How More Bangladeshi Students can get to the US

Every year, a large number of students from Bangladesh prepare themselves to pursue an undergraduate degree in the United States.

Most of these students aim for a research-based education or degree, especially in STEM fields, as well as to build a global network and explore potential residency or citizenship.

Despite these students' strong academic records, many do not have the opportunity to earn a degree at an affordable tuition or receive substantial financial aid/scholarship. The problem here is not potential; the problem here is strategy.

The Bangladesh education system is still heavily exam-focused. Students are taught with one aim in mind -- to succeed on board exams and standardized tests, which will open the door to undergraduate studies in America.

But American undergraduate admissions look for much more than that.

American universities seek intellectual curiosity, leadership, and initiative in and out of the classroom.

Furthermore, international students often account for only about 3-5% of an incoming class. Bangladeshi aspirants do not have a local contest to fight in. They are competing globally.

Many guardians continue to think that good grades and test scores are sufficient. Standardized testing, like the SAT, in the case of the American university system, is important to some extent because it serves more as a gate to access certain levels of education.

Once that gate is passed, your university needs to find the missing pieces in your application.

Universities look for coherence. So what has this student done with their interests? How has this student taken initiative? How has this student taken initiative? And how is this student going to be as a community member?

Most of the brilliant and capable students coming from Bangladesh are not able to cope with the aforementioned demands of universities as they don't have a good system to answer and prepare for these questions.

The more effective solution to this issue is long-term, mentorship-based, and guided through four integrated levels.

The first component is setting a strategy. It is extremely important that students are given enough time before raw, structured, and external influence begins to shift the students towards an externally defined goal that is not self-defined and self-determined.

That goal is to have a unified and cohesive story, an antithesis to the common phenomenon of students accumulating certificates like trophies, so that when they finally face their goal, the student does not essentially become a detriment to the system.

Using an example, if a student has an interest in a certain area of public health, that student, in addition to facing the public health area and learning the required science, also ideally should be facing emerging community problems, and ideally, also, should be working with an intermediary organization at the community level to leverage science and emerging community needs.

The aim is not just to create achievements and milestones, but to create a positive impact and demonstrate intellectual and moral depth. Strategic goal alignment is especially beneficial for students from Bangladesh, as they do not have structured avenues.

The second component of the application is preparing for the standardized test scores. Though some American universities adopted test-optional policies, competitive scores are still important for many top schools' scholarship opportunities.

Strong reading habits, analytical skills, and disciplined practice with consistency are the essential components of preparation.

There is a notable gap among Bangladeshi students in understanding how much preparation is required for top scores. An organized approach to reading and practice can create a significant gap between a competitive score and an average score.

The third component is preparing the applications. This is nearly always the most challenging pillar for students applying from the global south. American universities seek to understand what students learned beyond academic grades. Personal essays, descriptions of activities, honors list, and recommendation letter must reveal an authentic and multi-dimensional picture of an applicant.

Students are often unable to articulate/craft their compelling stories around their experiences, struggles, and motivations in a manner that the reader can connect with.

For students from Bangladesh, whose accomplishments are almost always described in terms of bare academic results, being able to demonstrate an element of initiative and personal development can be a significantly valuable skill.

The fourth component of our approach encompasses college selection and financial aid strategies. One of the biggest misconceptions of Bangladeshi families is that university education is good only in a few renowned universities. They tend to center their focus around the Ivy League, believing that anything outside of that circle is of less worth.

The reality is that the American education system comprises thousands of universities with great teaching and scholarship programs. Selective universities are, ironically, the ones that tend to offer the most generous financial aid. A college list that is grounded in research and that takes into account a good balance of selectivity, fit, and funding can make a great difference in a student's future prospects.

With regards to financial planning, applicants parents must prepare earlier. Families (parents of applicants) should have proper knowledge of documentation requirements for American application, funding protocols (need-based or need-blind), and timelines involved in the application process.

This preparation can truly make a difference and can enable a modest student to take advantage of fully funded opportunities. On the contrary, even the most deserving and qualified students may have to forfeit attractive offers.

Obtaining an education at an undergraduate level from a university based in the United States should no longer be perceived as a last-minute application to the university that is the most recognized or the one with the biggest brand. It is a course of many years, and to be successful, a sturdy plan should be put in place.

This plan should incorporate distinction, estimation of costs, and structuring. It should also include the development of a financial plan as well as the necessary skills, confidence, and proper story, and Bangladeshi students should be able to go through this process.

With this level of strategic planning and organization, the result will be that students will not only be admitted to schools in the United States, but they will also receive attractive financial aid to attend these schools.

Shahreer Zahan is the Founder  CEO of Adroit Education, where he leads initiatives focused on student mentorship, academic development, and global admissions strategy. He will be happy to hear from you and can be reached at [email protected].