THE INTERNATIONAL BACCALAUREATE

PROGRAM AND THE FUTURE

PREPARED FORCheryl DudleySuperintendentGreenville Central School District

PREPARED BYAshley Rothe, PrincipalGreenville High SchoolGreenville Central School District

APRIL 14, 2015

EXECUTIVE SUMMARY

This report justifies the decision of Greenville High School to become an International Baccalaureate (IB) school.

ADVANTAGES OF HAVING AN IB PROGRAM

The positive effects of the IB program include:

Support and networking opportunities from 4,069 schools worldwide Increase in students’ analytical writing skills, work ethic, motivation, time management skills, and

help-seeking Increase in students’ community involvement

REASONS FOR BACKLASH

During the program’s implementation, cost and enrollment figures were questioned. However, since certification, the costs of the IB program have decreased to $10,820 for the 2014/15 school year. Furthermore, although only 40 students are currently enrolled in the available IB programs, satisfaction within those programs is high.

FUTURE OF THE IB PROGRAM WITHIN GCS

During and after the program, IB students have succeeded. Thus, the IB program should be continued despite the relatively low enrollment.

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THE INTERNATIONAL BACCALAUREATE PROGRAM AND THE FUTURE

INTRODUCTION

As requested by Cheryl Dudley on March 19, this report determines whether or not the IB program should be continued within Greenville High School (GCS). In order to do so, this report will outline the effects of the IB programs within GCS.

Since instating the IB program on December 18, 2009,1 the IB Organization has expanded globally. However, it is important for Greenville School District to investigate the costs and attendance of our program and compare them with the advantages our students receive.

Currently, GCS offers the Diploma Program and accompanying Certificate Program to high school juniors and seniors. Nonetheless, outside information and statistics were necessary to gather a significant amount of figures regarding students’ successes following IB education.

CURRENT RECOMMENDATION

The IB program has helped students succeed and should be continued in Greenville High School.

EXPANDING GCS RESOURCES AND SUPPORT

As support and popularity of the IB program continues to grow, more resources and opportunities are becoming available for our students and teachers. Between December 2009 and December 2014, the number of IB Programs offered increased 46.35% worldwide. As a result, on March 10, 2015 there were 4,069 IB schools worldwide.2 Graph 1 shows that the programs are not only found in the Americas but Europe, Asia, Africa, etc. as well. Therefore, the IB program allows access to resources and ideology from around the world.

Graph 1Number of IB World Schools in each IB region

1 “Greenville School District,” International Baccalaureate, http://www.ibo.org/en/school/004942/.2 “Facts and Figures,” International Baccalaureate, http://www.ibo.org/en/about-the-ib/facts-and-figures/.

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“Facts and Figures,” International Baccalaureate, http://www.ibo.org/en/about-the-ib/facts-and-figures/.

Currently, in the United States, there are 1,614 programs in place – 830 of which are the Diploma Program.3 In New York alone there are 58 schools which offer the Diploma Program.3 Therefore, IB certified teachers have a network of fellow teachers to contact and consult regarding any questions they may have. Our teachers have also shadowed experienced IB teachers to collect new ideas and implement effective teaching strategies. Within our local area, Albany, Ballston Spa, Queensbury, Red Hook, and Schenectady all offer a forum for IB curriculum.4

OUTCOMES OF THE IB PROGRAM

ACCUMULATED SKILLS

Critical thinking skills, intellectual inquisitiveness, and interpretation are emphasized throughout the IB program. In order to do so, our teachers are instructed to use the Theory of Knowledge (TOK) point of view to teach students. TOK helps students focus on the nature of knowledge and determine how claims can be supported. Thus, students use their content knowledge to solve problems, make connections and inferences, and think deeply about the big questions posed in each discipline.5

The goal to create critical thinkers is combined with an exposure to a variety of perspectives. The various perspectives promote tolerance and intercultural understanding. Students are then able to cooperate with others and examine different ways of thinking.

The way in which IB students are expected to think and analyze information effects their writing. Past IB students credit the IB curriculum for developing their analytical writing skills.6 Assignments require in depth analysis instead of reiteration. Therefore, students are expected to explain the meaning of a certain element rather than simply identify the element.

Participation in the IB program has also influenced students’ mindsets in regards to work ethic, motivation, time management, and help-seeking. Research shows former students have attributed their organization and time management skills to the IB program.7 Furthermore, students develop a strong belief in the necessity of having and relying on an academic community throughout the program.8 The IB organization has also done research that shows IB students are able to cope with demanding workloads while managing their time and meeting expectations.

3 “Find an IB World School,” International Baccalaureate, http://www.ibo.org/en/programmes/find-an-ib-school/.4 “Questions and Answers,” Greenville Central School District, http://www.greenville.k12.ny.us/Q&A/Questions%20and%20Answers.asp.5 Stephanie A. Nugent and Frances A. Karnes, “The Advanced Placement Program and the International Baccalaureate Programme,” Gifted Child Today 25.1 (2002).6 Vanessa Coca, et al., Working to My Potential: Experiences of CPS Students in the International Baccalaureate Programme, International Baccalaureate Organization (Chicago: University of Chicago Consortium, 2012).7 Ibid.8 Ibid, 5.

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COLLEGE ATTENDANCE

The IB program serves as the beginning of many academic behaviors and mindsets that are strengths in college. Organizational and time management techniques learned throughout the program help students while in college. Past IB students reported being underwhelmed with college assignments, claiming they were less challenging, shorter, and less frequent than previous IB assignments.9 In addition, due to the community within an IB program, IB students are more likely to seek help from colleagues and mentors in college.

Beyond college preparedness, IB students are 24% more likely to enroll in college than non-IB students.10 Furthermore, IB students are likely to choose more selective colleges than their peers. Also, once enrolled, the majority of IB students graduate from their chosen university within six years.11

Following GCS graduation, 100% of Diploma Program students have attended an accredited four-year university. As of April 1, 2015, Greenville High School has graduated three students with full International Baccalaureate Diploma Program credentials. Their names and selected colleges are as follows:

2014 REBECCA CAPPELLI accepted admission to RUSSELL SAGE COLLEGE12

CAROLINE LEWIS accepted admission to BOSTON COLLEGE13

2013 SUBHRAJIT DEBNATH accepted admission to the UNIVERSITY OF ROCHESTER14

Therefore, Greenville High School has a 100% post-secondary attendance rate for Diploma Program students attending an accredited university.

Further, once in college, former IB students excel. Undergraduates with IB credentials have performed above those without an IB education.15 Within forty universities in the United States, students who were involved in the IB program during high school have higher grade point averages than average freshman.16

COMMUNITY IMPACT

9 Ibid, 5.10 Sandra Coyle, “Study Finds IB Diploma Graduates Well prepared to Succeed in College,” International Baccalaureate Organization.11 Coca, et al., Working to My Potential, 4.12 “Dean’s List and Scholars,” Russell Sage College, http://www.sage.edu/rsc/dean/deans-list-kellas-scholars/.13 Greenville School District, http://www.greenville.k12.ny.us/pdf/Top%20Ten%202014(2).pdf.14 “Graduation Day,” Greenville School District, http://www.greenville.k12.ny.us/pdf/Top%20Ten%202014(2).pdf.15 Nugent and Karnes, “The Advanced Placement Program and the International Baccalaureate Programme.”16 Ibid.

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The IB Diploma Program encourages community involvement and produces civic minded individuals. In order to receive an IB Diploma, students must complete a service component related to their community. Thus, students are required to participate in school productions, sports, and community service efforts. As a result, students must look beyond the academic programs and share their talents with others.

Subsequently, IB students have shown academic civic mindedness. Therefore, they have an increased knowledge of the United States’ government, public policy, and effective advocacy techniques.17 Students with an understanding and appreciation, starting with our country and narrowing down to a single community, are more likely to become involved in activities promoting their community.

AREAS OF CONCERN

COSTS

Becoming a certified IB school can be a difficult process. The process can last eighteen months to three years and requires extensive funding. The majority of time and startup costs is allocated towards self-studies, staff training, and curriculum development.

However, since GCS became a certified IB school the costs have been relatively low. Table 1 shows the costs associated with maintaining the IB Diploma Program.

Element Cost (2014/2015)Facility costs No additional costTechers’ salaries No additional costIndividual test fees No additional cost, students

pay fees totaling $5,720Registration fees $2,880Professional development Roughly estimated at $5,000IB Coordinator salary $77,543 plus benefits of

$21,025Total annual fee $10,82018

Table 1IB Diploma Program maintenance costs

17 International Baccalaureate Organization, “New Studies Explore IB Students’ Preparedness for Success in the 21st Century.”18 “Facts and Figures.”

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Although the IB Coordinator’s salary is a large expense, due to other responsibilities she performs the total annual fee for the IB program is $10,820 for 40 students.

In comparison, when the costs of Career and Technical Education (CTE) , New Vision, and Tech Valley placements were broken down for one year it was calculated that the programs cost was $473,014 for 40.72 students. With both figures scaled to cost per 40 students, Graph 2 shows the difference in costs between the IB program and the CTE, New Vision, and Tech Valley programs.

Graph 2Cost per 40 Students: IB Program Versus CTE, New Vision, and Tech Valley Programs

STUDENT INVOLVEMENT

During the current 2014/15 school year, 40 students are enrolled in the IB program. However, only six students are participating in the full Diploma Program. The remaining 34 students are registered to complete separate IB certificates. In comparison, 100 GCS students are enrolled in the similar Advanced Placement classes.19 Therefore, when compared to the other advanced courses, the IB courses have a 60% lower enrollment rate.

Still, even with low enrollment, former student satisfaction continues to remain high. Appendix A displays a document GCS published to express past students’ views, opinions, and experiences within the IB program.

CONCLUSION

Greenville High School is currently offering the IB Diploma Program to all juniors and seniors. Past IB participants have credited the program with their accumulation of valuable skills, especially their analytical skills. Following the completion of the IB Program, students’ success in college is more likely than their non-IB educated peers. In addition, costs are relatively low and former students express satisfaction with their experience.

19 “Questions and Answers.”5

IB CTE, New Vision, and Tech Valley

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Cost per 40 Students

Program

Cost

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Therefore, the IB program should be continued in Greenville High School.

Moving forward, it is important to continue to provide funding for the program and maintain communications with other local IB schools. In addition, more information sessions regarding the IB program should be offered in order to attract young students to the program.

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APPENDIX A

IB and Me…“I chose to enter the IB Diploma Program in my junior year at GCS because I wanted a different sort of academic challenge than AP or Honors classes could give, and this decision completely changed my last two years of high school and has already helped me in my first semester of college. Going into IB, I was expecting a lot of work but was not expecting the good time management skills I would have to form in order to keep up and be successful. Learning good time management so early on in my academic career has already helped me immensely in college. When I have a lot of different assignments, I’m already comfortable with knowing how to prioritize and getting all of my work done efficiently. IB also helped me to foster a genuine love of learning. Within the internal assessments, there is a lot of room for intellectual mobility, meaning that I had the opportunity to research, write about, and experiment on topics that interested me. In subjects like History, the Extended Essay, I had complete freedom about which subject I could write about; this helped me narrow my interests and decide the things I’d like to study in college. I also liked how IB includes many different factors that go into your grade, so if you aren’t good at one specific thing like testing, you still have other options to succeed. Overall, choosing to participate in the IB program at Greenville gave me the opportunity to foster strong relationships with teachers, participate in an active and productive learning environment with small class sizes, develop my reading and writing skills, and gain good time management habits which have carried me through my first semester of Boston College.”

- Caroline Lewis, Class of 2014Full Diploma Student

"What does IB mean to me? IB wasn't some magical entity that transformed me into a better student. IB was simply a better progression. Schooling is all about progressing and getting ready for the next big step. Unfortunately the trajectory of progression in normal K-12 education doesn't always match the expectation in the biggest step after high school: college. This mismatch only results in a bad experience for a student thus IB provides an alternative qatransition better going into college. Without IB could students succeed? Probably, but why wouldn’t we want to make our lives ultimately better."

- Subhrajit Debnath, Class of 2013Full Diploma Student

“IB has taught me that with hard work comes happiness. I know that sounds disgustingly rehearsed and cliché but it's true. I went into both of my tests knowing that I worked my butt off all year and that, no matter the grade on the exam, I couldn't not be happy with my grade. I was blessed to get my goal grade on both exams, but that was a bonus to all of the knowledge I had gained and friendships that had been formed during my junior and senior year of high school.”

- Michael Schonning, Class of 2013

“IB was a great experience. It allowed me to get to know some of my teachers and fellow students better. It also gave me a unique education that allowed me to take some sophomore classes my freshman year of college. IB ultimately taught me the importance of organization and asking questions.”

- Zoe Hutchins, Class of 2013

“In high school, the IB program gave me the opportunity to take rigorous coursework that simply did not exist with the limited selection of AP courses I had to choose from. While I also took AP classes, IB gave me another pool of challenging and equally rewarding classes that offered me more than a regents-level education could have. It made high school more beneficial and more enjoyable; studying harder material was what I needed to keep me focused and working for my education. Because of the work IB allowed me to do, colleges offered me generous grants and scholarships.

While enjoying school and pushing oneself in high school is important, the benefits of the IB program that manifest after high school are equally important, if not superior. Simply put, college is easy for me because I learned valuable skills in my IB coursework. I can manage my time with friends, juggle various difficult bodies of coursework, and still manage to enjoy myself because I learned how to while doing my IB coursework. Without examining the college credits I took away from my experience at Greenville, I can already say that IB and AP have helped me to achieve the 18 credits I fulfilled in my first semester.”

-David Herbstritt, Class of 2013

“IB gave me a huge step in college. The workload in high school was so similar to that in college that I came in extremely prepared. The level of difficulty and the time management really prepared me. Thanks to IB I was able to make presidents list my first semester.”

-Conor Drossel, Class of 2013

“I knew all throughout high school that I would be majoring in Nursing in college. When the IB programme was offered, I quickly jumped at the chance to take IB Biology knowing that this would help me in my future education. The course was rigorous and I spent more time doing work for it than I did for all of my others combined. However, the payoff was well worth the amount of time I put into it. Not only did I come out with an immense amount of knowledge but the score I received on the test allowed me to skip an entire biology course in college; allowing me to be ahead of my peers when it came to being done with prerequisites. What I truly value about my time as an IB student is the work ethic that I was taught. I learned to time manage, take adequate notes, and succeed in a course that requires you to know, and not just memorize, an enormous amount of information. I would tell any student interested in the IB programme to take the leap and enroll. If you enter into a class that you are interested in and can use in the future, your time will be well spent.”

-Camyrn Benjamin, Class of 2012

BIBLIOGRAPHY

Coca, Vanessa, David Johnson, Thomas Kelley-Kemple, Melissa Roderick, Eliza Moeller, Nicole Williams, and Kafi Moragne. “Working to My Potential: Experiences of CPS Students in the IB Diploma Programme.” International Baccalaureate. Chicago: University of Chicago Consortium, 2012.

Coyle, Sandra. “Study Finds IB Diploma Graduates Well Prepared to Succeed in College.” International Baccalaureate.

“Dean’s List and Scholars.” Russell Sage College. http://www.sage.edu/rsc/dean/deans-list-kellas-scholars/.

“Facts and Figures.” International Baccalaureate. http://ibo.org/en/about-the-ib/facts-and-figures/.

“Find an IB World School.” International Baccalaureate. http://www.ibo.og/en/programmes/find-an-ib-school/.

“Graduation Day.” Greenville Central School District. http://www.greenville.k12.ny.us/archive/2012-13.asp

Greenville Central School District. http://www.greenville.k12.ny.us/pdf/Top%20Ten%202014(2).pdf.

“Greenville School District.” International Baccalaureate. http://ibo.org/en/school/004942/.

“IB and Me…” Greenville Central School District. http://www.greenville.k12.ny.us/hschool/ib/IB.and.Me.updated.pdf.

“New Studies Explore IB Students’ Preparedness for Success in the 21st Century.” International Baccalaureate.

Nugent, Stephanie A., and Frances A. Karnes. “The Advanced Placement Program and the International Baccalaureate Programme.” Gifted Child Today 25.1 (2002).

“Questions and Answers.” Greenville Central School District. http://www.greenville.k12.ny.us/Q&A/Questions%20and%20Answers.asp#IBQuestions.