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The IB Diploma Program by wuzhenguang


									The IB Diploma
 Introduction to IB           Initial Course Offerings &
 Why IB?                      Sample student schedules
                               IB and Advanced Placement
 Authorization Process
 The IB Learner Profile         IB and Beyond
 Components &                   Facts and Figures
  Requirements of the IB         Is IB right for my child?
  Program                        How Parents Like You Can
 Teachers, staff, training       Make a Difference
                                 Final thoughts….
 Recap
                                 Q&A
Introduction to the
International Baccalaureate
 The International Baccalaureate Organization (IBO)
  is a nonprofit educational foundation established in
 IB currently works with 2,650 schools (56% public) in
  136 countries to develop and offer three challenging
  programs to over 560,000 students aged 3 to 19 years.
 IB helps develop the intellectual, personal, emotional
  and social skills to live, learn, and work in a rapidly
  globalizing world.
Introduction to the
International Baccalaureate
 1965 Diploma Program (for 16-19 year olds)
  established as the International Schools Examination
  Syndicate (ISES)
 1967 Named International Baccalaureate Organization
  as a high school credential that could be earned in any
  country and interpreted in any country, sharing
  characteristics with many national systems, participating in
 1994 Middle Years Program (for 11-16 year olds) added
 1997 Primary Years Program (for 3-11 year olds) added
 Organization: What does the IBO offer?
 The IBO develops three programs of international education for
 students aged 3 to 19, working in cooperation with IB World

The three programs span the years of kindergarten to pre-
university. The programs can be offered individually or as a

The Primary Years program (PYP) for students aged 3 to 12.

The Middle Years program (MYP) for students aged 11 to 16.

The Diploma program (DP) for students aged 16 to 19.
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
programmes of international education and rigorous
These programmes encourage students across the world to
become active, compassionate and lifelong learners who
understand that other people, with their differences, can also
be right.
IB Philosophy
 “Through high quality education
 we create a better world.”
  Quality program, high-level standards
  Culturally-aware graduates
  Idealistic, peace promoting mission
  University recognition & challenge
The IBO’s goal:

To provide students with the values and
 opportunities that will enable them to
 develop sound judgment, make wise
 choices, and respect others in the
 global community.
Students learn more than a collection of facts.
The Diploma Programme prepares students
for university and encourages them to:
 learn how to learn
 ask challenging questions
 develop a strong sense of their own identity and
 develop the ability to communicate with and
  understand people from other countries and
 become independent, self-motivated learners.
Why IB for CHS?
To provide the students of Carrollton High School an
  opportunity to benefit from the academic rigor,
  international perspective, and authentic, service-
  oriented experiences surrounding the International
  Baccalaureate Organization.
Having a systemic expectation to uphold our tradition of
  excellence, the Carrollton City School System is
  excited about the possibility of offering the Diploma
  Programme and is committed to supporting students,
  parents, teachers, and staff on this journey.
Diploma Programme—
School Authorization
 Schools wishing to offer the Diploma Programme
  must be authorized by the IB. The process is the
  same for all schools, even though it is administered
  slightly differently in each IB region.
 To become eligible for authorization, schools must
  fill in an Interested schools form and successfully
 complete a number of stages. These include the
 following three key stages:
1. Feasibility study and
identification of resources
To complete this stage, which leads to the filing of Diploma
  Programme application form part A, a school should acquaint
  itself thoroughly with the programme by:
 obtaining the Diploma Programme publications
 examining the programme's philosophy and curriculum to
  determine whether these meet the needs of its students
 conducting a feasibility study on the possible consequences of
  implementing the programme
 arranging for teaching and administrative staff to undertake
  IB-approved professional development.
2. Candidate status
 Following acceptance of Diploma Programme
  application form part A, the school is
  designated an IB candidate school.
 At this stage, the school has access to the IB
  online curriculum resources, teachers attend
  IB-approved professional development, and
  the school prepares itself administratively
  and educationally for the programme.
3. Authorization visit by an IB team
Provided previous stages have been completed
  successfully, the school files Diploma Programme
  application form part B and the regional office arranges
  for the school to be visited by an IB team. The purpose
  of this visit is to:
 consult those involved in the implementation of the
 evaluate the school's preparedness to implement the
 complete a report on the school's commitment and
  ability to deliver the programme.
  The IB Learner Profile—The IBO Mission Statement
  translated into a set of learning outcomes for the 21st century.
                                                             IB learners strive to be:

The Learner Profile promotes the education of the whole      Balanced
    person, emphasizing intellectual, personal, emotional
    and social growth through all domains of knowledge.      Reflective
 IB Learners strive to be:
 Inquirers - They develop
 their natural curiosity. They
 acquire the skills necessary
 to conduct inquiry and
 research and show
 independence in learning.
 They actively enjoy
 learning and this love of
 learning will be sustained
 throughout their lives.
IB Learners strive to be:
 Knowledgeable - They
  explore concepts, ideas
  and issues that have local
  and global significance. In
  so doing, they acquire in-
  depth knowledge and
  develop understanding
  across a broad and
  balanced range of
IB Learners strive to be:

 Thinkers - They
 exercise initiative in
 applying thinking skills
 critically and creatively
 to recognize and
 approach complex
 problems, and make
 reasoned, ethical
IB Learners strive to be:
 Communicators - They
 understand and express
 ideas and information
 confidently and creatively
 in more than one
 language and in a variety
 of modes of
 communication. They
 work effectively and
 willingly in collaboration
 with others.
 IB Learners strive to be:
 Principled - They act
  with integrity and
  honesty, with a strong
  sense of fairness,
  justice and respect for
  the dignity of the
  individual, groups and
  communities. They
  take responsibility for
  their own actions and
  the consequences that
  accompany them.
 IB Learners strive to be:

 Open-minded - They
 understand and appreciate
 their own cultures and
 personal histories, and are
 open to the perspectives,
 values and traditions of other
 individuals and communities.
 They are accustomed to
 seeking and evaluating a
 range of points of view, and
 are willing to grow from the
  IB Learners strive to be:
 Caring - They show
 empathy, compassion and
 respect towards the needs
 and feelings of others. They
 have a personal commitment
 to service, and act to make a
 positive difference to the
 lives of others and to the
IB Learners strive to be:
 Risk-takers - They
  approach unfamiliar
  situations and
  uncertainty with courage
  and forethought, and
  have the independence
  of spirit to explore new
  roles, ideas and
  strategies. They are
  brave and articulate in
  defending their beliefs.
IB Learners strive to be:
 Balanced - They understand the importance of
 intellectual, physical and emotional balance to
 achieve personal well-being for themselves and
IB Learners strive to be:
 Reflective - They give
 thoughtful consideration
 to their own learning and
 experience. They are
 able to assess and
 understand their
 strengths and limitations
 in order to support their
 learning and personal
The IB Program model
Over the course of the two-year
program, students:
 Study six subjects chosen from the six
  subject groups
 Complete an extended essay
 Complete a theory of knowledge course
 Participate in creativity, action, service
Program Levels/Assessments:
 Three of the six subjects are studied at
  higher level (courses representing 240
  teaching hours)
 The remaining three subjects are
  studied at standard level (courses
  representing 150 teaching hours)
 Internal and External Assessments.
Group 1: Language A1
Language A1 is the study of
 literature in a student's first
 language, including the study of
 selections of world literature.
We will offer Language A1 at the
 HL level.
Group 1: Language A1
English             HL
Paper 1            25%
Paper 2            25%
World Lit Papers   20% (2)
IA Oral Exam       30%
Group 2: Second language
 Language ab initio courses are for beginners (that is,
  students who have no previous experience of learning the
  language they have chosen). These courses are only
  available at standard level.
 Language B courses are intended for students who have
  had some previous experience of learning the language.
  They may be studied at either higher level or standard
 Language A2 courses are designed for students who have a
  high level of competence in the language they have chosen.
  They include the study of both language and literature, and
  are available at higher level and standard level.
Group 2: Second language
Language B courses are intended for
 students who have had some previous
 experience of learning the language.
 They may be studied at either higher
 level or standard level.
We will offer Spanish B at the HL level.
Group 2: Second language
Spanish            HL
 Paper 1          40%
 Paper 2          30%
 IA Oral Exam     30%
Group 3: Individuals and Societies
Eight subjects are available:
   Business and management
   Economics
   Geography
   History: We will offer at the HL Level
   Information technology in a global society
   Philosophy
   Psychology
   Social and cultural anthropology (Elective)
Group 3: Individuals and Societies
History                        HL
Paper 1                       20%
Paper 2                       25%
Paper 3                       35%
IA Historical Investigation    20%
Group 4: Experimental Sciences
Four subjects are available:
 Biology: We will offer at SL.
 Design technology
Group 4: Experimental Sciences
Biology                  SL
Paper 1                 20%
Paper 2                 36%
Paper 3                 20%
IA Experiment
& Group 4 Project        24%
  Group 5: Mathematics and
  Computer Science
 Four courses in mathematics are available:
   Mathematical studies standard level
   Mathematics Standard Level
   Mathematics higher level
   Further mathematics standard level.
   These four courses serve to accommodate the range
    of needs, interests and abilities of students, and to
    fulfill the requirements of various university and
    career aspirations.
Group 5: Mathematics and
Computer Science
Math                 SL
Paper 1             40%
Paper 2             40%
IA Portfolio        20%
  Group 5: Mathematics and
  Computer Science
Computer science
 Computer science higher level or standard level, if
  chosen, must be studied in addition to a mathematics
 The aims of computer science are to develop an
 understanding of:
   The range and organization of computer systems
   The use of computers in a variety of disciplines,
    applications and contexts.
Group 6: The Arts
Four subjects are available:
 Visual Arts:       These subjects may be
We will offer at SL.        studied at higher level or
                            standard level.
 Film                     In lieu of taking a Group 6
                            course, students may choose
 Music                     to take an additional course
                            from Groups 1–4 (we will
 Theatre                   offer Social and Cultural
 Dance is in the works     Anthropology).
 Group 6: The Arts
 Visual Arts          SL       Sociology           SL
 Studio (practical work)       Paper 1           50%
 Research workbook             Paper 2           30%
  Exam                          IA Experimental
 Final Assessment (external     Study             20%
  and internal)
The extended essay:
 4,000 words
 Offers the opportunity to
  investigate a research question
  of individual interest with a
  teacher in that discipline
 Further familiarizes students
  with the independent research
  and writing skills expected at
Theory of knowledge:
 Interdisciplinary

 Explores the nature of
  knowledge across
  disciplines              Part I – focus on humans as knowers –
                           perceptions, emotions, languages,
 Encourages an            reason
 appreciation of other     Part II – development of skills to
                           evaluate knowledge claims in the
 cultural perspective      various disciplines.
Creativity, Action and Service
 Encourages students to be
  involved in artistic pursuits,
 sports, and community service
 Continues education outside
  the classroom
 Develops the learner profile
  International mindedness. . .
 Stimulates curiosity
  about the world
 Provides
  opportunities for
  developing cultural
 Builds awareness and
  respect for human
  dignity and diversity.
             In today’s highly interdependent world,
individuals and nations can no longer resolve many
      of their problems by themselves. We need one
      another. We must therefore develop a sense of
     universal responsibility… It is our collective and
individual responsibility to protect and nurture the
  global family, to support its weaker members, and
     to tend to the environment in which we all live.

                      (The 14th Dalai Lama of Tibet)
    An individual has not started
living until he can rise above the
           narrow confines of his
   individualistic concerns to the
          broader concerns of all

         (Dr. Martin Luther King, Jr.)
International Mindedness means
 Students are educated in a way that helps
 them be understand themselves, their
 community, the country they live in, and the
 world in general.

 Students have a deeper sense and awareness
 of other peoples, cultures, countries, and
          I do not want my house to be
walled in on all sides and my windows
to be stuffed. I want the cultures of all
the lands to be blown about my house
as freely as possible. But I refuse to be
     blown off my feet by any of them.

 (Mohandas Karamchand Gandhi)
               IB Career-Related Certificate
          2 IB Diploma    (IBCC)
        certificate courses,                            IB Core: approaches
          including one                                      to learning;
         second language                                  reflective project;
               course                                    community service

                               qualifications offered
                                     by school
Planned for open offer 2011                                  10 schools in pilot
IB Programme Participants
 Dr. Albertus     Ms. Swindle
 Ms. Holley       Mr. Daugherty
 Ms. McGinnis     Ms. Cook
 Dr. Bagby        Mr. Hitzeman
 Ms. Hook         Ms. Graner
 Ms. Whiteside    Ms. Joyner
 Mr. McCormick    Mr. Harvey
                 8TH                    9TH                      10TH                  11TH                      12TH

 ELA             Honors 8th             Pre-AP/IB                Pre-AP/IB             IB World                  IB World
(Group 1)        Language Arts          9th Literature           American Lit. or      Literature I HL           Literature II HL
                                        (1 unit/EOCT)            AP Language           ( 1 unit)                 (1 unit)
                                                                 (1 unit/EOCT)
 MATH            Accelerated            Accelerated              Accelerated           IB Math I SL/AP           IB Math II SL/AP
(Group 5)        Math I                 Math II                  Math III              Calculus AB               Calculus BC
                 (1 unit/EOCT)          (1 unit/EOCT)            (1 unit)              (1 unit)                  (1 unit)

 SOCIAL          8th Georgia            AP World History         AP Econ.(EOCT)        IB History of the         IB 20th Century
STUDIES          Studies                (1 unit)                 AP Government         Americas HL               World History HL
(Group 3)                                                        (2 units)              ( 1 unit/EOCT)           (1 unit)

SCIENCE          8th Physical Science   Pre-AP/IB Physical      Pre-AP Chemistry       IB Biology SL            AP Chemistry
(Group 4)                               Science (EOCT)          (1 unit)               (1.2 units/EOCT)         or AP Physics
                                        or Physics (1 unit)                            Minimum 150 hours        (1 unit)

 MODERN          Spanish I              Spanish II               Spanish III           IB Spanish I HL           IB Spanish II HL
LANGUAGE         (1 unit)               (1 unit)                 (1 unit)              (1 unit)                  (1 unit)
(Group 2)

 IB FINE ARTS/   Suggested that students take art courses before IB Visual Arts.       IB Visual Arts SL or
ELECTIVES                                                                              IB Social & Cultural Anthropology SL
(Group 6)                                                                              (1.2 units/minimum 150 hrs.)
Theory of                                                                                         TOK                   TOK
Knowledge                                                                                (.4 units/minimum 50    (.5 units/ minimum
                                                                                                 hours)               50 hours)
Electives                                Health/PE/Weights              Weights                 Weights                Weights
                                           STEM /CTAE               STEM /CTAE               STEM /CTAE             STEM /CTAE
                                         Art, Band, Chorus,       Art, Band, Chorus,     Band, Chorus, Debate    Art, Band, Chorus,
                                          Debate (3 units)         Debate(2 units)             (1.2 units)        Debate(2.5 units)
                          Sample IB Schedule 11th Grade

       11TH GRADE-
                                      A-DAY                            B-DAY
        1ST BLOCK                     Elective
                                                                 (Rotating Schedule)
        2ND BLOCK                IB World Lit I HL                  IB Math I SL
        3RD BLOCK                 IB Spanish I HL                  IB Biology SL

        4TH BLOCK               IB History of the HL          IB Art or IB Anthropology

       11TH GRADE-
                                      A-DAY                            B-DAY
      2nd SEMESTER
                                                           IB Art/IB Anthropology/Elective
        1ST BLOCK                     Elective
                                                                 (Rotating Schedule)
        2ND BLOCK                IB World Lit I HL                  IB Math I SL

        3RD BLOCK                 IB Spanish I HL                  IB Biology SL

        4TH BLOCK               IB History of the HL          IB Art or IB Anthropology

*IB Exams in Biology and Art or Anthropology (2)  EOCT’s in Biology and USH
            Possible AP Exams in Language, Calculus AB, Biology, USH, Art (4-5)
                      Sample IB Schedule 12th Grade

   12TH GRADE-
                                   A-DAY                            B-DAY
    1ST BLOCK                      Elective                         Elective
   2ND BLOCK                  IB World Lit II HL                 IB Math II SL
   3RD BLOCK                   IB Spanish II HL            AP Chemistry or AP Physics

   4TH BLOCK                  IB 20th Ct. WH HL                      TOK

                                   A-DAY                            B-DAY
    1ST BLOCK                      Elective                         Elective

   2ND BLOCK                  IB World Lit II HL                 IB Math II SL

   3RD BLOCK                   IB Spanish II HL            AP Chemistry or AP Physics

   4TH BLOCK                  IB 20th Ct. WH HL                     Elective

            *IB Exams in ELA, Math SS, Spanish, TOK (5) EOCT’s – None
Possible AP Exams in Literature, Spanish, Calculus BC, Chemistry or Physics, Art (4-5)
 IB courses are typically more challenging than regular high school
  courses, and so students may be asked to do more homework. The
  challenge, however, is not always in the amount of homework assigned;
  rather, it is in the quality of the assignments and the extent to which
  students engage those assignments. The added benefit here is that
  students take greater responsibility for their own learning while they
  acquire the valuable skills of time management and organization.
 Diploma students do not have to forego other important parts of high
  school life. They may still remain involved in sports, student
  government, clubs, theater, music, community events, and other extra-
  curricular activities. Such activities are incorporated into the Diploma
  Programme through the “CAS” (Creativity, Action, and Service)
IB Diploma Courses Recap
 Students take a course from each of 6 curricular groups
 Students also work in core elements: Theory of Knowledge
    (ToK), Extended Essay (EE), and Creativity, Action and
    Service (CAS)
   Students must take exams in at least 3 higher level (HL)
    courses while other courses are at standard level (SL)
   Students complete all internal assessments given by
    the IB teacher and external May exams administered by
   Students can receive up to 7 points per exam. Students
    can earn up to three bonus points for TOK and EE.
   Students must earn minimum total of 24 points
Assessment: How are students assessed?
Students are assessed both internally and externally in ways that
measure individual performance against stated objectives for each
 In most subjects at least some of the assessment is carried out
 internally by teachers, who mark individual pieces of work
 produced as part of a course of study. Examples include:
  oral exercises in language subjects
  projects
  student portfolios
  class presentations
  practical laboratory work
  mathematical investigations
  artistic performances
Diploma Programme Exams
Diploma Programme students take six
 one literature          Students take their
 one foreign language    HL examinations at the
                          end of the two-year
 one social science
                           Diploma Programme
 one experimental        Students will take the
  science                  SL examinations at the
 one mathematics          end of the year they
                           take the course.
 one arts/elective
IB External Assessment
 Group 1-6 assessments graded on a scale of 1-7
 A 4 or higher must be made in HL classes
 EE and TOK paper can add up to 3 additional points
 A student can receive a total of 45 points towards gaining an
  IB diploma (42 points for assessments – 7 point max for each
  assessment, and 3 point max for EE and TOK)
 24-28 points is required for a diploma (as long as a minimum
  of 4 points has been attained on each HL assessment)
 Jr. year – Each candidate may take at least one SL assessment
 The maximum score in a diploma is therefore 45 points. The
  minimum score needed to gain a diploma is 24 points
  (provided that all other requirements are fully satisfied).
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.”

   Page 22•“•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 Grades Comparison
IB Grade     Percentage Conversion

7            96 - 100
6            90 - 95
5            80 - 89
4            70 - 79
3            60 - 69
2            50 - 59
1            Not Acceptable
Examination Results
Examination results are sent out in July
 for the May session and in January for
 the November session. Students may
 also obtain their results online at with a personal
 identification number (PIN) they obtain
 from their Diploma Programme
IB Certificate Students
 Undergoing changes with the IBO
 Students who enroll in individual courses will
  receive an IB certificate noting the courses they took
  and the marks they earned.
 Students choose to study any subject area. They take
  the course and participate in all IB assessments.
 Certificate students may enroll in any number of IB
  courses and earn an IB certificate for each course
  successfully completed.
 To qualify as an IB transfer student, a student must
  take a minimum of three IB courses (TOK is
  included) and sit for all the exams.
Student, teacher
Perspectives on IB:
AP and IB
 IB and AP are roughly equivalent to each other on a subject-to-
  subject comparison, although Higher Level IB courses tend to
  emphasize on depth of material rather than breadth.
 The IB examination process is much more intricate than the AP
  given its international scope. For example, IB classes are given
  written, oral, and taped examinations given over the course of
  the two year program which are sent to be graded globally, as
  opposed to examinations given at the end of the senior year
  which are graded nationally.
 Both Advanced Placement and the International Baccalaureate
  Programme offer unique strengths to the student. Students
  considering the IB track are encouraged to evaluate their desires
  for the future and speak with the IB Coordinator and AP/IB
  teachers to find out if a combination of programs or one program
  will best fit their wants and needs.
                          AP and IB
AP                                    IB
Year-long or term-long course.             One year-long minimum.
5 added points to final grade.             5 added points to final grade.
Current policy: CHS will help pay          Current policy: CHS will help pay for
for exams.                                 exams.
AP and IB are roughly equivalent           Higher Level IB courses tend to
to each other on a subject-to-             emphasize depth of material rather
subject comparison.                        than breadth.
AP exams include multiple choice           Internal assessment and project work
and free-response (essay) sections.        are sometimes very different

AP exams are given once at the             IB exams include written, oral, and
end of each course.                        taped examinations given over the
                                           course of the two year program.
AP exams are graded nationally.            IB exams are graded globally.
                      AP and IB
 Many IB schools teach the diploma program concurrently
  with the national curriculum, state standards, and/or AP and
  CP curricula.
 Both programs provide students with rich and challenging
  curricula and both enjoy national and international college
  and university recognition.
  The College Board and the IB issued a joint publication in
  2005, IB & AP, which compares and contrasts both programs.
 To decide which programme is right for them, students are
  encouraged to compare their own interests, abilities, and goals
  with the requirements of both programs. The local school’s
  AP and IB programme coordinators should be able to assist
  students in reaching their decision.
 IB and DE (Dual Enrollment)
1.   Will schools accept your credit?
2.   Does it actually look better on your application?
3.   Are finances a factor?
4.   Are you ready for college-level work?
5.   How will dual enrollment impact your high
  school social life?
6. How will dual enrollment impact your college
  social life?
7. How will dual enrollment affect your post-
  college plans?
Ask the colleges and universities these questions.
The Benefits of IB
 Excellent university preparation
   IB graduates develop skills that help them to find
     success in even the most challenging
     undergraduate programs
 The development of strong time management,
  writing and study skills
    Graduates tend to be high achievers academically
     and professionally
 The development of advanced sills in oral and written
  expression as well as research and analytical skills
The Benefits of IB
 Being part of a cohort of students at CHS who
  WANT to learn
 Learning to ask challenging questions and
  developing a strong sense of self
 The development of strong communication skills,
  including the study of a foreign language
 Enrollment in the ultimate global program ––
 joining 701,000 IB students at 2,585 schools in 134
 countries who share the same educational
IB & University Recognition
 Admissions assumptions: What do universities assume
 about the IB graduate?
   Accepts challenges
   Strong academic foundation
   Consistency
   Excellent research & writing skills
   Excellent critical thinking skills
   Strong oral presentation skills
   Community engagement
   Mature & responsible
IB & University Recognition
“Universities consider the IB Diploma to be one of
  the most demanding secondary school curricula,
  offering ideal preparation for post-secondary
  studies. A student's participation in IB courses is,
  therefore, a very important consideration in
  admission decisions. It is to a student's distinct
  advantage to have completed IB courses, but
  especially so if the student is completing the IB
         - CURT (College & University Task Force),
                                            July, 2009
IB & University Recognition
“IB is well known to us as excellent
  preparation. Success in an IB program
  correlates well with success at Harvard.
  We are always pleased to see the
  credentials of the IB Diploma Program on
  the transcript.”
  -- Marilyn McGraff Lewis, Assistant Dean of
   Harvard University
IB & University Recognition

  Kedra Ishop, University of Texas, Austin

   Michael Bluhm, University of British

IB & University Recognition
    Some Colleges & Universities Accepting IB Grads
Auburn U         Vanderbilt        U of S. Carolina     Southern CA
Harvard          New College of    Embry-Riddle         Emory Univ./Oxford
UNC Chapel       FL                Rhodes College       Rice University
Hill             U of Florida      Wake Forest
                                                        Univ. of South FL
Baylor U                           Georgia Tech
                 Davidson                               Flagler College
Jacksonville U                     U.S. Naval Academy
U of Alabama     Notre Dame                             Rollins College
                                   West Point
Boston U         U of Michigan                          U of Richmond @
                                   Univ. of Virginia    London
Johns            Duke
                                   FL .I.T.             Eckerd College
Hopkins          Northwest
U of CA                            Samford University   Princeton
Cornell          UNY at Buffalo    Univ. of West        U of Central FL
MIT              Florida State U   Florida              Dartmouth College
U of GA          Stetson U         FL International     Savannah College of Art
                                   Univ.                & Design
 IB & University Success
IB Standards and College Readiness Alignment Study:
Key Finding:

“The results of this study clearly confirm the strong relationship
between the IB program and standards for college readiness and
success. The IB standards demonstrate a very high degree of alignment
with university 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 entry-level 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, OR
IB & University Success
At a time when increasing numbers of college and university applicants
  are presenting equally impressive GPAs or percentages, admissions
  officers must look for other evidence that the student will succeed in
  the challenges of the new academic environment. Admissions officers
  look for such factors as the quality of the courses represented on the
  transcript, the balance of courses across all disciplines, the record of
  the student’s research abilities, and the details of school and
  community involvement – all requirements of the Diploma
Research conducted at several North American universities has
  demonstrated that IB Diploma holders do enjoy success at their
  postsecondary studies, often earning higher grades than their
  colleagues. Increasingly, universities are actively recruiting IB students
  by offering enhanced recognition or scholarships for successful IB
IB by the Numbers
 IB currently works with 2,650 schools (56% public) in 136 countries to
    develop and offer three challenging programs to over 560,000 students aged
    3 to 19 years.
   As of June 2009, there are over 1,005 IB World Schools in the United States
    and over 1,500 IB World Schools in 30 countries and territories within the IB
   The diploma is well recognized by approximately 2,200 of the world’s
    leading universities, including the UC and CSU systems, the Ivy League
    schools, and over 1,200 other US universities.
   Global IB Diploma recipients:
      1990 – 3,237
      2000 – 14,473
      2008 – 35,408
   Global pass rate (1990-2008) has consistently maintained at 80%
   Average global Diploma score (1990-2008) has consistently maintained at 30
Why IB?
Students with IB Diplomas who now attend universities
  report that their involvement with IB has given them the
  tools needed to succeed at university and to make the
  most of their post-secondary education. In particular,
  students comment on their sense of preparedness, self
  confidence, research skills, the ability to manage their
  time, and the willingness to be actively engaged in their
  own learning. Even more importantly, they have
  developed a sense of the world around them, their
  responsibility to it, and the skills with which to embrace
  the complexities of life.
  Why IB?
 The need to prepare students to compete for 21st century
 The best K-12 education you can get in Georgia
 A world-class education recognized all around the world
 A curriculum based on “best practices”
 IB teaches critical thinking skills
 IB students are prepared for college.
 Newsweek magazine ranks 40 of the top 100 schools in
  America as IB schools. In addition to the top four spots, IB
  schools represent seven of the top 10 and 40 of the top 100.
Who is an IB candidate?
IB is suited to the motivated learner, the curious
  mind. It is not just for the academically elite!
An IB student
 Manages time well
 Balances his or her school life with other activities
 Is not afraid to take risks
 Is academically honest
 Has good math skills
 Has very good writing skills
 Wants to emulate the Learner Profile
Is the Diploma Program
in the best interests of my child?
  The answer to this question is very personal—it involves
   honest parental and self assessment— of and by the
   student (with help from counselors and teachers).
  The IBDP is a great programme for mature and
   academically able students interested in continuing their
   rigorous education.
  Such a student will also have a good command of English,
   and will be motivated and possess the self-discipline to
   cope with an individualized programme involving rigorous
How Parents Like YOU…
 IB takes an entire family of parents, students,
  teachers and community to work
 Parents play the most vital role in the IB
 Many possible roles to support our IB program:
 President, Secretary, Recruiter, Treasurer,
 Fundraising, Public Relations, Parent Website, IB
 Tuesday Treats, Host Families, Chaperones,
 Newsletter, IB and Pre-IB Leaders, IB Boosters

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