I recently emailed a few questions to Kristin Lynch, the program manager at EduBoston: an international organization that connects (F1)  Chinese-exchange students with host families, education, and a whole bunch of other programs in America. (You can read the full interview here).
Annually, the number of Chinese students studying in the U.S. has grown. Clearly, these students must see some value in American education, otherwise they would not be arriving in such large numbers.
Lynch points out, “Perhaps the main reason parents want their children to study here and students want to come, is the different educational philosophy. Education in the U.S. is interactive and student-centered. It is designed to encourage student inquiry, curiosity, analytical thinking, and a love of learning.” Meanwhile, China has a “more rigid, teacher-centered education system, the signals can be confusing” which emphasizes listening, memorization and formal exams.
These views run contrary to news headlines.
Popular criticism: the U.S. education system is “lagging” behind China’s.2
Those who rank the world’s top school systems each year have concluded that America’s school system has fallen behind those in other countries during the past few years. This assessment has sparked education reform and Common Core policies throughout the U.S. 
However, the ranking systems’ metrics do not measure self-esteem, self-efficacy, creative thinking capacity, and other qualitative types of “brains.”
When American news perpetuates the fear that China will “overtake” the United States with their superior education system, they neglect a crucial fact: If a student fails the Gao’Kao, China’s college-entrance standardized tests, they will not receive their high school diploma. The Gao’Kao does not allow for second-tries or do-overs, so students face intense pressure from a young age to succeed, as failure means “no degree, poor job prospects and a life full of regret.” This system has some nasty side-effects on the psyche of young students. 
Many parents in China view America’s holistic education favorably.
Lynch notes that U.S. education places more emphasis on the individuality of each student: “[In America], many assignments involve choice, exploration of one’s own interests, and expression of one’s own ideas.” Also noteworthy, participation in Chinese classrooms is discouraged while in the U.S. participation and class discussions form a portion of a students’ overall grade.
According to Lynch, more and more teachers are also using project-based learning to get students using academic knowledge and skills to make real things and solve real problems, “creating a stimulating, memorable, and confidence-building learning experience.”
The focus on the well-being and self-esteem of students’ compels many to pursue American schooling, even if China’s schooling yields higher test scores. “Many Chinese parents also recognize the value of sports and clubs… and they want their children to can participate in them.” She also adds in that “activities, such as sports, clubs, music, and volunteering, allow students to explore, discover, and develop their interests and talents.”
So, what do you think? Feel free to email me at firstname.lastname@example.org or leave a comment.
If you are interested in EduBoston’s programs or hosting an international student, check out their website: http://www.eduboston.com
 An F1 visa, which differentiates from a J1, allows for a fuller, more long-term educational experience in America.