Why Foreign Degrees Can’t Just Be “Combined” for US Equivalency

Academic credential evaluation plays a critical role in helping employers, educational institutions, immigration officials, and licensing boards in the United States understand the value and level of foreign educational qualifications. However, a widespread misconception persists among many customers: the belief that multiple degrees earned abroad can be combined to create a higher-level US equivalency—essentially stacking years of study or coursework to boost their evaluation outcome.

For instance, if you earned two degrees abroad, could you combine them into a single, higher US degree? Many think so—until they see how credential evaluation actually works.

This blog aims to clear up this misunderstanding by explaining how academic evaluations are actually conducted according to professional standards and why the notion of “combining” degrees for a single, elevated equivalency is inaccurate and not supported within the US credential evaluation framework.

What Is Academic Credential Evaluation?

Academic credential evaluation is a systematic process used to assess foreign educational qualifications and translate them into their US academic equivalents. Evaluators examine official transcripts, diplomas, and course details to determine how foreign degrees correspond to US standards, assisting institutions and employers in making informed decisions.

For readers interested in a detailed breakdown of this process and its significance, we recommend exploring our other blog posts that cover this topic extensively.

The “Combining Degrees” Myth

The myth of “combining degrees” often originates from applicants’ understandable desire to maximize the recognition of their academic achievements. Many hope that by adding together the years or coursework from two or more separate foreign degrees, they can obtain a higher US credential equivalency, such as a bachelor’s degree plus partial credit toward a master’s degree.

Common customer inquiries frequently reflect this approach, for example:

• “Can you combine my three-year diploma with my second degree to equate to a four-year US bachelor’s?”
• “If I add my undergraduate and graduate studies together, can I get a higher equivalency?”

However, professional academic credential evaluators are bound by established guidelines that require each credential to be assessed independently on its own merits, verifying authenticity, scope, and level of education completed.

The outcome is never about adding or merging degrees but about accurately reflecting what each credential represents according to US education standards. This ensures fairness, consistency, and trustworthiness in academic evaluations across all applicants.

How US Equivalency Is Determined

Determining the US equivalency of a foreign academic credential involves a careful analysis based on several critical factors:

• Level and Type of Credential: Evaluators consider whether the credential is a bachelor’s, master’s, Honours degree, diploma, or other qualification, as each represents different levels of academic achievement.
• Entry Requirements: The entry requirement is closely related to the level and type of credential. Evaluators look to see that the entrance requirements are comparable to US education at the same level to determine equivalency.
• Duration and Structure of the Program: The total length of study and how the program is organized—full-time versus part-time, modular structure, or specialized tracks—are assessed for comparison with US education standards.
• Purpose and Recognition in the Home Country: The intended purpose of the program (academic, professional, vocational) and its recognition by educational authorities and employers in the credential-holder’s country are essential to understanding its value.
• Institutional Accreditation and Legitimacy: The credibility and accreditation status of the issuing institution play a crucial role in determining whether the credential is accepted as comparable to a US degree.

Additionally, while the purpose of the evaluation—whether for employment, further study, or professional licensure—may influence the level of detail in the evaluation report, it does not change the fundamental methodology used to determine equivalency. The process remains standardized and grounded in established professional best practices to provide fair and consistent evaluations.

Why Coursework and Years Are Not Aggregated

Educational systems around the world differ significantly—for example, some countries offer three-year bachelor’s degrees, while others have four-year programs or include Honours components. Because of these structural differences, credential evaluators do not simply add together years of study or credits from multiple academic credentials to produce a combined US equivalency.

Each credential is judged on its own merits, focusing on factors such as the purpose of the program, the institution’s recognition, and whether the credential represents a full, completed course of study. Aggregating coursework or years across separate credentials would misrepresent the educational achievements and undermine the integrity of the evaluation process.

The key thing here is not actually the duration of study, it’s the curriculum itself. Program durations, entry requirements, and program structure–all the things evaluators consider–are really all just ways to measure and evaluate the curriculum of the program. Ultimately, what we are trying to do is compare the curriculum of the foreign education to typical US curricula at the same education level.

Building on that idea, evaluators look beyond surface metrics like time spent in school and focus instead on the depth, breadth, and sequencing of learning within a program. Two programs of the same length can have very different academic demands, learning outcomes, and specializations, depending on the national education system and institutional standards. This is why the curriculum—what is taught, how it is taught, and at what academic level — is the most reliable basis for comparison. By analyzing factors such as required core subjects, progression of coursework, opportunities for specialization, and the balance between theory and applied learning, evaluators can determine the closest US educational equivalent without conflating separate credentials or overestimating the education based simply on accumulated time in study.

The 2+2 Rule of Thumb

A rule of thumb to easily compare foreign academic credentials at the bachelor’s level is to simplify US bachelor’s degrees to two main parts: the general studies curriculum (required lower-level classes in fundamental subjects such as mathematics, the sciences, and college-level writing) and the major field of study. Typically, the general studies components make up the first two years of study, and the major field of study is the focus of the third and fourth years of the program. In other words, you can think of a typical US Bachelor’s curriculum as two, 2-year parts: general studies and upper-level coursework. We will apply this framework in the case studies below to better exemplify how academic evaluations are conducted.

Case Study 1: India – Three-Year Bachelor’s + Two-Year Master’s

In India, the typical higher education pathway includes a three-year Bachelor of Arts (B.A.) or Bachelor of Science (B.Sc.) degree, followed by a two-year Master of Arts (M.A.) or Master of Science (M.Sc.) degree. For example, a student might earn a B.A. from Delhi University and then pursue an M.A. in English Literature from Jawaharlal Nehru University.

In this scenario, the evaluation would yield the following results

• The two-year master’s degree is generally evaluated as equivalent to a US bachelor’s degree in the corresponding field.
• The three-year bachelor’s degree on its own, such as the B.A. from Delhi University, does not meet the equivalency of a US bachelor’s degree for academic or professional purposes. This degree is equivalent to three years of undergraduate coursework – more coursework and credits than an Associate’s degree, but not enough to be considered a US Bachelor’s degree.

Most evaluators would issue an equivalency of a Bachelor of Arts in English Literature for these degrees; however, a better picture of the equivalency would be “three years of undergraduate coursework and a Bachelor of Arts in English Literature.” It is fairly common for evaluators to leave out the “three years of undergraduate coursework” part of the equivalency because evaluators and customers tend to favor only seeing full degree equivalencies.

Using the rule of thumb, we can see why the US equivalency for these two degrees is only a Bachelor’s degree. The three-year undergraduate degree from India covers what we would consider the two-year general studies curriculum of a typical US Bachelor’s degree. However, the three-year degree from India does not satisfy the requirements of two years of upper-level coursework in the field of study. In other words, the two-year Master’s degree from India is comparable to the two years of dedicated upper-level study a US student would complete in their third and fourth years of their undergraduate degree.

However, it is not just about years of coursework. Evaluators would not consider a 3-year Bachelor’s degree from India and the completion of one year of a two-year Master’s degree as equivalent to a US Bachelor’s degree, even though four years of coursework have been completed. This is because, again, we view the two-year Master’s degree as a unified curriculum consisting of the upper-level coursework of a typical bachelor’s degree program in that field in the US. Therefore, full completion of the two-year Master’s is required to obtain a US equivalency of a Bachelor’s degree.

Case Study 2: Australia & South Africa – Three-Year Bachelor’s + One-Year Honours Bachelor’s

In countries like Australia and South Africa, the academic structure often involves a three-year bachelor’s degree followed by a one-year Honours degree – a 3 +1 structure. For example, a student may earn a Bachelor of Commerce (B.Com) from the University of Melbourne, followed by a Bachelor of Commerce (Honours) from the same university. Similarly, in South Africa, a student might complete a Bachelor of Science (B.Sc) in Chemistry from the University of Cape Town, then pursue a B.Sc. Honours in Chemistry.

• The three-year B.Com from the University of Melbourne is recognized as equivalent to three years of undergraduate study in Business in the US.
• The Honours bachelor’s degree, a one-year program completed after the bachelor’s, is evaluated independently and is equivalent to a full US bachelor’s degree, typically a BBA or other business degree, depending on the focus of the degree.

The Honours degree stands alone as equivalent to a US bachelor’s degree, regardless of the three-year bachelor’s preceding it. Evaluators do not sum the years or coursework of the two credentials; the Honours credential independently meets the US bachelor’s equivalency. This is because admission to a one-year Honours program requires completion of a three-year bachelor’s (or comparable degree) in the same field, meaning the student has already met essential undergraduate-level requirements before starting Honours study. In effect, the three-year bachelor’s plus the one-year Honours program mirrors the structure and academic depth of a standard four-year US bachelor’s degree — but the Honours credential, by itself, represents the completion of that full curriculum.

United Kingdom – Three-Year Bachelor’s + Two-Year Master’s (MBA)

In the UK, many undergraduate degrees in England, Wales, and Northern Ireland are structured as three-year programs. For example, a student might complete a Bachelor of Arts (BA) in History from the University of Leeds, then go on to a two-year Master of Business Administration (MBA) at Durham University Business School in England.

A three-year BA in the UK is shorter in duration than the typical four-year US bachelor’s degree, but the difference in length does not mean it is equivalent to less education. However, the UK system requires students to complete A-Levels before entering university—two years of advanced, subject-specialized study typically taken between ages 16 and 18. These A-Levels are rigorous and content-rich, comparable to a significant portion of the general education or introductory college-level coursework that US students complete in the first two years of a four-year bachelor’s program.

When combined with the three years of focused university study, the total scope and level of academic preparation closely align with that of a US bachelor’s degree. This is why most credential evaluators recognize a standard three-year UK bachelor’s degree (with A-Levels) as equivalent to a four-year US bachelor’s degree.

• In this scenario, due to the combined academic preparation from A-Levels and the undergraduate program, the BA in History from the University of Leeds in the UK is equivalent to a US BA in History.
• Meanwhile, the MBA from Durham University Business School in the UK is equivalent to a US MBA.

Now, let’s compare the Bachelor’s degree to our 2+2 rule of thumb. In the UK model, much of the general studies component — at least in the relevant subject areas — is effectively completed during A-Levels. This means that when students begin their three-year UK bachelor’s, they start with advanced standing. Similar A-Level systems exist all around the world, including in countries such as Cameroon, Bangladesh, and Singapore. In fact, many private international schools follow, recognize, or have modeled their own system after the British curriculum and provide access to A-Level programs.

Understanding the Value and Nuance of Credential Evaluation

Credential evaluation is a careful, detailed process that goes beyond simply adding years of study or counting credits. As demonstrated in the case studies of India, Australia/South Africa, and the UK, evaluating a foreign credential involves assessing the curriculum's depth, the academic preparation preceding the degree (like A-Levels in the UK), and the standalone merit of each qualification. This nuanced approach ensures that international degrees are fairly and accurately translated into US equivalencies.

Evaluators play a vital role by providing objective, credential-by-credential analyses based on recognized professional standards. However, it is important to remember that the evaluation report is a tool—not a final judgment. Employers, institutions, and licensing boards must interpret and apply these findings according to their specific criteria while considering the broader educational context.

For applicants, understanding this process, submitting complete documentation, and reviewing reports carefully can make the difference in how their education is recognized and valued. Applicants should take time to review the evaluation report carefully. If any part of the assessment appears unclear, requesting clarification from the evaluation agency is not only encouraged but advisable. This ensures the applicant fully understands the academic reasoning behind the results.

Rather than trying to compress global education into a single mold, credential evaluation works by mapping one academic journey onto another with precision. The result is not a simple label, but a well‑reasoned translation—a bridge that preserves the integrity of the original achievement while making it intelligible in a different educational language. When everyone involved understands the reasoning behind that translation, decisions about admissions, hiring, or licensing are grounded in clarity, context, and respect for the path the learner has taken.

Mark Rogers - Head of Evaluation Services at MotaWord

Mark is a credentials evaluator expert with over five years of experience in the industry. Throughout his career, Mark has demonstrated a keen attention to detail and a thorough understanding of international education systems, contributing to his reputation as a trusted authority in the field of credentials evaluation.