The USA ranks the number one country in the world as an immigration destination. In 2002, the U.S. Census Bureau pegged the country's foreign-born population at 11.5 percent, not far off the historic high of 15 percent in 1910. In 2006, the number of immigrants totaled 37.5 million. Three-quarters of immigrants surveyed by Public Agenda said they intend to make the U.S. their permanent home. If they had to do it over again, 80 percent of immigrants say they would still come to the U.S. The American Dream is the belief that through hard work and determination, any United States immigrant can achieve a better life, usually in terms of financial prosperity and enhanced personal freedom of choice.  

However, immigration to the United States can be a controversial issue. An important obstacle to the international recognition of qualifications is a lack of information and understanding of other nations’ education systems and qualifications. That is why our evaluators perform thorough research on every individual application for credential evaluation to better match American standards. We can help you to make your story a success by offering our services, working directly with you or with your lawyer. Reliable and standardized evaluation of foreign credentials, prepared by our professionals based on educational credentials you earned in you native country could be your passport for employment or continuing education in the United States. We do comparative analysis to determine an equivalency of your education to American standards. These reports are prepared after solid research of different World educational systems and in compliance with the General Guiding Principles of Good Practice for Educational Credential Evaluation, set by the National Association of Credential Evaluation Services (NACES), and accepted in the United States by Immigration Services, many academic institutions, employers, and professional licensure boards.

The United States is a federal republic with a decentralized system of education. The titles and designations of U.S. study programs and types or levels of educational institutions are not set forth in law or protected or reserved, and therefore may vary from place to place. Program content and the name of the subject concentration often varies from institution to institution, so U.S. educators and employers usually examine student records in order to determine what an individual has in fact studied and what they are qualified to do at the degree level which they have completed. A few degrees in professional subjects are closely regulated by state governments and professional associations and have uniform content if awarded by an accredited institution. U.S. educators and employers do not evaluate quality on the basis of fixed assumptions about uniform content, but rather on a case-by-case basis using standard assessment approaches to analyze often quite different individual situations.

Degree, diploma, and credit recognition are not performed or regulated by the federal government. Recognition is not usually done by state or local governments, either, except in the case of professional licensure. Instead, the federal government and other levels of government rely on, and recognize, the evaluations of foreign academic, professional, and vocational credentials performed by the delegated competent authorities at the institutional level and in the private sector. Not all U.S. institutions, employers, and licensing authorities perform evaluations of non-US diplomas, credits, or qualifications. In many cases this work is delegated to private credential evaluation services, and the resulting evaluations are recognized as valid.
The U.S. government does not recommend or endorse any individual credential evaluation service or group of services, and does not conduct evaluations or make recognition decisions.