International Baccalaureate: History The International Baccalaureate (IB) was founded in Geneva, Switzerland in 1968 as a non-profit educational foundation In the early days the programme consisted of a common pre-university curriculum and a common set of external examinations for students in schools throughout the world, seeking to provide students with a truly international education. Although the first IB World Schools were predominantly private international schools, they included a very small number of private national institutions and schools belonging to state education departments. This has changed over the years and today over half of all IB World Schools (authorized to offer one or more of IB programmes) are state schools. International Baccalaureate Organization, 2013
IB Mission Statement High quality international education for a better world The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Ohio and the IB Diploma Withrow High School (1978) Princeton High School (1984) Meadowdale High School (1992) Warren G. Harding High School (1993) Firestone High School (1995) Aurora High School (2002) Upper Arlington High School (2003) Amelia High School (2004) Columbus Alternative High School (2004) Westerville South High School (2004) Springfield High School (2005) Tri-County International Academy (2006) Fairmont Kettering High School (2008) Dublin Coffman High School (2008) Dublin Jerome High School (2008) Dublin Scioto High School (2008) Oberlin High School (2009) Central Catholic (2009) The Montessori High School at University Circle (2009) Jackson, Massillon (2010) Shaker Heights (2010) Notre Dame Academy (2011) Worthington High School (2012) St. Edward High School (2012) Westlake High School (Candidate School 2013)
Diploma Curriculum Model Group 1- English Lang & Literature HL Group 2 - French, German, Spanish SL, HL, ab intio Group 3 - World History HL Philosophy SL Economics HL Business Mgmt SL, HL Psychology HL Information Technology in A Global Society HL Environ. Sys. & Society SL The Core Group 4 - Environ. Sys. & Society SL Physics SL Biology HL Computer Science HL International Baccalaureate Organization, 2013 Group 6 - Visual Arts HL & SL* Music HL & SL, Film SL Theatre Arts HL & SL Group 5 - Mathematics HL, SL* Mathematical Studies (Year 1 & Year 2) IB SL or HL Calculus
The Core/UA IBDP Capstone Extended Essay (EE) Up to 4000 word essay, on a topic of student interest Provides excellent preparation for independent study at university level Creativity, Action, Service (CAS) A framework for experiential learning, involving students in new and active roles Develops awareness and a sense of responsibility towards the community Theory of Knowledge (TOK) Critical reflection on how we know and what we know Develops awareness of cultural perspectives and biases Allows for connections to be established between disciplines
IB Diploma Programme Requirements Students must take at least three standard level (SL) and three higher level (HL) courses Higher level 240 recommended hours Examinations taken in senior year Standard level 150 recommended hours A maximum of two subjects may be taken the first year One course from Groups 1 5, and a 6th subject from either Group 6 or any other group Complete core requirements: EE, CAS, TOK International Baccalaureate Organization, 2013
To Earn the diploma To earn the diploma a candidate must: Successfully complete the extended essay, TOK, and CAS requirements Successfully complete the internal and external requirements of 3 SL courses and 3 HL courses Earn a minimum of 24 points (each subject is graded on a 1 7 scale + a maximum of 3 points for the core elements of the programme) International Baccalaureate Organization, 2013
International Baccalaureate Organization, 2013 US Recognition
Diploma Validation Studies Exploring the benefits of the International Baccalaureate extended essay for university studies at the University of Virginia (2013) Working to My Potential: Experience of CPS Students in the International Baccalaureate Diploma Programme (2012) Research Brief: Postsecondary Enrollment Patterns of IB Certificate and Diploma Candidates from US High Schools (2011) Other studies can be found at: http://www.ibo.org/research/ International Baccalaureate Organization, 2013
University Admissions Findings U.S. Ins$tu$on # of students applied # of students accepted IB student acceptance rate General rate Brown University 218 38 17.4% 8.7% Columbia University 221 30 13.6% 6.9% Cornell University 190 60 31.6% 18.0% Dartmouth College 88 15 17.0% 9.7% Duke University 187 53 28.3% 12.6% Harvard University 218 21 9.6% 6.2% Princeton University 168 29 17.3% 8.4% Rice University 102 39 38.2% 18.6% Stanford University 229 35 15.3% 7.1% University of Pennsylvania 190 47 24.7% 12.3% University of Texas - AusOn 139 102 73.4% 47%* University of Florida 354 291 82.2% 42%*
Mid-Atlantic University Admissions Findings Ins$tu$on # of IB students applied # of IB students accepted IB students acceptance rate General Rate George Washington University 71 46 64.8% 32.0% Georgetown University 115 34 29.6% 18.0% Johns Hopkins University 106 34 32.1% 18.3% University of Delaware 65 52 80.0% 57%* University of Maryland College Park 176 155 88.1% 42%* University of Virginia 179 117 65.4% 32.3% *2009 data
Other findings % of students attending their top choice university U.S.: 83.7% Canada: 87.3% % of students receiving a scholarship U.S.: 61% Canada: 60.8% % of students who plan to stay active during university years U.S.: Canada: Yes - 81.6% Yes: 82% I don t know: 15.7% I don t know: 14.4% No: 2.7% No: 3.5%
More than getting into university Percentage of Students Graduating from Higher Education Institutions within 6 years 58% 80% All Students IB Diploma Candidates *Source: the Integrated Postsecondary Education Data System (IPEDS) of NCES, and the National Student Clearinghouse
IB Standards and College Readiness Alignment Study Develop and define academic content standards for the IB Diploma Program Align IB s academic content standards with the Knowledge and Skills for University Success (KSUS) Align the IB standards with several states Key Finding The results of this study clearly confirm the strong relationship between the IB Programme and standards for college readiness and success. The IB standards demonstrate a very high degree of alignment with the KSUS standards in all subject areas. In addition, many the individual IB standards are at a level more advanced than entry-level college courses... In short, students who participate successfully in IB should be well prepared to succeed in entrylevel college general education courses and in some cases to have already learned material covered in such courses. - David Conley and Terri Ward, Educational Policy Improvement Center, Eugene, Oregon
Qualities Of IB Diploma Holders Fluency in 2 languages Confidence with university texts & materials Capacity for independent/group research & study Cultivated critical & creative thinking abilities with well developed communication skills Ability to complete a challenging & rigorous course of studies Compassionate concern for others Well developed time management skills Recipient of Ohio Honors Diploma
Social Media Platforms IB alumni network blog blogs.ibo.org/alumni/ IB Fan Page on Facebook www.facebook.com/ibo.org IB Twitter feed twitter.com/iborganization LinkedIn group for the International Baccalaureate and subgroup for IB alumni