International Baccalaureate Organization 2018 International Baccalaureate Baccalauréat International Bachillerato Internacional

International Baccalaureate Organization 2018 International Baccalaureate Baccalauréat International Bachillerato Internacional

An Introduction to the IB Diploma Articulation and Transfer Council May 10, 2018 Bob Poole IBO International Baccalaureate Organization 2018 International Baccalaureate Baccalauréat International Bachillerato Internacional

DP Curriculum Model DP core Theory of knowledge (TOK) Extended essay Creativity, activity, service (CAS) Six subject groups 1. Languages and literature 2. Language acquisition 3. Individuals and societies 4. Sciences 5. Mathematics 6. The Arts

DP requirements Min 6 subjects from traditional academic disciplines (the 6 groups): 3 at Standard Level (SL) 150 recommended teaching hours 3 at Higher Level (HL) 240 recommended teaching hours Both are rigorous, all have the same core, but HL offers options to study subjects in further depth and explore additional topics Completion of the DP core: Theory of knowledge (TOK), extended essay, and creativity, activity, service (CAS) Earn a minimum total score of 24 points for the Diploma Each subject is graded on a 1 7 point scale, plus the possibility of an additional 3 points for the DP core (ToK and EE)

Core Requirements Extended Essay (EE) 4000 word essay, on a topic of student interest Provides excellent preparation for independent study at university level 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 Creativity, Activity, Service (CAS) A framework for experiential learning, involving students in new and active roles Develops awareness and a sense of responsibility towards the community

The IB Career-related Programme Model International Baccalaureate Organization 2018

Grading Underlying philosophy: Criterion-related performance students are assessed against criteria not against one another Formative many of the assessment instruments (particularly the internal assessment tasks) can be used formatively Summative a record of student achievement at or towards the end of the course of study (external) Attention is given to high-order skills as well as more fundamental cognitive skills International Baccalaureate Organization 2018 5/7/2018 7

How are IB scores determined? External and internal assessments. Both are required. IB core classes: 1 (lowest grade) to 7(highest grade) Theory of knowledge and extended essay: A (highest grade) to E (lowest grade) Criteria referenced grading (not norm referenced) All are moderated by external examiners

Assessment Classroom participation throughout the two years is required. 240 hours for HL, Minimum of 150 hours for SL preferred model all courses SL and HL over two years Both Internal and External assessments are required. Internal specified in the curriculum, marked by the teachers, moderated by the IB to the international standard External exit examinations in May of the final year, marked externally Multiple assessment formats are used throughout both IA and EA Demonstrate what you know, or can do or can create July 2012

The Assessment Model Internal assessment recognizes the role of the teacher gives students a chance to show what they can do over time Work done by students over the two years, assessed by the teacher and moderated by external examiners usually 20-30% of the final grade External assessment (marked by external examiners) Work done by students over the two years Examinations chosen for high levels of objectivity and reliability (short response, essays, etc.) International Baccalaureate Organization 2018 5/7/2018 10

Grade distribution

A-Level vs. AP vs. IB Percentage of Students Obtaining the Highest Possible Score per Subject Percentage 30 25 20 15 10 5 0 2009 2010 2011 2012 2013 A-Level (A or A*) AP (5) IB (7)

Access

IB and 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 lowincome, i.e., high-needs, students. Understanding and Closing the IB Diploma Gap for High-Needs Students in the United States by McKinsey for the Diploma Gap Study, September 2008 Page 15

Research: Working to my Potential: Experience of CPS Students in the IB DP University of Chicago the students..fit the profile of most first-generation collegegoers: overwhelmingly African American and Latino, very likely to be low income and unlikely to have a family history of college going; they come from neighbourhoods that have high concentrations of poverty and few college educated adults; and they are concentrated in racially segregated high schools with very limited histories of sending graduates to four-year colleges. Nevertheless, the DP students interviewed thrived in college.

Diploma Impact Studies (1) Diploma Programme students enrollment and outcomes at US postsecondary institutions, University of Wisconsin, La Crosse (2015) (2) Exploring the Benefits of the International Baccalaureate Extended Essay for University Studies at the University of Virginia, Center for Advanced Study of Teaching & Learning in Higher Education, University of Virginia (2013) (3) Performance in First College Courses of Florida IB Students, Center for Education Policy, SRI International (2011) (4) International Baccalaureate programmes in Title I schools in the United States: Accessibility, participation and university enrollment, IB Global Research (2015) Other studies can be found at: http://www.ibo.org/research/programme-impact-research/

Diploma Impact Study (1) Key Findings 95% of diploma students graduating from US high schools in 2008 enrolled in US postsecondary institutions. 78% of DP students enrolled immediately vs 69% nationally. First year retention rates of DP students enrolled in four-year institutions was 98%, while the national rate was 77%. The average four-year graduation rate of all DP students (both diploma earners and non-earners) was 79%.

Diploma Programme students enrollment and outcomes at US postsecondary institutions

Access to IB programmes 60% of all public schools that offered IB programmes in the US (2012 2013) were designated Title I. Source: International Baccalaureate programmes in Title I schools in the United States: Accessibility, participation and university enrollment (2015). ALL US PUBLIC SCHOOLS Non-Title I Title I

College enrollment outcomes DP students from Title I schools enroll in college at much higher rates than the national averages. IMMEDIATE POST SECONDARY ENROLLMENT Low-income DP students in Title 1 schools All DP students in Title 1 schools All DP students in public schools All US students (national cohort) Low-income US students (national cohort) Source: International Baccalaureate programmes in Title I schools in the United States: Accessibility, participation and university enrollment (2015).

College enrollment outcomes Low-income African American DP students from Title I schools have the highest college enrollment rate among the racial/ethnic groups in this study (84%), while nationally the college enrollment rate of African American students is the lowest (57%) IB low-income students in Title I schools IB non-low income students in Title I schools National overall (public and private) IMMEDIATE POST SECONDARY ENROLLMENT BY INCOME AND RACE/ETHNICITY Source: International Baccalaureate programmes in Title I schools in the United States: Accessibility, participation and university enrollment (2015).

Thank You Bob Poole bob.poole@ibo.org 1 301 202 3188