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1、1WholeRen Education1WholeRen EducationAbout WholeRen EducationWholeRen Group,LLC was established in 2010.WholeRen is a multinational,professional education company which seeks to create and promote Sino-U.S.educational opportunities.We integrate a range of educational services from middle school,hig

2、h school and college application assistance to transfer assistance,academic emergency services,on-going academic counseling,homestay services,winter/summer camps,executive education programs,job search,career planning,internship/research opportunities,career placement and more.WholeRen is a long-sta

3、nding U.S.based agency assisting with placements of Chinese students from the U.S.and China,having received certification from the American International Recruitment Council(AIRC)through 2029.We have been invited to interview with mainstream media such as CCTV,CGTV,the New York Times,and the Wall St

4、reet Journal.We are among the most knowledgeable professionals regarding American and Chinese academic cultural differences and have a dedicated research team that pays close attention to the long-term development of students.The WholeRen Group Research Center devotes itself to research analysis on

5、Chinese international students in America in order to provide accurate consultations based on first-hand data.If you are interested in learning more about WholeRen,we invite you to visit our website:https:/ 2025 WholeRen Group,LLC Publishing All rights reserved.No part of this publication may be rep

6、roduced,distributed,or transmitted in any form or by any means,including photocopying,recording,or other electronic or mechanical methods,without the prior written permission of the publisher,except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses per

7、mitted by copyright law.Any use of this report should be done with discretion and duly cited:WholeRen Group.2025 WholeRen White Paper2AbstractSince 1979s establishment of diplomatic ties between the United States and China,the number of Chinese international students choosing to study in America has

8、 remained consistently high.With abundant educational resources and outstanding instructional quality,the United States continues to be the first choice for Chinese students looking to study abroad.In 2024,approximately 24.6%of international students studying in the United States were Chinese studen

9、ts,marking a decline from their long-held position as the largest group to now ranking second.1Although many Chinese students wish to study in America,the journey can be difficult.In accordance with the Family Educational Rights and Privacy Act(FERPA),the WholeRen Group Research Center compiled data

10、 from 13,4798 dismissed Chinese international students who studied in the U.S.from 2013-2025 and utilized WholeRens services.A random sample of 500 cases from March 2024 to March 2025,representing the latest trends regarding academic dismissal,were selected to develop this report.The 12th edition of

11、 the White Paper on Chinese International Student Dismissal and Consequences(2025 White Paper)is the latest to our annual White Paper reports since 2014.The 2025 edition of WholeRens White Paper investigates Chinese international students who were dismissed from U.S.schools,analyzes why they were di

12、smissed,and looks at changes and trends which led to their dismissals.The 2025 White Paper provides valuable data for international students,universities,governments,industry professionals,host families,and all those involved with Sino-U.S.educational exchange.According to the data collected,poor ac

13、ademic performance once again emerged as the primary reason behind the increasing number of Chinese international students facing dismissal in the past year.1 Institute of International Education.(2024).Leading Places of Origin.Open Doors Report on International Educational Exchange.Retrieved from h

14、ttps:/opendoorsdata.org/data/international-students/leading-places-of-origin/3WholeRen EducationPart 1 Background Overview 1.1 Overview of Chinese Students in America 1.2 Research IntentPart 2 Data Analysis On Students Who Have Been Dismissed 2.1 Data Collection 2.2 Personal Data Analysis 2.2.1 Gend

15、er Distribution of Dismissed Students 2.2.2 Academic Level at Time of Dismissal 2.2.3 Ranking of Schools from which Students were Dismissed 2.2.4 Location of Student Dismissals 2.3 Analysis of Reasons for Student Dismissal Poor Academic Performance Academic Dishonesty Behavioral Misconduct Incomplet

16、e Understanding of Academic PoliciesPart 3 ConclusionReferencesAppendixSuccessful Cases Case Study:Dismissal Due to Poor Academic Performance Case Study:Academic Crisis Due to Academic Dishonesty Visa Application Returning to Academic Success After a Crisis0404060707080808101112131313131517181818 18

17、19Table of Contents2025 WholeRen White Paper4Part 1 Background OverviewThe 2024 Open Doors Report on International Educational Exchange indicates that China continues to be the primary source of international students in the United States.From Figure 1-1,it can be observed that the number of Chinese

18、 students studying in the United States increased annually from 2010 to 2020.However,between 2020 and 2024,there was a slight downward trend in the number of Chinese students studying in the United States,with the total number in 2024 being 277,398.2 The declining number of Chinese students in the l

19、ast five years has made China fall from its long-held position as the largest group of the international students in the United States to now ranking second.2 Institute of International Education.(2024).All Places of Origin.Open Doors Report on International Educational Exchange.Retrieved from https

20、:/opendoorsdata.org/data/international-students/all-places-of-origin/Figure 1-1:The Number of Chinese International Students Studying in the U.S.Figure 1-2:The Number of Chinese Undergraduate and Graduate Students Studying in the U.S.1.1 Overview of Chinese Students in America5WholeRen EducationIn 2

21、024,the percentage of graduate students studying in the United States exceeded the percentage of undergraduate students,accounting for 44%of all international students(Figure 1-4).The proportion of undergraduate students was 32%,and the proportion of non-degree students,such as those studying at lan

22、guage schools or pursuing certificate programs,was 2%.The percentage of students participating in Optional Practical Training(OPT)was 22%,which included students engaged in internships after graduating from different degree programs.4Figure 1-3:2023 Academic Level Distribution of Chinese Internation

23、al Students Studying in the U.S.3 Institute of International Education.(2024).Academic Level and Places of Origin.Open Doors Report on International Educational Exchange.Retrieved from https:/opendoorsdata.org/data/international-students/academic-level-and-places-of-origin/3 Institute of Internation

24、al Education.(2024).Academic Level and Places of Origin.Open Doors Report on International Educational Exchange.Retrieved from https:/opendoorsdata.org/data/international-students/academic-level-and-places-of-origin/For a better analysis of the changing trends in the number of Chinese international

25、students studying in the United States,we categorized the students based on their pursued degrees.As shown in Figures 12,the number of Chinese students pursuing undergraduate degrees in the United States steadily declined from 2020 to 2024.In 2024 alone,the number of undergraduate students decreased

26、 by 12,798.While the number of graduate students showed a slight rebound between 2021 and 2023,it began to decline again in 2024,with a reduction of 3,250 students compared to the previous year.32025 WholeRen White Paper6Although China has consistently been the largest source of international studen

27、ts in the United States,the pandemic in 2020 led to a decreasing trend in the number of students studying abroad.With challenges posed by the pandemic,many students who were already inadequately prepared for studying in the United States,lacking in adaptability and self-directed learning skills,face

28、d even greater obstacles.Among them,a considerable number of students encountered academic crises such as being placed on academic probation,suspension,or even being advised to withdraw from their studies.This has significantly hindered the academic progress of many international students.The 2025 W

29、holeRen White Paper continues the analysis of Chinese international students studying in the United States.From recent years data,it is evident that the main reasons for students falling into academic crises include a lack of in-depth understanding of American cultural background and educational sys

30、tem,difficulties in communication,and the back-and-forth transition between online and offline learning modes due to the pandemic,making it even more challenging for international students to adapt to the academic life in the United States.This is particularly evident for Chinese students who have g

31、rown up in cultures characterized by mutual interdependence.The WholeRen Group Research Center closely monitored Chinese international students who have been dismissed from school for thirteen consecutive years regarding the causes of dismissal,individual student situations,and further development o

32、f these students after dismissal.One of our main areas of concern is whether or not students who were dismissed are able to continue studying and complete their course of study in the U.S.As educators,we believe in second chances for students who have made a mistake but choose to learn from the expe

33、rience.We hope that what we have learned from our findings can help students get back on track academically and avoid additional setbacks.1.2 Research Intent7WholeRen EducationPart 2 Data Analysis On StudentsWho Have Been DismissedData in this report are from WholeRen Groups proprietary database.Who

34、leRen Group was the first professional educational organization in the United States to provide second-chance opportunities for international students who had been dismissed.As such,this database is compiled by Americas oldest organization with an expertise in international students who have previou

35、sly been dismissed and contains comprehensive information on the students and why they were forced to leave their schools.In the following sections,we/us will refer to the WholeRen Group Research Center.Following the previous 2014-2024 editions of the White Paper,we further examined the age,duration

36、 of stay,school location,academic performance,school ranking,and other relevant pieces of information for students who had been dismissed in order to determine the root causes of dismissal.We aim to compile data over the years so that we can acquire a deeper understanding of high-risk international

37、students and the challenges they face,helping educators understand how to better prepare such students for their study abroad experiences.From 2013 to 2025,we used our proprietary database to compile 13,478 cases of Chinese international students who were dismissed.Of these cases,we used data from 1

38、2,443 students whose data sets were complete.These complete cases represent 92.32%of the total cases.A total of 526 cases occurred from March of 2024 to March 2025 and 500 of them were randomly selected for the analysis in this report.In accordance with the scientific method,WholeRen meticulously co

39、llects and refines its data.The simulated entry shown below has been derived from specific cases in WholeRen Groups database:Sample Data ExampleWe collected students basic personal information and academic information to produce profiles such as the below:Full Name:ZGender:MaleYear of Birth:2004Scho

40、ol Level at Time of Dismissal:UndergraduateMajor:Computer ScienceDismissing School:University of California,DavisThe rank of the Dismissing School:33Dismissing Schools Type:PublicDismissing Schools Location:CAGPA at Time of Dismissal:1.8Year Dismissed:2024Grade at Time of Dismissal:Second-year under

41、graduateReason for Dismissal:Poor Academic Performance2.1 Data Collection2025 WholeRen White Paper8Analysis Process By analyzing the selected sample from WholeRen Groups database,we aim to:1.Conduct a descriptive analysis of student information2.Classify and analyze the specific reasons why students

42、 were dismissed3.Compare and compile historical data and analyze longitudinal trends4.Put forth a summary of the characteristics,including the most vulnerable and high-risk academic demographics among Chinese students5.Analyze current trends and highlight root causes of dismissal 2.2 Personal Data A

43、nalysisIn the 2025 White Paper,we examined student gender at the time of dismissal,degree being pursued,and reasons for dismissal.We then further analyzed the data to understand trends in Chinese international student dismissals.For this years analysis,we started by examining the gender of dismissed

44、 students.In 2025,as shown in Figure 2-1,63.7%of dismissed students were male while 36.3%were female.This is in line with historical trends as male students are more vulnerable to academic dismissal and continue to make up the majority of dismissed students.2.2.1 Gender Distribution of Dismissed Stu

45、dentsFigure 2-1:2025 Dismissed Students Gender DistributionIn this section,the academic level of students at time of dismissal was analyzed in order to observe which group of students were most likely to be dismissed.2.2.2 Academic Level at Time of Dismissal9WholeRen EducationUndergraduate students

46、accounted for 72.2%of the total number of students who were dismissed,while masters level graduate students accounted for 21.2%,doctoral students accounted for 5.1%,and high school and below accounted for 1.5%(Figure 2-2).In 2025,undergraduate students remain the majority of dismissed Chinese intern

47、ational students.A more detailed breakdown of the academic levels of dismissed students,as shown in Figures 23,reveals that dismissals during high school and doctoral programs remain relatively low,accounting for only 1.5%and 5.1%respectively.Among undergraduates,first-year students(freshmen)account

48、ed for 16.2%,second-year students(sophomores)for 21.7%,third-year students(juniors)for 14.1%,and fourth-year students(seniors)for 20.2%.Sophomores had the highest proportion of dismissals,closely followed by seniors.Compared with the high school and undergraduate levels,graduate students at the mast

49、ers level emerged as the second most common period for dismissals.Within this group,first-year graduate students accounted for a higher proportion(13.1%)than second-year graduate students.Figure 2-2:2025 Academic Level at Time of DismissalFigure 2-3:2025 Academic Grade at Time of Dismissal2025 Whole

50、Ren White Paper10A comparison of the academic levels of dismissed students from 2019 to 2025,as illustrated in Figure 24,shows that undergraduate students have constituted the majority of dismissals,accounting for more than two-thirds of all cases.Since the lifting of COVID-19 restrictions,the numbe

51、r of dismissed undergraduates has shown a gradual upward trend.In contrast,the proportion of dismissed masters students has continued to decline.Notably,although doctoral students do not represent the main group affected,the dismissal rate for this group has increased for four consecutive years,with

52、 a nearly twofold rise compared to the previous year.Figure 2-4:2019-2025 Academic Grade at Time of DismissalThe students dismissed in 2025 were analyzed based on the rankings of their respective institutions.As shown in Figure 25,students from top-50 ranked schools made up the majority of all dismi

53、ssals,accounting for more than half of the total.Meanwhile,students from universities ranked outside the top 100 comprised 16.5%of the cases.This indicates that 83.5%of dismissed students were enrolled at institutions ranked within the top 100 in the United States.This trend suggests that higher ins

54、titutional rankings may correlate with increased academic pressure and more rigorous expectationsfactors that can significantly challenge students who may not be adequately prepared for the academic demands of these environments.2.2.3 Ranking of Schools from which Students were DismissedFigure 2-5:2

55、025 Ranking of Schools from which Students were Dismissed11WholeRen Education2.2.4 Location of Student DismissalsReviewing the map in Figure 2-7,we can see that dismissals happened frequently along the West Coast,most prominently in California.A large number of cases also occurred on the East Coast(

56、Massachusetts,New York,and Pennsylvania)as well as the Great Lakes region(including Ohio,Illinois,Indiana,Michigan,and others).The areas with the most serious cases are often economically developed and serve as Chinese immigrant centers-popular destinations for Chinese students studying in America.I

57、n addition,the universities in these areas tend to be ranked higher than those in other locations,also making them a popular destination for Chinese students.Reviewing the data alongside school ranking(Figure 2-6),there has been a significant increase in the proportion of dismissed students from sch

58、ools ranked 1-50 compared to the previous two years.Based on the rankings of the schools from which the help-seeking students came,the majority of the dismissed students attended schools ranked in the top 100.This could be partly attributed to the larger population of Chinese international students

59、at higher-ranked schools,which also have more rigorous requirements and higher academic pressure,making it more challenging for students to maintain good academic performance or adhere to disciplinary standards.Figure 2-6:2019-2025 Distribution of the Rank of Schools for Dismissed StudentsFigure 2-7

60、:Location of Student Dismissals(Data from March 2024 to March 2025)2025 WholeRen White Paper12Figure 2-8 2025 Distribution of Reasons for Student DismissalFigure 2-9:2021-2025 Distribution of Reasons for Student Dismissal2.3 Analysis of Reasons for Student DismissalAnalyzing the data from 500 studen

61、ts who sought help from WholeRen Group regarding their dismissals between March 2024 and March 2025,we are able to take a closer look at the reasons behind student dismissals,including academic dishonesty,poor academic performance,behavioral misconduct,an incomplete understanding of academic policie

62、s,and other inappropriate behaviors.As shown in Figure 2-8,the main reasons for students being dismissed continue to be academic dishonesty and poor academic performance.Among these,poor academic performance and academic dishonesty remained the leading causes of dismissal in 2025,accounting for 46.1

63、%and 36.2%of cases,respectively.13WholeRen EducationPoor Academic PerformanceAcademic Dishonesty46.1%of our student sample was dismissed because of poor academic performance(defined as a GPA below the schools minimum requirement).American colleges and universities typically stipulate that undergradu

64、ates cannot have a total GPA under 2.0,and graduate students cannot have a GPA below 3.0.Most often,the first time a student has a low GPA,the school places the student on academic warning or probation.If the academic performance does not subsequently improve,or if the student has a low GPA for cons

65、ecutive semesters,the school will likely suspend or dismiss the student.Among the students who were dismissed due to poor academic performance,there were also those whose performance was affected by attendance and self-reported psychological difficulties.Low attendance rates are more common among yo

66、unger international students who may become lax and spend their time on activities other than studying,faced with the sudden freedom of being alone in America.Physical and mental health problems can also affect students academic performance.International students may experience injuries or illnesses

67、 during their studies,which can prevent them from attending classes regularly,directly affecting their academic performance and leading to dismissal if the students do not proactively seek help and/or communicate with their instructors.Common mental health problems among international students usual

68、ly arise from graduation pressure,heavy coursework,language barriers,difficulties in making friends,changes in family environment,and cultural differences.Without actively seeking solutions to balance these pressures,academic performance can also be affected.In 2025,academic dishonesty continued to

69、be the most common reason for the dismissal of Chinese international students.36.2%of Chinese international student dismissal cases were related to academic dishonesty.The most common behaviors categorized as academic dishonesty include cheating on tests,impersonation,plagiarism,incorrect citations,

70、fraudulent application materials,and falsifying grades.Academic dishonesty can be divided into intentional or unintentional behavior.Intentional academic dishonesty occurs when students knowingly and purposely violate school rules,such as completing assignments and exams through dishonest means beca

71、use they are worried about not being able to complete them or failing.Their self-reported reason for the unintentional behavior is due to a lack of understanding of the academic integrity policies in American schools,and not realizing that certain behaviors violate school rules.For example,improper

72、or incorrect citation formats in papers,not understanding exam rules,not placing enough attention on the academic integrity requirements of the American education system,and adopting a casual or lucky attitude,among others.2025 WholeRen White Paper14Behavioral MisconductIncomplete Understanding of A

73、cademic PoliciesIn 2025,Chinese international students who were dismissed due to behavioral misconduct accounted for 10.1%of our samples from the past year.Students who fall into this category violate school regulations or U.S.laws through behaviors such as bullying,fighting,engaging in violent beha

74、vior,underage drinking,driving under the influence,using illegal substances,and/or racially discrimination.In America,if an international student threatens public security,it is probable that,in addition to facing dismissal,the student will be subject to a judicial trial and repatriation.Chinese int

75、ernational students who were dismissed due to an incomplete understanding of academic policies accounted for 7.6%of Chinese international students in 2025.These students generally encounter problems such as not registering on time,not enrolling in required courses,and/or not taking enough credits.At

76、 the start of each academic year,American colleges and universities hold orientation sessions to provide an overview of general rules and policies.However,students,including international students,may miss out on crucial information due to a language barrier or lack of attention to lengthy orientati

77、on sessions.Additionally,some students fail to recognize the significance of these events and choose not to attend orientation,putting themselves at a higher risk of violating school policies.15WholeRen EducationIn 2025,despite a continued decline in the overall number of Chinese international stude

78、nts studying in the United States,China continues to make up the largest proportion of the international student population in the country.This enduring presence highlights the significant role Chinese students play in the U.S.higher education landscape.However,alongside this demographic trend,the n

79、umber of Chinese international students facing academic crises remains strikingly high,stressing the ongoing challenges many international students encounter while studying in the U.S.Through an in-depth analysis of trends in Chinese international student dismissals over the past thirteen years,the

80、2025 edition of the White Paper provides critical insights into the evolving academic landscape for these students,reflecting the current state of academic struggles and dismissals among Chinese students but also exploring potential future trends.The goal of this annual White Paper is to offer recom

81、mendations for educators,policymakers,and institutions aiming to better support Chinese students in American universities.Data on the reasons behind the dismissal of Chinese international students indicates that there is still insufficient awareness regarding the importance of academic integrity.U.S

82、.universities maintain very strict standards in this area,and it is essential for international students to familiarize themselves with institutional policies before enrollment and adhere strictly to all regulations.Students should avoid taking chances or engaging in any form of misconduct.In 2025,t

83、he proportion of students dismissed due to poor academic performance rose sharply.As in-person learning fully resumed,universities also reinstated stricter academic oversight.Whereas matriculation may be easy,graduation itself can be challenging and school policies continue to be enforced by the sch

84、ool.Students need to quickly adapt and achieve the corresponding GPA to maintain good academic performance.When facing the possibility of dismissal,it is crucial for students to seek help as early as possible in order to explore a variety of options that can increase their chances of staying in the

85、U.S.to continue their studies.Prompt and timely intervention can often make a significant difference in turning a challenging situation around.It is important for students to avoid resorting to risky or unaccredited institutions,as well as any illegal measures,in an attempt to maintain their student

86、 status.Such actions not only jeopardize their academic future but can also lead to severe legal and immigration consequences.Beyond academic concerns,students must also be aware of the legal implications of their work and internship activities and university Designated Student Officials(DSOs)are id

87、eal partners.If international students plan to work or intern during their studies,it is imperative they confirm their employment status with their schools international student office.Failures to do this can lead to severe repercussions,including the potential loss of legal status and complications

88、 when applying for future visas or reentry into the U.S.Understanding and adhering to both academic and immigration regulations is essential for safeguarding their long-term academic and professional goals in the United States.Part 3 Conclusion2025 WholeRen White Paper16As educational institutions,u

89、niversities not only recognize but also value the qualities that make students unique.Schools,as institutions of learning,understand that academic challenges and setbacks are part of the learning process.Students who demonstrate they are able to reflect on their mistakes,take responsibility,correct

90、their actions,and show a commitment to improving their academic performance,are often given second chances.This attitude aligns with the U.S.s educational philosophy of growth and resilience.For students who have faced dismissals,it is important to remember that a record of failure does not define t

91、heir entire academic journey.Many factors contribute to academic strugglespersonal challenges,cultural adjustments,or even temporary missteps.As long as students take proactive steps to address the root causes of their academic difficultieswhether seeking academic counseling,improving time managemen

92、t,or addressing personal issuesmany schools are willing to help guide them back on track.In fact,several universities have dedicated programs designed to help students overcome academic probation or dismissal,providing tutoring,counseling,and mentorship to support their return to academic success.Ul

93、timately,academic dismissal is not the end of a students journey;with determination,support,and a commitment to growth,students can often turn things around and resume their studies,with even greater insight and preparation for the challenges ahead.The development of this White Paper benefited signi

94、ficantly from the input and support provided by the outstanding staff in the WholeRen Group Research Center and WholeRen Group.In particular,we thank Yanan Zhang,Sa Guo，Xinzhu Li,and Bingjie Shi for their contributions and insights which greatly improved this manuscript.We are also grateful to J.Y.C

95、hu for the comments and edits.17WholeRen Education1 Institute of International Education.(2024).Leading Places of Origin.Open Doors Report on International Educational Exchange.Retrieved from https:/opendoorsdata.org/data/international-students/leading-places-of-origin/2 Institute of International E

96、ducation.(2024).All Places of Origin.Open Doors Report on International Educational Exchange.Retrieved from https:/opendoorsdata.org/data/international-students/leading-places-of-origin/3 Institute of International Education.(2024).All Place of Origin Open Doors Report on International Educational E

97、xchange.Retrieved from https:/opendoorsdata.org/data/international-students/all-places-of-origin/4 Institute of International Education.(2024).Academic Level and Places of Origin.Open Doors Report on International Educational Exchange.Retrieved from https:/opendoorsdata.org/data/international-studen

98、ts/academic-level-and-places-of-origin/References2025 WholeRen White Paper18Student A received an academic warning due to a low GPA.In the following semester,eager to improve the grades,the student enrolled in multiple high-level courses beyond what they could handle.As a result,the students academi

99、c performance continued to decline,ultimately leading to dismissal from the university.After a thorough review,the expert advisors from WholeRen discovered that the student underestimated the difficulty level of U.S.courses,had not planned the academic workload appropriately,and had also missed the

100、course withdrawal deadline.With guidance from the advisors,the student submitted a sincere apology and a well-prepared appeal letter to the university along with a practical and detailed academic improvement plan.The appeal was successful,and the student was allowed to remain enrolled.Student B comp

101、leted an assignment by searching for reference materials online.He then used AI software to consolidate and translate the material into the assignment for submission.Shortly after submitting the assignment,Student B received an email from the professor alleging plagiarism and possible disciplinary a

102、ction.Student B had a prior record of academic dishonesty.Given this history,the new violation placed the student at serious risk of suspension or even expulsion from the university.Case Study:Visa approval after overstaying and being deportedAfter completing the first masters degree,Student C appli

103、ed for OPT.However,during the waiting period,the student changed plans and decided to pursue a second masters degree,thereby withdrawing the OPT application.Due to an error during the status transition process,Student C unknowingly overstayed in the U.S.for several months without maintaining legal s

104、tatus,and was required to leave the country in order to reactivate lawful presence.Unaware of the overstay,Student C was denied reentry and deported upon attempting to return to the U.S.,and subsequently sought help from expert advisors.After fully understanding the situation,the advisors helped the

105、 student identify the specific causes behind the overstay,clarified the challenges associated with reapplying for a U.S.visa,and provided targeted guidance on preparing application documents and interview questions.Following several rounds of mock interviews,Student C successfully passed the visa in

106、terview and returned to the U.S.to resume studies.Case Study:Dismissal Due to Poor Academic PerformanceAppendixSuccessful CasesCase Study:Academic Crisis Due to Academic DishonestyVisa Application19WholeRen EducationCase One:Readmission to Original University After Academic DismissalCase 2:Overcomin

107、g Academic Integrity Violations to Gain Admission to a Top Graduate SchoolAfter entering major courses,Student D struggled due to a weak academic foundation,resulting in continued low grades and eventually dismissal from the university.Education experts from WholeRen assisted the student in transfer

108、ring to a new school to maintain legal student status while working on improving academic performance.Upon further evaluation,the advisors realized that Student D lacked interest in the original major.They then guided the student through an academic realignment process to help choose a more suitable

109、 major for study.While steadily improving grades at the new institution,the student received ongoing support in preparing a readmission application to the original university.The advisors helped craft an academic improvement plan that met the original schools expectations and prepared all the necess

110、ary readmission documentation.In the end,Student D was successfully readmitted by the original university and returned to their studies.Student E was permanently expelled from the university due to two academic integrity violations.After an unsuccessful appeal,the student sought assistance from Whol

111、eRen academic advisors.The advisors quickly developed a transfer plan that allowed Student E to enroll in a local institution and maintain valid student status.During the subsequent semesters,under the advisors guidance,Student E studied academic integrity policies and maintained strong academic per

112、formance.In addition to improving academically,Student E was encouraged to actively participate in on-campus and off-campus activities,including internships.With a clear graduate school goal in mind,the advisors helped the student select relevant coursework to strengthen Student Es academic record.In the end,Student E was admitted to a top 40 graduate school on the U.S.East Coast successfully turning the academic journey around despite a challenging start.Returning to Academic Success After a Crisis2025 WholeRen White Paper20