-reportedpsychologicaldifficulties.Lowattendanceratesaremorecommonamongyoungerinternationalstudentswhomaybecome"lax"andspendtheirtimeonactivitiesotherthanstudying,facedwiththesuddenfreedomofbeingaloneinAmerica.Physicalandmentalhealthproblemscanalsoaffectstudents'academicperformance.Internationalstudentsmayexperienceinjuriesorillnessesduringtheirstudies,whichcanpreventthemfromattendingclassesregularly,directlyaffectingtheiracademicperformanceandleadingtodismissalifthestudentsdonotproactivelyseekhelpand/orcommunicatewiththeirinstructors.Commonmentalhealthproblemsamonginternationalstudentsusuallyarisefromgraduationpressure,heavycoursework,languagebarriers,difficultiesinmakingfriends,changesinfamilyenvironment,andculturaldifferences.Withoutactivelyseekingsolutionstobalancethesepressures,academicperformancecanalsobeaffected.

AcademicDishonesty

In2025,academicdishonestycontinuedtobethemostcommonreasonforthedismissalofChineseinternationalstudents.36.2%ofChineseinternationalstudentdismissalcaseswererelatedtoacademicdishonesty.Themostcommonbehaviorscategorizedasacademicdishonestyincludecheatingontests,impersonation,plagiarism,incorrectcitations,fraudulentapplicationmaterials,andfalsifyinggrades.

Academicdishonestycanbedividedintointentionalorunintentionalbehavior.Intentionalacademicdishonestyoccurswhenstudentsknowinglyandpurposelyviolateschoolrules,suchascompletingassignmentsandexamsthroughdishonestmeansbecausetheyareworriedaboutnotbeingabletocompletethemorfailing.Theirself-reportedreasonfortheunintentionalbehaviorisduetoalackofunderstandingoftheacademicintegritypoliciesinAmericanschools,andnotrealizingthatcertainbehaviorsviolateschoolrules.Forexample,improperorincorrectcitationformatsinpapers,notunderstandingexamrules,notplacingenoughattentionontheacademicintegrityrequirementsoftheAmericaneducationsystem,andadoptingacasualor"lucky"attitude,amongothers.

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BehavioralMisconduct

In2025,Chineseinternationalstudentswhoweredismissedduetobehavioralmisconductaccountedfor10.1%ofoursamplesfromthepastyear.StudentswhofallintothiscategoryviolateschoolregulationsorU.S.lawsthroughbehaviorssuchasbullying,fighting,engaginginviolentbehavior,underagedrinking,drivingundertheinfluence,usingillegalsubstances,and/orraciallydiscrimination.InAmerica,ifaninternationalstudentthreatenspublicsecurity,itisprobablethat,inadditiontofacingdismissal,thestudentwillbesubjecttoajudicialtrialandrepatriation.

IncompleteUnderstandingofAcademicPolicies

Chineseinternationalstudentswhoweredismissedduetoanincompleteunderstandingofacademicpoliciesaccountedfor7.6%ofChineseinternationalstudentsin2025.Thesestudentsgenerallyencounterproblemssuchasnotregisteringontime,notenrollinginrequiredcourses,and/ornottakingenoughcredits.

Atthestartofeachacademicyear,Americancollegesanduniversitiesholdorientationsessionstoprovideanoverviewofgeneralrulesandpolicies.However,students,includinginternationalstudents,maymissoutoncrucialinformationduetoalanguagebarrierorlackofattentiontolengthyorientationsessions.Additionally,somestudentsfailtorecognizethesignificanceoftheseeventsandchoosenottoattendorientation,puttingthemselvesatahigherriskofviolatingschoolpolicies.

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Part3Conclusion

In2025,despiteacontinueddeclineintheoverallnumberofChineseinternationalstudentsstudyingintheUnitedStates,Chinacontinuestomakeupthelargestproportionoftheinternationalstudentpopulationinthecountry.ThisenduringpresencehighlightsthesignificantroleChinesestudentsplayintheU.S.highereducationlandscape.However,alongsidethisdemographictrend,thenumberofChineseinternationalstudentsfacingacademiccrisesremainsstrikinglyhigh,stressingtheongoingchallengesmanyinternationalstudentsencounterwhilestudyingintheU.S.

Throughanin-depthanalysisoftrendsinChineseinternationalstudentdismissalsoverthepastthirteenyears,the2025editionoftheWhitePaperprovidescriticalinsightsintotheevolvingacademiclandscapeforthesestudents,reflectingthecurrentstateofacademicstrugglesanddismissalsamongChinesestudentsbutalsoexploringpotentialfuturetrends.ThegoalofthisannualWhitePaperistoofferrecommendationsforeducators,policymakers,andinstitutionsaimingtobettersupportChinesestudentsinAmericanuniversities.

DataonthereasonsbehindthedismissalofChineseinternationalstudentsindicatesthatthereisstillinsufficientawarenessregardingtheimportanceofacademicintegrity.U.S.universitiesmaintainverystrictstandardsinthisarea,anditisessentialforinternationalstudentstofamiliarizethemselveswithinstitutionalpoliciesbeforeenrollmentandadherestrictlytoallregulations.Studentsshouldavoidtakingchancesorengaginginanyformofmisconduct.In2025,theproportionofstudentsdismissedduetopooracademicperformancerosesharply.Asin-personlearningfullyresumed,universitiesalsoreinstatedstricteracademicoversight.Whereasmatriculationmaybe"easy,"graduationitselfcanbechallengingandschoolpoliciescontinuetobeenforcedbytheschool.StudentsneedtoquicklyadaptandachievethecorrespondingGPAtomaintaingoodacademicperformance.

Whenfacingthepossibilityofdismissal,itiscrucialforstudentstoseekhelpasearlyaspossibleinordertoexploreavarietyofoptionsthatcanincreasetheirchancesofstayingintheU.S.tocontinuetheirstudies.Promptandtimelyinterventioncanoftenmakeasignificantdifferenceinturningachallengingsituationaround.Itisimportantforstudentstoavoidresortingtoriskyorunaccreditedinstitutions,aswellasanyillegalmeasures,inanattempttomaintaintheirstudentstatus.Suchactionsnotonlyjeopardizetheiracademicfuturebutcanalsoleadtoseverelegalandimmigrationconsequences.

Beyondacademicconcerns,studentsmustalsobeawareofthelegalimplicationsoftheirworkandinternshipactivitiesanduniversityDesignatedStudentOfficials(DSOs)areidealpartners.Ifinternationalstudentsplantoworkorinternduringtheirstudies,itisimperativetheyconfirmtheiremploymentstatuswiththeirschool'sinternationalstudentoffice.Failurestodothiscanleadtosevererepercussions,includingthepotentiallossoflegalstatusandcomplicationswhenapplyingforfuturevisasorreentryintotheU.S.