Scholarships

The Scholarship Process

QSI Haiphong offers scholarships to families that pay for tuition.

Step 1: Families

Families fill out a scholarship application form.

Step 2: Committee

This year, the QSI Scholarship Committee is comprised of an administrator, three teachers (one Elementary & two Secondary), and two accountants.

The committee considers if the student would be successful at QSI Haiphong. Depending on the child's age, they use a variety of metrics: a student's former grades, a MAP mathematics screening score, a MAP literacy screening score, writing prompts, and an oral English assessment.

Step 3: Advisory Board

After hearing the recommendation of the Scholarship Committee, the Advisory Board will approve, deny, or alter scholarships. A letter will then be sent to families confirming their scholarship status for the following year.

All parents who accept a scholarship must agree to contribute to the school in a non-financial way.

The following conditions apply to scholarships:

Scholarships can be given to students from the 5-year-old class through Secondary IV.
The QSI International School of Haiphong Advisory Board has the final say in all matters related to academic scholarships.
Scholarships will be given to students who can and will take advantage of the opportunities provided by an international school education.
If a family has a scholarship and multiple children, the scholarship will be provided to the oldest child in the family.
The QSI International School of Haiphong Advisory Board reserves the right to accept or deny any applicant for scholarship and to alter or halt the process at any time.

In This Section

Campus Tour

Preschool Admissions

Elementary & Middle School Admissions

For students in our elementary and middle school programs, QSI Haiphong places children both by age and ability.

5-year-old class students are placed with their age group, however, they are assessed for achievement in Mathematics and Literacy (Reading and Writing) at admission to the 5-year-old class program and are placed at their achievement level for these courses. Example: A 5-year-old class student achieving at the 6-year-old level in Literacy is provided 6-year-old Literacy instruction, either in the homeroom class or by moving to join the 6-year-old class for the Literacy periods. For all other classes (PE, Music, Science, etc.) the student is in class with children of his or her age level.
For the 6-year-old class through the 13-year-old class, students are assessed in Mathematics and Literacy (Reading and Writing), and are placed at achievement level for these courses. For homeroom and other courses, students are placed by age. Example: A 7-year-old student achieving at the 8-year-old level in Literacy is provided 8-year-old Literacy instruction by joining the 8-year-old class for the Literacy periods. For all other classes the student is with the 7-year-old class.

Secondary (High School) Admissions

Mastery learning works to address the needs of secondary students across the learning spectrum, from those who need extra support to backfill learning gaps to those who need further academic challenges. Placement is a key ingredient in meeting the individual needs of students, so placement decisions should be consistent, and based on as much evidence as possible. The more accurately secondary students are placed, the more they understand that the mastery learning system provides student-centered instruction at the appropriate level to prepare them for the future.

Initial Testing & Placement of Students 

1. Transcripts from past educational institutions are an important piece of the placement decision, but they don’t always give the complete picture of a student’s academic background. It is possible for a student to have completed a course within another school system without mastering the material. Similarly, the student may have already mastered much of the learning that takes place in a course without officially earning credit. 

2. Testing, especially to determine a baseline level in English and Mathematics, is an important part of the decision for placement. Testing in other subjects may also be necessary, especially for placement in courses with prerequisites. To help determine a new student’s achievement level, the following may be administered as appropriate:

Measures of Academic Progress (MAP).
Assessments from prerequisite courses, even if past transcripts show the student has completed the course. 
Writing sample: Student responds to a writing prompt.
End-of-year assessments. 
Other assessments that help with the placement decision.

3. Homeroom assignment should be based on the following:

Fewer than 50 credits: Secondary I
Minimum of 50 credits: Secondary II
Minimum of 100 credits: Secondary III
Minimum of 150 credits: Secondary IV

4. Further testing may be necessary if a student is performing so well on the assessments that they are showing mastery of material found in courses for which they have not yet received credit. To credit the past learning and place the student appropriately, the student may take unit tests within a subject to earn the units of study. For example, a student who has never taken Algebra, but shows readiness for Geometry and/or Advanced Mathematics I, may take the 10 unit tests for Algebra to earn 10 Algebra credits.

5. Meet with the student to determine strengths, weaknesses, interests, needs, and developmental level.

6. Discuss with parents the academic, social, and emotional strengths and needs of the student.

7. Determine placement, create a graduation plan, and meet with parents to discuss the initial graduation plan. Placement will be based on the best professional judgment of the school’s placement team; the team will be flexible and willing to adjust student placement as needed. The team should include teachers and school administrators. Explain to parents why the placement and graduation plan determined by the placement team are in the best interests of the student.

English Language Requirements

QSI Haiphong accepts students with no previous experience with English from preschool through 13-year-old class (US Grade 8).
Secondary students must demonstrate increasing levels of language proficiency, as determined by an English language assessment administered at the schools.
Older students with little or no English experience may expect to spend additional years enrolled in Secondary in order to graduate with a QSI diploma.

Special Needs

QSI Haiphong admits students with limited learning needs, challenges, or disabilities once it has been determined that the student can succeed at the school.
For students with moderate to severe disabilities, the school will review additional information including evaluations, reports, IEPs, or school referrals required to help the school assess whether a program can be provided to meet the academic needs of the applicant.