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Excellence for All:

The International Baccalaureate

Diploma Program

4 October 2011

Education ‘fit for purpose’ for the 21st

century

21st century life and work, in an interconnected,

globalized world will require active use of

critical thinking skills and

a sense of international-mindedness,

skills and habits of mind learned and understood by

International Baccalaureate (IB) Diploma students

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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, urban

and rural

.

The IB Difference

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

IB Learner Profile:

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Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

Diploma Programme prepares students from diverse

backgrounds for success in university and life in the

21stcentury.

• There are currently 3,291 schools and 969,000 students in the IB

community, representing 141 countries.

• 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.

• By the year 2020, there will be 250,000 IB students in the Diploma

program alone taking 1 million exams each year.

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

IB programme growth

IB authorized 316 programmes in 2010 so far - roughly equal to the total number of programs authorized in 2006.

Programme 5 Yr CAGR

PYP 17.54%

MYP 9.60%

DIPLOMA 8.14%

Total 5.82% 0

500

1000

1500

2000

2500

3000

3500

4000

199019911992199319941995199619971998199920002001200220032004200520062007200820092010

DIPLOMA MYP PYP

A Global IB: Americas, Africa, Europe, Middle East, Asia Pacific

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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

1900+ IB World Schools in 31 countries and territories

445 Primary Year Programmes

Arizona 3

652 Middle Years Programmes

Arizona 7

1185 Diploma Programmes

Arizona 18

Division of IB Schools Worldwide and Domestically:

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Public *92%

Private8%

IB Schools in the U.S.

* Of these, 28% are Title 1

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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 for Literature

and Language& literature

• Group 2 – 25 or more modern and

classical languages for all abilities

from complete beginner (ab initio),

with some experience (language B)

• Group 3 - business and management,

economics, geography, history, information

technology in a global society, Islamic history,

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,

dance, literature and performance

The Diploma Core

Theory of Knowledge (TOK) • Critical reflection on knowledge & experience

» Be aware of subjective & ideological biases

» Analysis of evidence expressed in rational argument

• Connection & consilience between disciplines

Creativity, Action and Service (CAS) Through experiential learning

• Work collaboratively with others

• Share energy and special talents with others

• Develop awareness of self and concern for others

Extended Essay (EE): 4000 words 1st opportunity for independent research

Standard: university research & writing

expectations

© 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

Global IB diploma recipients

1,025 1,044 1,440 1,818 1,961 2,244 2,817 3,623 4,053 4,482 4,960 5,394 6,015 6,903 7,610 8,349 9,345 9,953 11,199 12,528 11,700

2,212 2,558 3,220

3,817 4,383 5,210

5,576 6,132

7,432 8,421

9,456 10,464

12,225

13,853 15,411

16,984

19,316

21,413

23,857

26,700 26,181

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,0001

99

0

19

91

19

92

19

93

19

94

19

95

19

96

19

97

19

98

19

99

20

00

20

01

20

02

20

03

20

04

20

05

20

06

20

07

20

08

20

09

20

10

B D

Global pass rate

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

19

90

19

91

19

92

19

93

19

94

19

95

19

96

19

97

19

98

19

99

20

00

20

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20

02

20

03

20

04

20

05

20

06

20

07

20

08

20

09

20

10

Pass Rate

Linear (PassRate)

Qualities of IB Diploma Students

Fluency in 2 languages Self 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

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:

IB and State Standards

• In their report, Chester Finn and Sheila Byrd found that IB program and assessments are “rigorous, fair and intellectually richer than almost any state standard and exam for high school that we’ve seen.”

• In addition, they recommended that policy makers “either make state high school exit requirements and assessments more like” IB or allow “credits to serve as proof that students have met rigorous high school exit expectations.”

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• “No Contest: Up Close, Typical State Biology Standards Don't Have the Content

or Coherence of the International Baccalaureate”, American Educator, Spring 2008 by Paul R. Gross, one of the science curriculum reviewers for the Fordham report.

IB Standards and College Readiness

Conley (EPIC) 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

Copyright 2010. All rights reserved. For use within the IB school community. No material from this slide may be used for any commercial gain.

EPIC findings

The conclusion of the studies undertaken for this project is that students who are exposed to the IB curriculum are learning material that is highly aligned with the expectations of university faculty and that in many cases IB standards exceed those expectations.

Source: International Baccalaureate Standards Development and Alignment Project: Final Report, 2009

EPIC findings: new phase

EPIC–in consultation with IB–is now using the new IB standards for

additional alignment work with educational standards in four states and one Canadian province. As part of this new phase, EPIC is developing an online alignment tool that will allow IB to carry forward the work after this initial alignment with the states and province.

Source: https://www.epiconline.org/ib

IB and Common Core

IB standards and Common Core standards are currently being

compared by David Conley and the Educational Policy

Improvement Center (EPIC). The analysis is expected to report alignment with and extension beyond Common Core standards. A preliminary report is anticipated shortly.

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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 Page 30

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.

Special Educational

Needs Support

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IB and special educational needs

IB embraces inclusive practices where developing the learning of all students is the shared responsibility of the classroom teacher and specialist support teachers.

IB acknowledges the issues this commitment raises for teachers within all three programmes and provide the following:

• A full-time SEN manager

• Development of publications and resources for administrators and teachers

• Continuous regional workshops to address specific needs in particular areas.

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IB and special educational needs

The SEN manager acts as a clear point of reference for administrators and teachers on a number of issues, including:

• Personal and direct contact to discuss sensitive issues related to individual students' needs in all three programme

• Administrative queries related to the granting of special arrangements for the examination sessions in the Diploma Programme

• Consultation on delivery, resources and the use of assistive technology by SEN students to access many aspects of each programme.

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Teacher

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

Ongoing teacher support

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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

Perc

ent

of

stu

de

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.

Transition to University

Goal Students completing the DP will have multiple options for further advanced study, and their IB experience and the strength of preparation it offers will be recognized by universities. Priorities • Recruitment, admissions and placement processes • Favorable higher education policies by governments • Scholarships, credit, advanced standing.

Post secondary outcomes

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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.

EPIC findings

The conclusion of the studies undertaken for this project is that students who are exposed to the IB curriculum are learning material that is highly aligned with the expectations of university faculty and that in many cases IB standards exceed those expectations.

Source: International Baccalaureate Standards Development and Alignment Project: Final Report, 2009

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 EnteringUniversity

IB Diploma

graduates 50%

(or 1.5 times)

more likely to

graduate from

university

within 6 years.

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

An analysis of 1,547 IB students in the system between

2000 and 2002 and a matched comparison group of

5,253 non-IB students

• IB students have higher GPAs than both the comparison group and the UC student population overall

• IB students consistently have higher graduation rates at both 4 and 6 years

• The strongest predictor of performance in university is the performance on the Diploma

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 thanUS$40,000

US$40,000 -US$79,999

Greater than orequal to

US$80,000

Oregon State 5-year IB and non-IB graduation rate

High School GPA Enrolled Count Percent Graduated Enrolled Count Percent Graduated Enrolled Count Percent Graduated

0-3.00 0 0 1152 64%

3.01-4.00+ 17 88% 18 89% 10531 76%

TOTAL 17 88% 18 89% 11683 75%

New FR Cohorts Fall

Terms 1998-2003

Graduation Rate within 5 Years

IB Certificate IB Diploma Non-IB Students

Oregon State final cum GPA

High School GPA Enrolled Count Avg. GPA Enrolled Count Avg GPA Enrolled Count Avg. GPA

0-3.00 3 2.20 0 4030 2.35

3.01-4.00+ 163 3.07 121 3.69 27547 2.94

TOTAL 166 3.06 121 3.69 31577 2.87

New FR Cohorts Fall

Terms 1998-2008

OSU Cumulative GPA

IB Certificate IB Diploma Non-IB Students

Targeted Recruitment of

IB Students

• Targeted Recruitment

• Policy that distinguishes

• IB Diploma recipients from

• Students taking individual IB Diploma courses

• Admission: has met State knowledge and skill requirements

• Placement

• Credit: general or specific

• Scholarships

• Honors college

• Undergraduate research

Recognizing IB Students

Qualities of IB Diploma Students

Fluency in 2 languages Self 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

IB Learner Profile:

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Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

The IB Learner Profile:

A singular capacity for invigorating campus life Informed by the IB mission to develop active, compassionate and lifelong learners, the IB programmes

foster a distinctive set of attributes. These qualities – embodied in the IB learner profile- prepare IB

students to make exceptional contributions on campus.

Inquirers: University faculties regularly note IB students’ passion for discovery

Knowledgeable: IB students are extraordinarily well prepared for the academic

requirements of university coursework

Thinkers: IB students contribute to discussions in a meaningful way. They do not shy

away from challenging questions and, once they know the answer, follow up by asking “why”?

Communicators: IB students regularly deliver stimulating presentations and drive

excellence in group assignments

Principled: IB students are infused with the academic integrity that is fundamental

value of universities and colleges

:

The IB Learner Profile:

Open-minded: IB students have a deep understanding of various cultures and

views, bringing an appreciation of new views to both their academic study and their

involvement in local and wider communities. Their international mindedness

complements the missions of the best tertiary institutions.

Caring: IB students tell us they bring this commitment to community and others to

their activities and leadership roles at university and carry it throughout their lives.

Risk-takers: IB students transition well to challenging university settings and show

resilience and determination in their work. In academics, they have the confidence to

approach new or unfamiliar subjects or material.

Balanced: IB students are active participants in a wide range of aspects of campus

life, as well as focusing on their academic development.

Reflective: IB students have developed an ability to reflect on their learning and to

articulate how they learnt. They have learned that critical reflection is an important

academic and life skill.

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Five minds for the future

The

synthesizing

mind

The respectful

mind

The ethical

mind

The creating

mind

The disciplined

mind

Howard Gardner 2006

Questions?

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Contact Details

Sandra Wade Pauly University & Government Liaison IB Vancouver 202-1661 West 2nd Avenue Vancouver, BC V6J 1H3 Canada Phone: 1.604.733.8980 1.866.826.4262 (toll free) Email: sandra.wadepauly@ibo.org

Thank You!