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BES Webinar: The International Baccalaureate Diploma Program
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The IB provides:
• A continuum of education
• A high-quality education sustained for over 40 years
• An international perspective for all students
• A positive attitude to learning by encouraging students to ask challenging questions, to critically reflect and to develop research skills
• Accessibility to our programmes to students in a wide variety of schools—national, international, public and private .
The IB Difference
Diploma Programme prepares students from diverse backgrounds for success in university and life in the
21stcentury.
• There are currently 3,000 schools and 800,000 students in the IB community, representing more than 200 nationalities.
• Nearly 60% of these IB Programmes are in public or state-funded schools. In the US, over 90% of the programmes are in public.
• By the year 2020, there will be more than 12,000 schools offering IB Programmes.
• There will be 250,000 IB students in the Diploma program taking 1 million exams each year.
A Global IB: Americas, Africa, Europe, Middle East, Asia Pacific
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The Three IB Programs:
The three IB programs each contain four core elements:
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Primary Years Ages 3 - 12
Middle Years Ages 11 - 16
Diploma Ages 16 - 19
Curriculum Student assessment
Professional development
School evaluation
Locations of IB World Schools:
Programs by region:
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North America
Africa, Europe, Middle East (AEM)
Asia Pacific
Latin America
IB Americas
1598 IBWS in 30 countries and territories
§ 377 (250)Primary Year Programmes
§ 577 (417)Middle Years Programmes
§ 1126 (717)Diploma Programmes
Division of IB Schools Worldwide and Domestically:
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* Of these, 28% are Title 1
The IB Diploma Program Model: an instructional system for upper secondary
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The International Baccalaureate Diploma
• Pre-university Diploma • Based on an integrated curriculum • International admissions credential • Utilizes international standards • External board examinations and assessments • Students are college ready • Students are prepared to live in, to compete
successfully in, and to lead in an increasingly interdependent world
© IBO
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What does the Diploma Programme curriculum contain? The curriculum contains six subject groups and a core of three parts.
§ three subjects at higher level (240 hours each).
§ three subjects at standard level (150 hours each).
§ all three parts of the core.
The IB Learner Profile and the core are central to the philosophy of the Diploma Programme.
Students study concurrently:
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What subjects are offered within the six groups?
The Diploma Programme has a large range of subjects and many more options
• Group 1 - 46 languages are regularly available.
• Group 2 – 25 or more modern and classical languages for all abilities from complete beginner (ab initio), with some experience (language B) and competent (language A2).
• Group 3 - business and management, economics, geography, history, information technology in a global society, philosophy, psychology, social and cultural anthropology, environmental systems & societies.
• Group 4 - biology, chemistry, design technology, environmental systems & societies, physics.
• Group 5 - mathematical studies SL, mathematics, further mathematics SL, computer science.
• Group 6 - music, theatre, visual arts, film.
THE HEXAGON CORE
© IBO
How does one earn the IB Diploma?
• Take six courses, one from each group (or substitute Groups 2-5 for Group 6)
• Take the six exams
• Complete TOK, CAS and EE
• Complete all IB assessments
• Accumulate at least 24 points on the exams • (Additional points possible through TOK & EE)
© IBO
Qualities of IB Diploma Students Ø Fluency in 2 languages
Ø Self confidence with university texts & materials
Ø Capacity for independent & group research & study
Ø Cultivated critical & creative thinking abilities with well developed communication skills
Ø Ability to complete a challenging & rigorous course of studies
Ø Compassionate concern for others
The IB program connects schools with a unity of purpose, not a uniformity of practice
IB Learner Profile:
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Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
Curriculum And
Assessment
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How the IB is unique:
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Alignment ensures that all core components of instruction aim toward a single goal
Content standards
Instructional materials
Assessments
Data
Pedagogy
Source: McKinsey analysis, NAEP
IB offers an aligned, integrated instructional model -
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English
Math Foreign language
Science History
Integration creates connections across courses and provides crucial student supports
Learning readiness
• Study skills • Synthesis
skills • Time
management
Source: McKinsey analysis, NAEP
How the IB experience is different from other programs:
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How the IB model is aligned and integrated:
• High-quality professional development tied directly to standards and assessments
• Consistent pedagogy focused on student engagement
• In-depth essay-based assessments
Alignment
Integration • Theory of Knowledge course designed to pull in examples
from across other subjects
• Strong focus on learning readiness, in particular study skills
• In many IB schools, teachers meet regularly to draw content parallels between subjects and discuss individual students’ progress
Source: McKinsey analysis
How IB assesses students’ skills and abilities:
Practices: • High stakes assessment • Assessment tasks prescribed by the IB • Based on assessment criteria • Large scale condensed examination schedule (May and
November) • Strong emphasis on authentic performance assessment • Values the learning process as much as the finished
product.
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How IB assesses students’ skills and abilities:
Purpose: to develop – • Higher order cognitive skills • Synthesis/analytical thinking • Intellectual initiative
Focus: on students’ – • Analytical skills • Ability to integrate their learning • Creativity • Ability to work collaboratively • Written and oral expression skills
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How IB assesses students’ skills and abilities:
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ü Essay ü Exhibition ü Performance ü Independent
research
Varied with Multiple Methods for each course:
How IB assesses students’ skills and abilities:
• 7 point grading scale
• By-component grading
• Component boundaries aggregated to produce
overall subject boundaries
• 24 points -- Diploma awarded (conditions)
• 45 points -- Diploma maximum
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How IB assesses students’ skills and abilities:
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Internal External
Teacher assigned using IB guidelines.
Student completes assignment
Teacher marks
Moderator examines samples
Marks are moderated in necessary
Student is examined
External grader/assistant examiner marks
Moderator examines samples
Marks are moderated in necessary
IB Assessment and Scoring
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• Exams are scored and moderated multiple times to insure accuracy and monitor work of examiners.
• All 5,000 examiners are ‘quality checked’ through a process of moderation.
• Exams are remarked if there are unexpected deviations.
Professional Development
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Who receives professional development?
• For Administrators • For IB Programme Coordinators • For Subject teachers Based on assessment criteria • For Theory of Knowledge teachers • For Counselors and career guidance • For Librarians • For Creativity, Action and Service Coordinators
Go to http://www.ibo.org/iba/workshops/diploma2011.cfm for details of the workshop architecture & current workshop schedule
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How IB provides professional development Travel to 3-4 day workshops
• IB Professional Development workshop offerings • IB Partner providers
On-line Professional Development offerings
District arranged Professional Development workshops
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Additional Teacher Support • The online curriculum centre
The online curriculum centre (OCC) is a password-protected IB website designed to support teachers of the three IB programmes. In the OCC you can find:
– IB publications for the three IB programmes (curriculum guides, coordinator notes, and teacher support materials)
– news items and important information
– discussion forums for IB teachers to communicate freely with other IB teachers
– teacher-generated resources—share your own resources with other IB teachers
– support areas for special educational needs, librarians, academic honesty and calculators
– online subject specialists (online faculty members) to answer curriculum and assessment queries
– a real-time chat facility (in the discussion forums). Page 30
Broader Impacts:
Being an IB World School
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How IB changes the classroom:
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“The IB has provided the foundation for intellectual curiosity and academic rigor to thrive. . . . In reality, the IB has been one
of the most effective ways our school district has leveled the playing field for
students no matter where they live, who their parents are, and despite their socio-
economic status.” Delores Hopkins, Former Associate Superintendent, Jackson,
MS Public Schools
How IB changes the classroom:
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Over 17,000 teachers participated in professional
development provided by IB in North America in 2007: from
their own school to the American Museum of Natural History.
All teachers given access to Online Curriculum Center (OCC) - 26,056 visits in the month of October 2008 - Each subject/program moderated, led by Online Faculty Member - Forums, materials, lessons, insights—all are shared
Teachers in a Diploma Program cooperate to support students whose expertise is
on the “other side of the hexagon” since all subjects
are necessary for the IB Diploma.
Students are assessed on an average of 6 times, 6 differing
ways by 6 differing assessors; teacher becomes coach preparing students for
a shared challenge.
Sense of pride and accomplishment by both
teachers and students that they are prospering in a “world class” curriculum, second to
none.
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IB schools are authorized in the area • Work is specifically IB’s at this time • Authorization process and PD “induct” new schools into the
IB global community
Schools form an Association of IB World Schools • Support new schools through authorization process • Support schools in student recruitment, public relations, etc.
Associations provide locally inspired services • Lobbying state legislatures for recognition of IB courses, etc. • Provide professional development specific to local needs • Plan student and teacher convocations
How IB changes the larger educational community:
What we know
IB produces outstanding results for a diverse mix of students
IB students are engaged, college ready,
graduate on time and with higher cumulative GPA’s
IB and access for high-needs students
The Diploma Program (the “DP”) stands out among other high school curricula available today in the U.S. public education system because it offers a rigorous, aligned, integrated instructional system that is both appropriate and valuable for students of average skill proficiency, and transformative for minority and low-income, i.e., “high-needs,” students.
Source: “Understanding and Closing the IB Diploma Gap for High-Needs Students in the United States” by McKinsey for the Diploma Gap Study, September 2008
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Enrolled in college Enrolled in 4-year college
Enrolled in very selective college***
IB AP* CPS**
IB helps high-needs students gain admission to college Percent of students
* Denotes students who took 2 AP (Advanced Placement) classes ** Chicago Public Schools, all graduates ***Denotes institutions which admit very small percentages of applicants Source: Chicago Public Schools Department of Postsecondary Education and Student
Development, 2007; DePaul University
CHICAGO PUBLIC SCHOOLS CASE
STUDY
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IB helps high-needs students succeed in college as well
Per
cent
of s
tude
nts
* Does not include Lincoln Park IB students as these students do not represent CPS IB students more broadly. **Chicago Public Schools Source: Chicago Public Schools Department of Education and Student Development, 2007; DePaul University
1st year retention rate 6-year graduation rate
IB* CPS** DePaul
-11%
DEPAUL UNIVERSITY CASE STUDY
IB
Average ACT
% 1st gen college
% minority
CPS DePaul
22 58% 69% 23 51% 51% 25 30% 18%
% low-income 74% 62%
26%
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Proven student engagement
In a survey of more than 40,000 secondary school students, IB Diploma Programme students in grades 11 and 12 averaged 10% higher in academic, social and emotional engagement.
Levels of academic engagement
Levels of social engagement
Source: High School Student Engagement Among IB and Non-IB Students in the United States: A Comparison Study, a report by International Baccalaureate, and analysis of 2009 HSSSE Results, Center for Evaluation and Education Policy, Indiana University.
Data from the 2008 High School Survey of Student Engagement (HSSSE) by Indiana University’s School of Education
Numbers below represent the mean score for student responses to a series of questions relating to the dimension of Academic/Intellectual/Cognitive Engagement on a scale of 0 to 65.
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34
35
36
36
35
38
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43
42
40
9th Grade
10th Grade
11th
12th
Overall
Level of Academic Engagement All Students
IB Non-IB
IB Students and Engagement in Learning
Source: Data from 2008 HSSSE Survey, Indiana University School of Education
Types of Questions Asked in This Dimension
• Hours spent in a typical week: Reading and studying for class
• Teachers try to engage me in classroom discussions
• How often have you: Worked on a paper or project that required you to do research outside of assigned texts?
• How often have you: Connected ideas or concepts from one class (or subject area) to another?
Post secondary outcomes
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EPIC: Four components for university preparedness
• Key cognitive strategies: ways of thinking necessary for university-level work.
• Key content knowledge: the need for students to master writing skills, algebraic concepts, key conditional content and “big ideas” from core subjects.
• Academic behaviors: consist largely of study skills and self-monitoring, e.g., time management, awareness of one’s current level of mastery and the selection of learning strategies.
• Contextual skills and awareness, or “campus knowledge”: understanding of university admissions processes, university culture, tuition and financial aid, and university-level academic expectations.
IB Diploma Graduation rate
Source: US Census, the Integrated Postsecondary Education Data System (IPEDS) of NCES, and the National Student Clearinghouse
Percentage of students graduating with a bachelor’s degree within 6 years of entering university
88%
58%
0%
20%
40%
60%
80%
100%
IB Diploma graduates All Students Entering University
IB Diploma graduates 50% (or 1.5 times) more likely to graduate from university within 6 years.
Postsecondary Graduation Rates
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65% 62%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Less than 35% of the Students Qualifying for
FRL
At least 35% of the Students Qualifying for
FRL
4 Year Graduation Rate from 4-Year Universities for all IB
Candidates According to the Poverty Level of the School*
81% 76%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Less than 35% of the Students Qualifying
for FRL
At least 35% of the Students Qualifying
for FRL
6 Year Graduation Rate from 4-Year Universities for all IB
Candidates According to the Poverty Level of the School*
*Source: National Student Clearinghouse data, IB Analysis
University of Florida Data on Graduation Rates of IB Students Qualifying for Bright Futures Scholarship 4-year graduation rate among Florida Bright Futures Scholarship recipients who are enrolled in University of Florida
year of enrollment into FL state universities
University of Florida Graduation Rate**
IB
IB diploma Others* % n % n %
1998 51.18% 38 80.90% 29 70.70% 1999 52.22% 234 89.00% 91 79.10% 2000 53.27% 302 91.00% 105 77.80% 2001 52.97% 343 82.50% 136 81.40%
* Students who either did not fulfill IB diploma requirements, or were Certificate Candidates.
** published by University of Florida Office of Institutional Planning and Research
6-year graduation rate among Florida Bright Futures Scholarship recipients who are enrolled in University of Florida
year of enrollment into FL state universities
University of Florida Graduation Rate**
IB
IB diploma Others* % n % n %
1998 78.35% 45 95.70% 38 92.70% 1999 78.83% 253 96.20% 108 93.90% 2000 78.88% 319 96.10% 120 88.90%
* Students who either did not fulfill IB diploma requirements, or were Certificate Candidates.
** published by University of Florida Office of Institutional Planning and Research
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IB students in the UC system
• Studies in the University of California system showed higher graduation rates than a matched comparison group
• These IB diploma students also had higher GPAs, both at the end of their first year and at graduation.
Source: University of California, Office of the President, IB analysis
Percentage of students graduating with a bachelor’s degree in the University of California system within six years
First year GPA and GPA at graduation
IB Diploma Graduates in the UC system
• Analysis of data on IB Diploma graduates in the University of California system shows that they have higher graduation rates and GPAs.
Source: University of California, Office of the President, IB analysis
85% 83% 88% 84% 77% 81% 83% 84%
0%
30%
60%
90%
less than $40,000*
$40,000 to $79,999
$80,000 to $119,999 $120,000+
IB Comparison Group
6-Year Graduation Rates by Parent Income Level
First Year GPA by Parent Income Level
3.00 3.09 3.15 2.83 2.90 3.06
-
1.50
3.00
Less than US$40,000
US$40,000 - US$79,999
Greater than or equal to US
$80,000
Oregon State 5-year IB and non-IB graduation rate
Oregon State final cum GPA
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