By Gavin Chen

What makes a school American? Is it the nationality of its students? The languages spoken in the hallways? Cultural identities?

These are questions that some students—and perhaps even faculty members—have wondered about privately.

SAS has experienced major demographic changes over the past decades. A growing proportion of students have spent most of their lives in China, and the student body today is more diverse than ever before. At the same time, fewer students hold U.S. citizenship than in previous decades.

Yet having an American passport doesn’t automatically make someone more “American” than anyone else. Increasing diversity does not necessarily weaken a school’s identity. This begs the question: can SASPD still be considered an American school, or has it become something else entirely?

Founded on September 17, 1912, Shanghai American School was originally established to serve expatriates living in Shanghai—business executives, diplomats, missionaries, and others who wanted their children to receive an American-style education. After reopening following its temporary shutdown during World War II, SAS saw a significant increase in diversity: expanding from a predominantly American school to include students from a growing number of nationalities. Today, SAS has a student body of over 48 nationalities.

This is what the statistics tells us, but we shouldn’t use demographics itself as a judge of whether a school is “American” or not.

So what does an American School look like? A strong football culture? Culturally specific cliques? Drama and gossip the way they are portrayed in popular media? The aforementioned determinators are all subjective and hard to quantify. I propose two more objective criteria: first, whether the institution operates using a traditionally American educational structure; and second, whether it reflects values commonly associated with American education.

Curriculum-wise and structurally, SAS can be easily recognized as an American school. It offers Advanced Placement (AP) courses, uses a GPA-based grading system, and encourages students to apply to American universities. The school also includes many features commonly found in American high schools. Chapters of nine different Honor Societies are established here, while a wide variety of student-led clubs, encouraging academic and artistic endeavors, athletic teams, and leadership organizations provide opportunities beyond the classroom. Sports programs are divided into Varsity and Junior Varsity levels, and extracurricular participation plays a significant role in student life.

All of these elements exhibits how SAS remains “American” on a structural level. At the very least, the foundations of the school closely resemble those of a typical American high school. However, if we want to understand whether SAS is truly an American school, it is perhaps even more important to examine the values that shape daily life within it.

Beyond statistics and demographics, the daily experiences of students at SAS offer a clearer perspective. In the classroom, learning often reflects an emphasis on discussion and participation rather than memorization by rote. Students are encouraged to ask questions, challenge ideas respectfully, and engage in debate. This creates an environment where independent thinking is valued and where students are expected to take an active role in their own learning.

Relationships between teachers and students also tend to be relatively informal and approachable. Students often feel comfortable seeking help, sharing opinions, or continuing conversations beyond class. Although there are still clear differences in authority and responsibility between teachers and students, these interactions resemble those commonly observed within American educational settings.

Outside the classroom, student life at SAS also echoes characteristics commonly associated with American schools. Extracurricular activities—opportunities in sports, clubs, and student leadership—allow students to explore their interests in areas beyond academics. This emphasis on developing well-rounded students aligns closely with the philosophy of many American secondary schools.  

At the same time, SAS is undeniably international. Its students come from dozens of nationalities and cultural backgrounds, bringing a diversity of perspectives that few schools in the United States could match. For that reason, the question may not be whether SAS is American or international. In many ways, it is both.

While the composition of the student body has changed dramatically over the past century, the school’s educational structure and many aspects of its culture remain rooted in American traditions. SAS’s identity therefore lies not in the passports its students carry, but in the educational experience it provides. Demographics may evolve over time, but the values and practices that define a school often endure much longer.