Advanced Placement And International Baccalaureate Fact Book

Advanced Placement

And

International Baccalaureate

Fact Book

Instructional Services

February, 2008

Frequently Asked Questions Regarding

Advanced Placement and the International Baccalaureate Programs

Over the past several weeks there have been a host of questions regarding AP and IB programs, their impact on schools, costs, and potential issues related to competition of programs. The Instructional Services Department has pulled together most, if not all, of the questions that have been raised and provided answers and complimentary documents. We are hopeful that this information will help the School Board, our Leadership Team, and the division better versed in the similarities and differences in the AP and IB programs.

The questions that have been raised are in bold, italicized, black letters and our responses are in blue.

For further clarification regarding AP or IB please contact Peter Noonan at 703-208-7841.

#1 IB seems to be more of an exclusive program by design with emphasis on the diploma; it also seems to be more geared for humanities and language-focused students. Can you comment on what sets the IB program apart from the AP?

The International Baccalaureate program by design is not exclusive; in fact, the International Baccalaureate Organization (IBO) clearly outlines in their mission that it is a program to prepare high school students for life in the 21st century in an “interconnected, globalized world that requires critical-thinking skills, and a sense of international-mindedness,” and not to offer elite students the opportunity to gain college credit. The university recognition of IB courses for college credit is a bonus, not its mission. In the last few years IB has purposefully encouraged all-school programs rather than magnet schools. The IB diploma program encourages a “positive attitude to learning that prepares ALL students for university education.” Some of the specifics that outline the inclusiveness of the IB program include:

• IB believes that assessment should concentrate on what the student knows rather than what he or she might not know. Therefore, credit on assessments is given for ideas that are supported rather than taking away points for missing ideas.

• IB assessments are developed with the belief that students have different strengths and, therefore, they offer many options for students to demonstrate their understanding. Rather than sitting for one extensive examination, students have opportunities to demonstrate their understanding through a series of assessments, evaluated and monitored by their teachers as well as external moderators. Within each examination, students are also given a wide range of choices to answer questions that they understand.

• The IB program has two avenues that the students may pursue, and students who chose to earn certificates rather than the diploma have a program that is very similar to the AP in scope and college credit.

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• The IB program is also very sensitive to individual student needs; students with learning differences, under-represented students, students who might be the first generation to attend college, etc. are not only accepted into the IB program, but they are also encouraged to participate. Access and equity is important to BOTH the advanced placement and IB programs.

• In a study completed by the Fordham Foundation 2007 (52-page report that can be found at the following link http://www.edexcellence.net/doc/APIB.pdf) they found the IB courses (and they only looked at the Standard Level one-year sequence) to be on par or slightly better than the corresponding AP course. The IB program in mathematics, science, and computer science is internationally accepted as rigorous.

• One of the differences between the AP and IB is that IB feels strongly in balancing breadth and depth, and, therefore, the students spend a lot more time on fewer units/pieces of study. This is one of the reasons that IB students are given a lot of choice in their examination.

#2 How many students graduated from South Lakes last year? Of that, what percentage took IB classes? What percentage graduated with the IB diploma? Of those that graduated how many went off to a four year college?

South Lakes had a total of 340 seniors in 2006-07; 47.1% of those students took at least one IB course. 13.2% earned the IB diploma.

#3 Is there a place I can see the full course offerings at South Lakes? What percentage of the courses are IB? Is that significantly different that the percentage of classes compared to an AP school?

Appendices A (AP Course Breakdown by High School) and B (IB Course Breakdown by High School) outline all of the IB and AP course offerings in FCPS for 2006-07.

Last year South Lakes offered 15 IB courses, most at both the standard and higher level. These included:

English IB English (two-year sequence)

Language IB French, IB German, IB Latin, IB Spanish,

Social Studies IB History (two-year sequence including History of the Americas)

Science IB Biology, IB Chemistry, IB Physics,

Mathematics IB Computer Science, IB Mathematics SL, IB Mathematics HL,

IB Math Studies

Fine Arts B Music, IB Theater Arts, and IB Visual Arts

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South Lakes plans on adding an additional IB course and 2 AP courses for 2008-09. They have also added Japanese and will have IB Japanese when the students reach that level. 10th grade IB students may take AP Government.

As a form of comparison, Oakton offers 20 AP courses. These include:

English AP English Language, AP English Literature

Language AP French Language, AP German Language, AP Spanish

Language, AP Japanese

Social Studies AP World History, AP U.S. History, AP Government – U.S., AP Human Geography

Science AP Biology, AP Chemistry, AP Environmental Science

Mathematics AP Calculus AB, AP Calculus BC, AP Computer Science AB, AP Statistics

Fine Arts AP Music Theory, AP Studio Art: 2D Design, AP Art History

The number of IB and AP courses offered at each school is dependent primarily on student enrollment and staffing.

#4 For the South Lakes students going off to college with a non-IB diploma do we know the colleges they have been accepted to? Are there some strong schools on that list? How does this compare with other schools in this study?

The career center specialist at South Lakes reported this list of colleges that non-IB students have attended in the last two years:

• James Madison University • University of Virginia • Virginia Tech • New England College of Music • Florida State University • Berklee College of Music • University of so California • Julliard • Elon • New College of Florida • West Point • Penn State University • The Air Force Academy

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• University of New Hampshire • The Naval Academy • Ithaca College • Pepperdine University

#5 How many AP Scholars come out of Westfield, Oakton, and Chantilly each year (seniors who have taken and passed more than 3 AP exams in their years at those schools)?

The College Board recognizes students as AP Scholars (3 exams with 3 or higher on each), AP Scholars with honors (at least 4 exams with an average of 3.25 and at least a 3 on each of them), AP Scholars with distinction (at least 5 exams with an average of 3.5 and at least a 3 on each of them), and National Scholars (at least 8 exams with an average grade of 4 with at least a 4 on each of them). These are the statistics for the schools in the boundary change:

School AP scholar w/ honors w/distinction National scholar

Westfield 154 89 59 8

Oakton 116 54 77 7

Chantilly 153 55 60 11

#6 The AP program allows students to take individual courses in the areas of their strength and interest. Can IB students do the same?

IB diploma students absolutely have the opportunity to explore their areas of strength in many ways. Students may certainly choose to pursue individual IB courses rather than the diploma. Students who initially prefer to pursue individual IB course sequences often decide to complete the diploma when they understand that they can do those courses at the standard level, similar to an honors course with a global perspective. Either way, it is the student’s choice to pursue IB certificates or the diploma.

There are several ways for students to explore in greater depth their interests and strengths. They would take Higher Level courses in their areas of strength. The courses in science and mathematics are often equivalent to AP and most go beyond since they are two-year sequences. If a student would like to pursue more courses in a particular area they may do so by pursuing their Group 6 (elective) in that subject. For example, a student interested in science may take a second science for the elective; a student interested in the social sciences might elect to take Social and Cultural Anthropology or Psychology. A student could also take a second language as their 6th course. In some cases, if a student wants to pursue a course of study that is heavily weighted in one or two areas, he or she may elect not to get the diploma and, instead, take 3 IB science courses. On the other hand, we have had students achieve the IB diploma with an extra certificate, taking an additional IB course (7) in an area of interest and receiving additional college credit for doing so.

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#7 How does the IB mathematics sequence line up with the AP sequence?

Appendix C – IB and AP math sequence outlines the similarities and differences in the two programs. Both sequences offer students the option to reach the highest levels of mathematics.

#8 The IB program requires all students to study a second language. If my student is not interested or ready to take a foreign language in 8th grade, does this mean that he cannot pursue the diploma? Is the IB program inappropriate for students who do not have an interest in studying a foreign language?

The IB program is flexible and recognizes that students mature, develop skills, and develop interests at different rates and at different times; therefore, there is a lot of flexibility in the program. Students may complete the diploma without the recommended 5 years of a language by taking the standard level examination after 4 years of study or the ab initio exam after 2 or 3. However, it is correct that IB students are encouraged to study a language for 4 – 5 years; in order to take AP foreign language the students would have the same requirement. In addition, one of the aspects of FCPS strategic goals is that all of our students will become speakers of a second language. In our global society, it is becoming increasingly important that our students become fluent in languages other than English.

If a student is pursuing IB certificates, he/she can choose not to pursue a foreign language. Similarly, if a student in an AP school does not want to pursue AP foreign language, he/she could start a language later in high school.

#9 Do students receive credit for IB courses? Can they receive as much credit as they can for AP courses?

Appendix D – AP and IB credit outlines university credit awarded at 5 universities that our students often attend – the University of Virginia, Virginia Tech, William and Mary, George Mason University, and MIT.

University recognition of IB and AP examinations has become very equitable in the last few years; most colleges list their acceptance policy on their websites. Although each college, and, in fact, each department in each college creates their own recognition policy, it is difficult to make sweeping generalizations. In most instances, universities accept examinations scores of 5 or better in HL examinations.

Some colleges have different acceptance policies for students earning the diploma and those earning certificates; these include Harvard, Virginia Tech, Brandeis, and others. Diploma students are afforded more credits than certificate students. For the most part, however, colleges use individual test scores to determine credit. Some states have issued mandatory acceptance of IB, including California, Texas, and Florida. The attached EXCEL spreadsheet compares the acceptance of IB and AP examinations at 5 universities that many of our students attend – UVA, VA Tech, George Mason, William and Mary, and MIT.

Since most IB courses are two-year sequences, it is true that students can get a few more credits if they take primarily AP courses throughout their high school career. A few IB students choose to sit for an AP exam in their one-year courses or at the end of the first year of a two-year sequence (for example, students in Mathematics HL will succeed on the AP Calculus BC exam.

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IB sciences and mathematics often result in MORE college credit rather than less than AP. For example, while AP and IB science at UVA both earn a student 6 credits in science (with a score of a 4 or 5 in AP and a 5, 6, or 7 in IB), only the IB course counts as a lab credit. A student in IB Mathematics HL earns 7 credits at UVA for a 5, 6, or 7, while a student who received a 4 or a 5 in AP Calculus AB receives 4.

Some universities are beginning to require students to take ALL of the courses in their major at their school and, therefore, in both AP and IB subjects, some examinations are being awarded elective credit rather than credit in their major.

#10 Is it accurate that students in advanced placement can take many more AP science courses than students in IB schools? Can’t they take one every year?

The science sequence in AP and IB is actually very much the same. In order to take an AP science course, a student must first complete a year of that science. Students in an IB schools take the same two years as part of the IB sequence. In other words, an AP student with high interest and capability in science might take Biology in 9th grade, Chemistry in 10th, AP Biology or AP Chemistry in 11th along with Physics, and an additional AP course as a senior. In rare cases, a student might even take two AP science courses as a senior, resulting in 3 AP courses.

A strong IB science student could take the following sequence:

9th grade Pre-IB Biology

10th grade IB Chemistry I

11th grade IB Physics I

12th grade IB Chemistry II HL and IB Physics II HL

Since the IB examination is given after the second year, it is accurate that a student pursuing a strong science program might be able to take one additional AP course than IB, especially if they are diploma students. However, this is not the usual sequence for our students.

Students who take both AP Physics examinations also have the opportunity to earn more credit than IB Physics.

#11 Can students in an IB school take AP courses online? Can students in IB courses take AP examinations? Who pays for these?

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All FCPS students have the option of taking online courses; if the course is a part of the student’s 7-course schedule, there is no cost. The student pays the online course fee if the course is in addition to the regular 7-course schedule. Many IB courses prepare students for AP examinations, although students might need to review all aspects of the AP exam independently. IB students have had success on AP examinations, including AP English Literature, AP Psychology, AP Calculus BC (after IB Mathematics HL), and AP Spanish.

#12 If a family prefers their student to pursue the Advanced Placement program rather than the International Baccalaureate, is there a process in place for a student transfer?

Fairfax County Public Schools offer our students a wide variety of advanced academic programs including TJ, AP, and IB. We understand that for some students one of the programs might be a better fit than others. Therefore, FCPS offers students the opportunity to apply for a student transfer to the nearest high school offering the program that is not at their base school. The information for requesting a student transfer is available on the FCPS website; no requests will be taken for students affected by the possible boundary change until the board makes a final decision.

Students who make the request to change to an IB or AP program not offered at their base school are required to attend the school closest to the base school or their home dependent upon available space. If space is not available, they may attend the next closest school. Students who transfer for IB or AP are expected to pursue that program by taking at least 5 AP courses over the 4 years or at least 3 IB sequence of courses. Students should pursue a course of study in their freshman and sophomore year to prepare them for advanced academic courses. .

#13 Is there an impact of lower level class offerings when SL focuses on high level IB class offerings?

South Lakes H.S. offers appropriate course sequences for all of the students, not only those pursuing the IB program. The master schedule is based on the total class requests. When the school builds the master schedule, they do not sacrifice standard level high courses and those courses required for graduation. In fact, it is more likely that an IB student might need to be flexible in creating his schedule than our general education students.

#14 How does the cost of the IB program compare to the cost of the AP program?

The IBO charges a registration fee of $123 for each IB student and an additional $84 for each examination. Each school also pays an annual fee of $8850. We have a contract with the College Board for $74 for each examination. The cost of professional, required training for IB and AP teachers is approximately the same when teachers attend workshops outside the

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county; most AP workshops are $600 per teacher and IB workshops are $550. Fairfax County does save some money by running our own AP Summer Institute to train approximately 250 FCPS AP teachers (the cost is about $450, but we also save travel expenses).

There are several reasons why the IB program is more expensive than the Advanced Placement program. IB examinations consist of both internal and external assessments, with an average of 3 – 5 assessments per subject. Although the teacher grades the internal assessment, a random sample is sent to a moderator and then a senior examiner to ensure that the teacher is grading the work appropriately. All examination papers are mailed to moderators around the world; a random sample of the papers are then graded by a senior examiner; finally, the exams all go to Cardiff for final grade awards. IB English students write two literary papers that are also graded externally. Using English as an example, students sit for two essays that are graded externally and then moderated; they write two papers that are also graded and moderated; they do an oral presentation graded by the teacher and an oral exam taped and graded by the teacher and moderated by external examiners. Many IB subjects also include non-standard assessments. For example, an examiner visits each school to view student art work and interview each student as a part of the exam. .

The annual fee includes curriculum development (each subject goes through a rigorous review and revision every seven years), online curriculum center, and support from the International Baccalaureate Organization and International Baccalaureate North America.

#15 Please provide the history of how South Lakes HS and Hughes MS got the IB program.

In the late 1990’s each FCPS high school had the opportunity to choose AP or IB. The South Lakes community believed the IB was a good fit for its diverse student population and that it supported the school’s mission. The IB Middle Years program, which is relatively new, was later introduced in an effort to support the diploma program at South Lakes. At that time FCPS chose to bring in 3 Middle Years Programs. South Lakes was chosen for several reasons. First, it was the only IB school in the western part of the county, and second, Hughes/South Lakes was a model campus and the MYP program would lead to greater collaboration between the middle school and high school programs. The Middle Years Program (MYP) is a whole school program currently in 5 of our middle schools and four of our IB high schools.

#16 Why is South Lakes introducing AP courses?

South Lakes chose to introduce two AP courses to support the needs of the students, especially for students who might not be able to complete the two –year IB sequence. South Lakes is committed to offering courses to meet the needs of their student population and will continue to do so as long as they can be supported by the enrollment and staffing.

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#17 How are IB and AP courses maintained at a school at the same time?

Most IB schools offer a small selection of AP courses, mostly for seniors who are unable to complete a two-year sequence for any reason. Other AP courses, such as AP Statistics, might be offered in areas in which there is no IB equivalent.

#18 What AP courses are currently offered at South Lakes, and what is required to add more?

South Lakes chose to offer AP Human Geography and AP Government for next year. The requirements for offering an Advanced Placement course include adequate enrollment, available staffing, the completion of the AP course audit for curriculum approval, and the training of the assigned teacher.

#19 Are students who did not attend an MYP middle school at a disadvantage if they attend an IB diploma high school?

Although the MYP program introduces students to the mission of the IB and develops the students as learners, the three IB programs (Primary, Middle, and Diploma) are stand alone programs, and students need not be in a Middle Years program to be successful as an IB student.

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Appendix A

AP Course Breakdown by High School

2006-2007 data provided Please note that in many cases, from year to year, different AP

courses are offered in an effort to provide as many AP offerings as possible in a 2-year cycle

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Fairfax County Public Schools AP COURSES OFFERED 2006-07

AP Course Annandale Bryant Centreville Chantilly Fairfax Falls Church Hayfield Herndon TJ LBSSAP Art 2D Design X X X X X X XAP Art 3D Design X X XAP Art History X XAP Biology X X X X X X X XAP Calculus AB X X X X X X X X XAP Calculus BC X X X X X X X XAP Chemistry X X X X X X XAP Chinese XAP Computer Science A X X X X X X XAP Computer Science AB X X X X XAP English Language & Composition X X X X X X X XAP English Literature & Compos X X X X X X X X XAP Environmental Science X X X X XAP European History X X XAP French Language X X X X X X X XAP French Literature XAP German Language X X X X X XAP Government -- U.S. X X X X X X X X XAP Government -- Comparative X X XAP Human Geography XAP Japanese X XAP Latin -- Literature X XAP Latin -- Vergil X X X XAP Macroeconomics XAP Microeconomics XAP Music Theory X X X X X X XAP Physics B X X X XAP Physics C X X X X X XAP Psychology X X X X X X X XAP Russian Language (pilot) XAP Spanish Language X X X X X X X XAP Spanish Literature X X X X XAP Statistics X X X X X X X XAP Studio Art - Drawing X X X XAP U.S. History X X X X X X X XAP World History X X X X X X

*updated for Westfield, Oakton, and Falls Church 2/2/2008

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AP CourseAP Art 2D DesignAP Art 3D DesignAP Art HistoryAP BiologyAP Calculus ABAP Calculus BCAP ChemistryAP ChineseAP Computer Science AAP Computer Science ABAP English Language & ComposAP English Literature & ComposAP Environmental ScienceAP European HistoryAP French LanguageAP French LiteratureAP German LanguageAP Government -- U.S.AP Government -- ComparativeAP Human GeographyAP JapaneseAP Latin -- LiteratureAP Latin -- VergilAP MacroeconomicsAP MicroeconomicsAP Music TheoryAP Physics BAP Physics CAP PsychologyAP Russian Language (pilot)AP Spanish LanguageAP Spanish LiteratureAP StatisticsAP Studio Art - DrawingAP U.S. HistoryAP World History

Langley Lee Madison Marshall McLean Oakton RBSS S County Stuart W. PotomacX X X X X

X X X X X XX X XX X X X X XX X X X X X XX X X X X XX X X X X X

XX X X X X

X XX X X X X XX X X X X X XX X X

X XX X X X X

X X X XX X X X X X X

X X

X XX X X X

*1

X X

X X X XX X *1 X XXX X X X X X

X X X X X X X XX X X X X XX X X X X X XX X X X X X

*1 - test given at school; course taken on-line


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AP CourseAP Art 2D DesignAP Art 3D DesignAP Art HistoryAP BiologyAP Calculus ABAP Calculus BCAP ChemistryAP ChineseAP Computer Science AAP Computer Science ABAP English Language & ComposAP English Literature & ComposAP Environmental ScienceAP European HistoryAP French LanguageAP French LiteratureAP German LanguageAP Government -- U.S.AP Government -- ComparativeAP Human GeographyAP JapaneseAP Latin -- LiteratureAP Latin -- VergilAP MacroeconomicsAP MicroeconomicsAP Music TheoryAP Physics BAP Physics CAP PsychologyAP Russian Language (pilot)AP Spanish LanguageAP Spanish LiteratureAP StatisticsAP Studio Art - DrawingAP U.S. HistoryAP World History

WSHS Westfield WoodsonX X

X X XX X XX X XX X XX X X

X X XXX X XX X XX XX X XX X X

X X XX XX X XX

XX X

X

X XX X XX XX X X

X X XX X XX X XX X XX X X

X X


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Appendix b

IB Course Breakdown by High

School

2006-2007 data provided Please note that in many cases, from year to year, different AP

courses are offered in an effort to provide as many IB offerings as possible in a 2-year cycle

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Course Annandale T.A. Edison Lee Marshall Mt. Vernon Robinson South Lakes JEB Stuart

English A1 HL SL HL HL HL HL HL SL HL HL

English A2 SL

Spanish A2 SL HL SL HL SL HL SL HL SL HL SL

Chinese B SL

French B HL SL HL SL HL SL HL SL HL SL HL SL HL SL HL SL

German B HL SL HL SL HL SL HL SL

Latin B SL HL SL HL SL HL SL SL

Spanish B HL SL HL SL HL SL HL SL HL SL HL SL HL SL HL SL

Chinese ab initio SL SL

French ab initio SL SL SL SL SL

German ab initio SL SL SL

Japanese ab initio SL

Spanish ab initio SL SL SL SL SL

Anthropology SL SL SL SL

Business & Mgmt. SL HL SL HL SL HL SL HL SL

Economics HL SL

Geography SL SL SL

History (American) HL HL HL HL HL HL HL HL SL

History SL SL

Philosophy SL

Psychology SL HL SL HL SL

World Religions SL

Biology HL SL HL SL HL SL HL HL SL HL SL HL SL HL SL

Chemistry HL SL SL HL SL HL SL HL SL HL SL HL SL

Environmental Systems SL SL SL SL SL

Physics SL HL SL HL SL HL SL SL HL SL SL HL SL

Computer Science HL SL SL SL HL SL SL

Mathematics HL SL HL SL HL SL HL SL HL SL HL SL HL SL HL SL

Math Studies SL SL SL SL SL SL SL SL

Film Studies (Pilot) HL SL HL SL

Music HL SL HL SL HL SL HL SL SL

Theatre Arts HL SL HL SL HL SL HL SL HL SL HL SL HL SL HL SL

Visual Arts HL SL HL SL HL SL HL SL HL SL HL SL HL SL HL SL

HL (Higher Level) courses represent a minimum of 240 teaching hours and are similar in breadth and depth to college-level study

SL (Standard Level) courses represent a minimum of 150 teaching hours; in FCPS many of these courses are taught over two years with a few exceptions (primarily electives) and represent honors and college-level work.

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Appendix c

AP/IB Math Sequence

Comparison Chart

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IB Mathematics HL

IB Core TopicsCourse at AP School Topics

Covered

Algebra Precalculus HonorsSequences, series, polynomials,binomial theorem, complex numbers

Functions and equations Precalculus HonorsFunctions, regression, inverses, transformational graphing, solving eqns

Trigonometry Precalculus HonorsIdentities, graphs, trig equations,circular functions, composition,law of sines and cosines

Matrices Algebra II Honors

Vectors Precalculus HonorsVector operations, cross products, applications

Statistics, probability AP StatisticsMeasures of central tendency, counting principles, normal distributionbinomial and Pascal's distributions,central limit theorem, confidenceintervals, t-distributions, z-testdegrees of freedom

Calculus AP Calculus AB/BCLimits, tangents, derivatives, slopefields, Fund. Thm of Calculus,integration, volumes of solids, anti-differentiation, differential eqns,infinite series, convergence, Lagrangeerror term

IB Optional Topics

Sets, relations, groups Matrix AlgebraSets, relations, groups, DeMorgan'slaws, codomain, Abelian groups,Lagrange's theorem, isomorphism

Discrete Discrete MathematicsFundamental Thm of Arithmetic,modular arithmetic, Fermat's theorem,matrices, spanning trees, Euler circuit

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Appendix d

College credit for

Ap and Ib

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1/16/08 University Credit forAdvanced Placement and International Baccalaureate Exams

University of Virginia AP Exam Scores Credits IB Exam Scores Credit

AP Biology 4, 5 6 (no lab credit) IB Biology HL 5, 6, 7 6 (including lab)AP Chemistry 4, 5 6 (no lab credit) IB Chemistry HL 5, 6, 7 6AP Computer Science A 5 3 IB Computer Science HL based on placement testAP English Language 5 3 IB English A1 HL 5, 6, 7 3AP English Literature 4, 5 3AP French Language 3 exemption only IB French B HL 5, 6 exemption only

4, 5 3 7 3AP Government: U.S. 4, 5 3 IB History HL 6 3AP U.S. History 4, 5 6 7 6AP Calculus AB 4, 5 4 IB Mathematics HL 5, 6, 7 7AP Physics C (mechanics) 4, 5 4 IB Physics HL 5, 6, 7 8AP Physics C (elec. & mag) 4, 5 8AP Psychology 4, 5 3 IB Psychology 5, 6, 7 3AP Spanish Language 4, 5 6 IB Spanish B HL 5, 6 3AP Spanish Literature 4, 5 6 7 6

Virginia Tech AP Exam Scores Credits IB Exam Scores Credit

AP Biology 4 4 (including lab) IB Biology HL 5 4 (Including lab)5 8 (including lab) 6, 7 8 (including lab)

AP Chemistry 4, 5 8 (including lab) IB Chemistry HL 4 45 8

6, 7 12AP Computer Science A 4, 5 3 IB Computer Science HL 5 3

6, 7 6AP English Language 3 3 IB English A1 HL 4 3

4, 5 6 5 6AP English Literature 3 3 6, 7 9

4, 5 6AP French Language 3, 4, 5 IB French B HL 4 3*must see dept. for credit 5 6

6, 7 9AP Government: U.S. IB History HL 4 3AP U.S. History 3 3 5 6

4, 5 6 6, 7 9AP Calculus AB 3, 4, 5 3 IB Mathematics HL 4 3 (Calculus)AP Calculus BC 3 3 5, 6, 7 6 (Calculus)

Taken from university websites19


4, 5 6AP Physics C (mechanics) *not applicable for engineering IB Physics HL 4 3 (non-majors) or 4 ( EngineeAP Physics C (elec. & mag) 5 3 or 8 (Engineering majors)

6, 7 9AP Psychology 3, 4, 5 3 IB Psychology 4 3

5 66 9

AP Spanish Language 3, 4 3 IB Spanish B HL 4 35 6 5 6

AP Spanish Literature 3, 4 3 6, 7 9*Must see dept. for credit 5 6

George Mason Universi AP Exam Scores Credits IB Exam Scores Credit

AP Biology 4, 5 8 IB Biology HL 5, 6, 7 8AP Chemistry 4, 5 8 IB Chemistry HL 6, 7 4AP Computer Science A 3, 4, 5 4 IB Computer Science HL 4, 5, 6, 7 7AP English Language 3 3 IB English A1 HL 4, 5, 6, 7 6

4, 5 6AP English Literature 3 3 IB English SL 6, 7 3

4, 5 6AP French Language 3, 4, 5 12 IB French B HL 5, 6, 7 12AP Government: U.S. 4, 5 3 IB History HL 4, 5, 6, 7 6AP U.S. History 3 3 IB History SL 6, 7 3

4, 5 6AP Calculus AB 4, 5 4 IB Mathematics HL 5, 6, 7 7AP Calculus BC 4, 5 8AP Physics C (mechanics) 4, 5 4 IB Physics HL 5, 6, 7 8AP Physics C (elec. & mag) 4, 5 4 IB Physics SL 5, 6, 7 3AP Psychology 3, 4, 5 3 IB Psychology HL 5, 6, 7 6

IB Psychology SL 5, 6, 7 3AP Spanish Language 3, 4, 5 12 IB Spanish B HL 5, 6, 7 12AP Spanish Literature 3, 4, 5 3 Theory of Knowledge A, B, C 3

Taken from university websites20


Massachusetts Institute of TechnologyAP Exam Scores Credits IB Exam Scores Credit

AP Biology NO CREDIT;may take placement exam IB Biology HL NO CREDIT;may take placement examAP Chemistry NO CREDIT;may take placement exam IB Chemistry HL NO CREDIT;may take placement examAP Computer Science A NO CREDIT;may take placement exam IB Computer Science HL NO CREDIT;may take placement examAP English Language 5 exemption: 9 elective crdts IB English HL 7 9 elective creditsAP English Literature 5 exemption: 9 elective crdtsAP French Language 5 exemption: 9 elective crdts IB French HL 7 9 elective creditsAP Government: U.S. 5 exemption: 9 elective crdts IB History HL 7 9 elective creditsAP Calculus AB 4, 5 placement only IB Mathematics HL 6, 7 12AP Calculus BC 4, 5 12AP Physics C (Both Parts) 5 12 IB Physics HL 7 12AP Psychology 5 9 elective units IB Psychology HL 7 9 elective creditsAP Spanish Language 5 exemption: 9 elective crdts IB Spanish HL 9 9 elective creditsAP Spanish Literature 5 exemption: 9 elective crdts

William and Mary AP Exam Scores Credits IB Exam Scores Credit

AP Biology 5 4 (not applicable to major) IB Biology HL 5, 6, 7 4AP Chemistry 5 8 IB Chemistry HL 6, 7 8

4 4AP Computer Science A 4, 5 4 IB Computer Science HL none notedAP English Language 4, 5 exemption only IB English A1 HL 5 exemption onlyAP English Literature 4, 5 3 6, 7 3AP French Language *need to demonstrate proficiency IB French B HL *need to demonstrate proficiencyAP Government: U.S. 4, 5 3 IB History HL 6, 7 6AP U.S. History 4 exemption only

5 6AP Calculus AB 4, 5 4 IB Mathematics HL 5 4AP Calculus AB 3 4 6, 7 8

4, 5 8AP Physics C (mechanics) 5 4 IB Physics HL 6, 7 8AP Physics C (elec. & mag) 5 4AP Psychology 4 exemption only IB Psychology 6, 7 6

5 6AP Spanish Language *need to demonstrate proficiency IB Spanish B HL *need to demonstrate proficiencyAP Spanish Literature *need to demonstrate proficiency

*William and Mary noted that students may receive credit for AP and IB examinations, but it didn't note the amount of creditTaken from university websites

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THEDIPLOMAPROGRAMME

S C H O O L S ’ G U I D E T O

2

The International Baccalaureate Organization (IBO),

a non-profit educational foundation based in Geneva,

Switzerland, offers the Diploma Programme for

students in the final two years of school, aged 16 to

19, the Middle Years Programme for students in the

11-16 age range, and the Primary Years Programme

for students aged 3 to 12 years.

The IBO has authorized some 1,300 schools in 110

countries to teach these programmes. In addition, the

organization provides curriculum and assessment

development, teacher-training and information

seminars, electronic

networking and other

educational services to

these schools.

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Produced by corporate relationsInternational Baccalaureate Organization • Tel: +41 22 791 7740 • Fax +41 22 791 0277

www.ibo.orgIMPORTANT NOTE:This printed version of the schools’ guide to the programme is revised and reprinted every two years. It is a companion document to the online version at www.ibo.org which is kept current.

THE ONLINE VERSION IS THE OFFICIAL ONE and please refer to it for changes.Designed by Diana Catherines

3

The International Baccalaureate Organization’s Diploma

Programme (DP), created in 1968, is a demanding pre-

university course of study that leads to examinations; it is

designed for highly motivated students aged 16 to 19. The

programme has earned a reputation for rigorous assessment,

giving IB diploma holders access to the world’s leading

universities. The IBO has shown, over the course of 30

years, that IB Diploma Programme students are well

prepared for university work.

The Diploma Programme’s grading system is criterion

based: each student’s performance is measured against

well-defined levels of achievement consistent from one

examination session to the next. Grades reflect attainment

of knowledge and skills relative to set standards that

are applied equally to all schools. Top grades are not, for

example, awarded to a certain percentage of students.

The DiplomaP R O G R A M M E

4

The programme is a comprehensive two-year international

curriculum, available in English, French and Spanish, that

generally allows students to fulfill the requirements of their

national or state education systems. The Diploma

Programme incorporates the best elements of national systems,

without being based on any one. Internationally mobile

students are able to transfer from one IB school to another,

while students who remain closer to home benefit from a

highly respected international curriculum.

The programme was born of efforts to establish a common

curriculum and valid university entry credentials for students

moving from one country to another. International educators

were motivated by practical considerations but also by an

idealistic vision: students should share an academic

experience that would emphasize critical thinking, intercultural understanding and exposure to a

variety of points of view.

Today, nearly half the students opting for the Diploma Programme come from state or national systems

rather than from international schools. The idealism has remained unchanged, however. The IBO’s

goal is to provide students with the values and opportunities that will enable them to develop sound

judgment, make wise choices, and respect others in the global community. The programme equips

students with the skills and attitudes necessary for success in higher education and employment.

The programme has the strengths of a traditional liberal arts curriculum, but with three important

additional features, shown at the centre of the hexagonal curriculum model. (see page 9)

Theory of KnowledgeTheory of Knowledge (TOK), an interdisciplinary

requirement intended to stimulate critical reflection on

knowledge and experience gained inside

and outside the classroom, is a course of

study unique to the International

Baccalaureate Organization and mand-

atory for every Diploma Programme

student; it adds coherence to the

programme. TOK should involve at least

100 hours of teaching time spanning the

programme’s two years.

The origins of TOK lie in a fusion of two

divergent educational traditions, one

pragmatic and the other placing prime

importance on the teaching of philo-

sophy. In TOK, students are encouraged

to reflect on all aspects of their Diploma

Programme work. It is possible to have

informed discussions about the nature and purposes,

strengths and limitations of particular knowledge systems,

since distribution requirements ensure that course

selections include each of the principal domains of

knowledge.

For example, students are encouraged to reflect on the

nature of poetic truth in literature and to contrast such

truth with that obtained in other systems of knowledge –

the historical fact, the scientific fact, a mathematical proof,

and so on. They also examine the grounds for the moral,

political and aesthetic judgments that individuals must make

in their daily lives. Emphasis is placed on the role of language

and thought and on the development of the student’s critical

thinking skills.

Students are helped to consider how they know what they

know (different ways of “knowing”) and to develop habits of

reflection which they bring to each subject, resulting in a

deeper intellectual experience. As befits an international

programme, the TOK course explores various cultural

traditions and encourages students to think about the

D I P L O M A

Requirementsstrengths and limitations of different ways of knowing.

TOK is not another name for philosophy, which exists as a

subject option in its own right, yet in a broad sense the aim

of TOK is to encourage a philosophical cast of mind and to

promote clarity of thought and good

judgment.

The IBO devotes considerable energy to

training teachers and to providing

exemplar (sample) materials.

Assessment of performance in TOKEach student is required to submit one

essay between 1,200 and 1,600 words,

from a list of 10 titles prescribed by the

IBO for each examination session. In

addition, the student makes a 10-minute

presentation to the class and writes a self-

evaluation report that includes a concise

description of the presentation and

answers to questions provided by the IBO.

The Extended EssayIB Diploma Programme students are required to undertake

original research and write an extended essay of 4,000 words

(maximum).This essay offers the student the opportunity to

investigate a topic of special interest and to become

acquainted with the kind of independent research and writing

skills expected at the university level.The IBO recommends

that a student devote a total of about 40 hours of private

study and writing time to the essay.

A student may choose to write on a topic in one of 22

subjects, plus some 50 language/literature courses. The

extended essay can serve to deepen a student’s programme

of study, for example when the student chooses to focus the

essay on a topic included in a higher-level course. Students

may also elect to add to the breadth of their academic

experience by writing on a subject not included in

their diploma choices.

5

* Creative writing is not permissible in extended essays. Extended essays submitted in the other academic areas of the curriculum must be must be regis-tered in one of the official subjects of the Diploma Programme or a school-based syllabus that has been approved by the IBO. Interdisciplinary themesare not accepted for the extended essay.

Other requirements and restrictions*Native and non-native speakers alike are

entitled to submit extended essays in

language or literature, but they must write

the essays in the language for which they

are registered. For example, a native

English speaker registering an extended

essay in Spanish language and culture must

write the paper in Spanish.When a school

registers candidates for an examination

session it must indicate, for each student,

which of the three IBO examination

languages will be used.

SupervisionSchools must appropriately supervise IB

diploma candidates as they write their

extended essays.The supervisor is usually

a faculty member able to provide acad-

emic guidance concerning the subject in

which the extended essay is registered. In

addition, the supervisor provides general

guidance on time management and the

overall structure and presentation of the

paper, and ensures that the essay is the

candidate’s own work.

AssessmentExtended essays are assessed according to both general and

subject-specific criteria. The general criteria relate to the

appropriateness of the research question, the way in which the

material is handled, the level of analysis and the quality of the

argument. Subject-specific assessment criteria relate to how

candidates manage their chosen topic within the context of

the subject in which the essay is registered. Since the purpose

of the extended essay is to provide students with an

opportunity to engage in independent research, the general

assessment criteria are given twice as much weight as the

subject-specific criteria.

Subject matter of the extended essayAn extended essay in a subject from groups 1 or 2 may

focus on language or literature. A focus on language enables

the student to develop knowledge of the structure and form

of the language studied in order to better understand the

culture in which it is spoken. The essay might explore

an issue related to a particular society, using examination of

the language to show how users of this language think

and behave. A focus on literature allows candidates to

develop personal criticism of a literary text or to study a

literary topic in depth. Some students elect to do

comparative studies of works written in their native language

and in another language.

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Creativity, Action, Service (CAS)

Creativity is interpreted broadly to include a wide

range of arts activities as well as the creativity students

demonstrate in designing and implementing service

projects.

Action can include not only participation in individual

and team sports but also taking part in expeditions and

in local or international projects.

Service encompasses a host of community and social

service activities. Some examples include helping

children with special needs, visiting hospitals and

working with refugees or homeless people.

Each school appoints a CAS supervisor who is

responsible for providing a varied choice of activities

for all Diploma Programme students. Programmes are

CAS is a fundamental part of the Diploma Programme experience.The CAS requirement takes seriously the importance of

life outside the world of scholarship, providing a refreshing counterbalance to the academic self-absorption some may feel

within a demanding school environment.The IB goal of educating the whole person and fostering a more compassionate

and active citizenry comes alive in an immediate way when students reach beyond themselves and their books.

The CAS requirement encourages students to share their energy and special talents with others: students may, for

example, participate in theatre or musical productions, and sports and community service activities. Students should,

through these activities, develop greater awareness of themselves and concern for others, as well as the ability to work

cooperatively with other people.

monitored by IBO regional offices. Students are

expected to be involved in CAS activities for the

equivalent of at least three to four hours each week

during the two years of the programme.

A system of self-evaluation encourages students to

reflect on the benefits of CAS participation to

themselves and to others, and to evaluate the

understanding and insights acquired.

7

8

The IBO’s international curriculum

planners seek to ensure that the

organization’s educational aims are embodied in

the structure and content of the programme itself.

The Diploma Programme is displayed in the

shape of a hexagon with six academic areas or

subject groups surrounding a core of requirements;

students study the subjects concurrently. Students

are exposed to the two great traditions of learning:

the humanities and the sciences.

The CurriculumM O D E L

Courses at the higher level and standard levelProgramme students are required to select one subject

from each of the six subject groups which correspond

to the principal domains of knowledge. At least three

and not more than four are taken at higher level (HL),

the others at standard level (SL). HL courses represent

a recommended 240 teaching hours, SL courses 150

hours. By arranging work in this fashion, students are

able to achieve depth of study in the context of a broad

and coherent curriculum over the two-year period.

Breadth and specializationThe IB pattern is a deliberate compromise between the

early specialization preferred in some national systems

and the greater breadth found in others. Active

citizenship and global perspectives are encouraged in

each area of the curriculum.

Distribution requirements ensure that the science-

oriented student is challenged to learn a second

modern language and that the natural linguist becomes

familiar with science laboratory procedures. Flexibility in

choosing higher-level concentrations allows the student

to pursue areas of personal interest and to meet special

requirements for university entrance within a balanced

overall programme.

The subjects are continually reviewed and revised to

meet contemporary needs. The list that follows serves

as a current guide only.

Students have several language options: all must take a

first language course (group 1) as well as a second

language (group 2).There are three levels for the second

languages: bilingual or highly competent, foreign

language, no experience with the language.

Diploma Programmegroup 1

language A1

group 3individualsand societies

group 2second language

group 5 mathematicsand computerscience

group 6the arts

group 4experimental

sciences

©IBO 2002

9

Group 1: language A1More than 80 different first

languages have been offered for

examination as part of the IBO’s

policy of encouraging students to

maintain strong ties to their own

cultures. Students ideally develop strong written and oral

skills, respect for the literary heritage of their first

languages, and an international perspective.

Every diploma candidate is required to include a group 1

language, either HL or SL.Where no teacher is available, a

student may be allowed to study language A1 as a self-

taught candidate at SL only.

The range of texts studied in language A1 courses is broad:

students grow to appreciate a language’s complexity, wealth

and subtleties in a variety of contexts. Confidence and

competence in oral and written communication skills are

fostered. One of the explicit aims of the language A1 group

is to engender a lifelong interest in literature and a love for

the elegance and richness of human expression.

Group 2: second languageSecond-language courses develop

students’ powers of expression,

provide them with a resource for the

study of other subjects, and bring

them into contact with ways of

thought which may differ from their

own.

Several options in group 2 accommodate bilingual students

with a very high level of fluency, second-language learners

with previous experience learning the language, and

beginners.The principal aim for the courses in group 2 is to

enable students to use the language in a range of contexts

and for many purposes; the courses focus on written and

spoken communication. Latin and classical Greek are also

available in group 2. All diploma candidates take an

examination in a second language.

Students can also do two languages A1, omitting group 2.

Group 3: individuals and societies

Subjects included in this group span the humanities and

social sciences, and are the following: business and

management; economics; geography; history; Islamic history;

information technology in a global society (at SL only),

philosophy; psychology; social and cultural anthropology.

An essential characteristic of the disciplines in group 3 is

that their subject matter is contestable and that their

study requires students to tolerate some uncertainty.

Studies of local situations and of global perspectives foster

an appreciation of change and continuity as well as of

similarity and difference. Students evaluate the major

theories, concepts and research findings of the respective

disciplines and learn each discipline’s methodology.

Examination papers are available in English, French and

Spanish.

Group 4: experimental sciences The subjects available in group 4 are

the following: biology, chemistry,

physics, environmental systems (at

SL only), design technology.

Experimental science subjects

promote an understanding of the concepts, principles and

applications of the respective disciplines, together with an

appreciation of the methodology of the experimental

sciences in general. Students develop practical laboratory

skills as well as the ability to work collaboratively through

participating in an interdisciplinary group project.

A common curriculum model applies to all subjects

in group 4. This model offers a parallel structure at both

higher and standard levels whereby all candidates study a

core of material which is supplemented by various options.

Examination of local and international examples helps

students develop an awareness of moral and ethical issues

and promotes social responsibility.

Group 5: mathematics and computer scienceAll candidates for a diploma are required to complete a

mathematics course, and four options are available to cater

for different abilities and levels of student interest. Each

course aims to deepen a student’s understanding of

mathematics as a discipline and to promote confidence and

facility in the use of mathematical language. Computer

science is an elective subject in group 5; it is not

compulsory.

Mathematics HL is designed for students with

competence and a strong background in mathematics.

Some students will choose to study the subject because

they have a genuine interest in mathematics and enjoy

meeting its challenges and problems. Others elect the

higher-level course to prepare for additional mathematics

studies at university or because they need mathematics for

related subjects such as physics, engineering and

technology.

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11

Further mathematics SL is designed for students who

intend to specialize in mathematics at the university level.

This course requires a high degree of competence and

interest in the subject. It is usually taken in addition to

mathematics HL.

Mathematical methods SL is designed to provide a

background of mathematical thought

and a reasonable level of technical

ability for those not wishing to take

mathematics at the higher level. It is

intended to provide a sound math-

ematical basis for those students

planning to pursue further studies in

fields such as chemistry, economics,

geography and business admin-

istration. It is a demanding course

containing a variety of mathematical

topics.

Mathematical studies SL is

designed to provide a realistic option for students with

varied backgrounds and abilities who are not likely to

require mathematics beyond the Diploma Programme.

Students develop the skills needed to cope with the

mathematical demands of a technological society; they also

apply mathematics to real-life situations. A substantial

piece of personal research, in the form of a project, is a

requirement of the course.

Group 6: the arts This includes visual arts, music and theatre arts, with

emphasis placed on practical pro-

duction by the student and explor-

ation of a range of creative work in a

global context.

Options: Instead of a group 6

subject, a candidate may select an

additional subject from groups 1 to 4, or further math-

ematics SL, or further mathematics and computer science

from group 5. Examination papers for subjects in groups 3

to 6 are available in English, French and Spanish.

School-based syllabus (SBS)In consultation with the IBO curriculum

and assessment centre, schools may

design a standard-level SBS that can be

substituted for a subject in groups 2, 3, 4

and 6. SBSs have historically been a rich source of curric-

ulum innovation. Many of these enabled schools to meet

national educational requirements without imposing an

additional workload on Diploma Programme students.

This special option, available at the standard level only, is

an internally assessed and externally moderated course of

study designed by the school according to its own needs

and teaching resources. Such courses, which require

approval by the IBO and are subject to periodic review,

may be proposed only by schools that have entered

candidates for previous examinations.

SBSs may be authorized as an alternative to a subject in

groups 3 to 5, provided that the relevant group criteria,

found in published guides, are satisfied. Some examples of

approved SBSs include world religions, peace and conflict

studies, Chile and the Pacific Basin, and Asian arts.

Special requirements and restrictionsStudents must choose one subject from each of groups 1

to 5, thus ensuring breadth of experience in all areas:

languages, the experimental sciences, mathematics and the

humanities. The sixth subject may be an arts subject

chosen from group 6 or the student may choose another

subject from any of the other groups – further

mathematics can be chosen as a second subject in group 5

and then only if mathematics HL has already been selected;

computer science can only be taken as a second subject in

group 5 which means that the students must take a

mathematics subject. At least three (and not more than

four) subjects must be studied at higher level. The

remaining subjects are studied at standard level.

None of the following may be counted towards the

diploma: the same subject at HL and SL; the same

language for groups 1 and 2; environmental systems and

biology (students must choose one or the other); two

mathematics subjects (except for mathematics HL and

further mathematics SL, which is allowed); more than one

school-based syllabus.

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Classroom teachers and IB examiners work in partnership to

ensure that students have ample opportunity to demonstrate what

they have learned. Responsibility for all academic judgments about

the quality of candidates’ work rests with examiners worldwide, led

by chief examiners with international authority in their fields.

Examinations are offered in May for northern hemisphere schools

and in November for the southern hemisphere.

The IBO assesses more than 45,000 DP students annually. Each year, approximately

80% of candidates who attempt the diploma are awarded it.

An essential element of IB assessment is that standards are the same worldwide.

Authorized schools are located throughout the world and examiners represent

many cultural and academic traditions, yet the organization measures candidate

performance according to established standards and criteria that are consistent from place to place and

year to year.

Examiners are trained to assess work from an agreed perspective using common IBO “markschemes”.

Moderation – a sample of every examiner’s marked papers are remarked – is key to achieving the required

degree of consistency among examiners of the same subject.

A variety of assessment methods is used to acknowledge both the content and the process of academic

achievement and to take into account different learning styles and cultural patterns.

S T U D E N T W O R K

Assessing

13

Written examinationsWritten examinations are typically given at the end of the course.A written examination might consist of

two papers, taken separately and sometimes even on different days. Ninety minutes might be allotted for

completing paper 1, with up to three hours allocated for paper 2. Examinations may include oral and

written, long and short responses, data-based questions, essays, and multiple-choice questions.

Other forms of assessmentSpecialized forms of assessment appropriate to the nature of a given subject are

also used.Visual arts students, for example, submit a “Candidate Record Booklet”

containing photographs of their work and a written statement reflecting on the

development of their talents and technical skills, but the basis of their examination

is an exhibition of their work. Candidates following IB music courses submit

recordings of their performances. Similarly, students of a foreign language are

tested for fluency, command of vocabulary, grammar and structure.

Internal assessmentMethods used by examiners external to the local school are complemented by

internal assessment of coursework by the teachers responsible for evaluating

students over the entire period of instruction.This is an important aspect of the

IBO’s overall assessment strategy, because it recognizes the professional role of the

teacher and gives students a chance to show what they can do over time, not just

in the pressured context of a final examination.

Internally assessed work usually counts for a minimum of 20% of the final grade

in a subject. Because teachers’ grading patterns vary from school to school and

country to country, the IBO evaluates teachers’ marks and may adjust them so that

international parity is maintained. This process is called external moderation of

internal assessment.

Internal assessment typically includes teacher evaluation of work done in class, homework assignments,

special projects, and notebooks. In some subjects, such as the experimental sciences, students are asked to

work cooperatively in group projects to develop a sense of teamwork and shared responsibility for

managing the research process and writing up the results.

Criterion-based grading systemThe grading system used by the International

Baccalaureate Organization is criterion based.

Validity, reliability and fairness are the watchwords of

the IBO’s international assessment strategy.

Senior examiners convene after each session to

oversee assessment in their subjects and to award

grades. When all of the data has been assembled,

the IBO takes a second look at the performance of

students reported to have suffered some form of

adverse circumstances, such as an illness, a death in

the family or other factors, such as civil unrest

during the exam period. Case histories are

prepared and evaluated to see if any degree of

compensation should be applied to make sure that

candidates’ results are fair. This compassionate

review ensures that students are not unfairly disad-

vantaged by situations beyond their control.

With classroom teachers, international examiners

and the IBO’s professional staff working in partner-

ship, the emphasis is on ensuring that students have

ample opportunity to demonstrate what they

know and are able to communicate.The system is

complex and involves a great deal of work by all parties, but it is one that

results in fair treatment of students whose futures, after all, depend on

the assessment of their academic work.

The grading systemEach examined subject is graded on a scale of 1 (minimum) to 7

(maximum). In order to be awarded the diploma, a student must meet

defined standards and conditions, including a minimum total of 24 points

and the satisfactory completion of the three diploma requirements:

TOK, the extended essay, and CAS activities.

The minimum score of 24 is based on the notion that a grade 4

represents a passing level in each of the six subjects. Specific rules apply

to overall performance and are listed in the regulations that schools

agree to observe, and which are available as a separate document.

Excellent performance in all of the six subject areas results in a total of

42 points (7 points for each subject).

The maximum diploma point score is 45.TOK and the extended essay

contribute to the overall score through a matrix system which

awards up to three points based on the candidate’s combined

14

15

performance.The quality of work in both TOK and the essay is

measured against assessment criteria, and the results are

described according to the following five categories: elementary,

mediocre, satisfactory, good and excellent. The published matrix

explaining the various point combinations is available from IBO

offices.

Candidates for the diploma normally take all examinations in a

single session at the end of the two-year period of preparation,

but some choose to take one or two examinations at the end

of their first year. Candidates who take their examinations over

two sessions are classified as anticipated candidates for the

first session.They may take examinations in not more than two

subjects, on condition that these subjects are offered at

standard level (SL) only and that the recommended number of

teaching hours has been completed. Examinations in group 2

ab initio beginner level languages are available only in the

candidate’s final year of the programme.

All students are encouraged to follow the full Diploma

Programme. Those who fail to satisfy the entire set of

requirements or who elect to take fewer than six subjects are

awarded a certificate for examinations completed.

16

A N D E L I G I B I L I T Y

Authorization

Only centres authorized by the International Baccalaureate Organization are

eligible to teach the curriculum and to register candidates for examination. IB

diploma candidates must be students in good standing at an authorized school.

The Diploma

Programme is

currently offered

by more than

1,000 schools in

108 countries

worldwide

This printed guide is a companion to the schools’ guide that appears on www.ibo.org, the IBO’s public Web site.The online version is revised more frequently than the printed one and should be considered the valid document.Changes since the last printed version appeared will be posted on www.ibo.org as an easy reference for schools.

The IBO does not recommend that schools download and print the online version pages because of the Internettime and large amount of ink required.

To order printed copies go to the IBO’s sales catalogue: www.ibo.org.

Schools interested in the programme conduct a self-study and receive counselling through the

appropriate regional office.The formal application process

includes an on-site inspection visit and the submission of

written documentation to IBO headquarters in Geneva,

Switzerland. Schools must subscribe to certain criteria

and conditions for authorization. Only schools authorized

by the IBO are entitled to use the organization’s name,

the IB world school logo and Diploma Programme

designations.

PartnershipThe programme is characterized by a partnership

between participating schools and IB staff. Schools

participate fully in the development of the programme

through an ongoing series of curriculum development

meetings, regional conferences and workshops.A greater

depth of understanding and appreciation of the

complexities of the assessment process is achieved by the

presence of teacher observers at the subject grade award

meetings and at the final award committee.

Documents

Advanced Placement And International Baccalaureate Fact Book