Agenda 1.The University Scene 2.The IBDP 3.Where We Have Been… 4.Where We Will be Going… 5.Next Steps & What We Recommend 6.Q & As
1. The University Scene Academic strength of curriculum Trend of performance External validation Research & writing skills Accepts educational challenges Critical thinking skills Interview skills Extracurricular involvement Recommendations Maturity & responsibility
Trends in Admissions Total number of high school graduates increased 25 percent between 1992–93 and 2004–05, a period of 12 years; and is projected to increase an additional 6 percent between 2004–05 and 2017–18, a period of 13 years.
Application: What is being evaluating Academic Preparedness Course rigor - Grades Standardized testing – SAT/ACT/IB/AP Extracurricular Engagement What qualities is he/she building and demonstrating? What is the student doing outside of the classroom? Personal qualities Roommate test - Intellectual Engagement Seen in recs, essays - How the student fits in the well-rounded class Institutional priorities Diversities
University Admissions Office Mission Manage enrollment In some cases, manage enrollment so as to meet target tuition revenue for the University Balance institutional priorities for enrollment: The equitable distribution of unhappiness Recruit, select and yield a qualified, talented and diverse group of students for the entering class Serve as a major public face of the University
2. The IBDP is designed to: Stimulate intellectual curiosity and equip students with knowledge conceptual understanding skills reflective practices and attitudes to become autonomous, life long learners.
IB Key Learning Principles A process, not a product Learning is a developmental path Students must understand how they learn Learning should be rigorous, challenging, engaging and equip students for life in the 21stcentury Learning enables students to make meaning Learning is collaborative
What does the research say about the Diploma Programme impact on college admission and enrollment?
Standards University graduation rates of DP students generally higher than institutional and national averages in the US. DP students more likely to enroll in somewhat selective or more selective higher education institutions. Performance in the Diploma Programme (DP) was the best predictor of college performance. Key cognitive strategies in the DP aligned with expectations of university faculty. Caspary, K. (2011). Postsecondary enrollment patterns of IB certificate and diploma candidates from U.S. high schools. Research Brief. Menlo Park, CA: SRI International. Caspary, K. (2011). Postsecondary enrollment patterns of IB certificate and diploma candidates from international high schools. Research Brief. Menlo Park, CA: SRI International. Shah, S., Dean, M. & Chen, Y.C. (2010). Academic performance of IB students entering the University of California System from 2000-2002. Geneva: IBO. Conley, D. & Ward, T. (2009). International Baccalaureate standards development and alignment project. Eugene, Oregon: Educational Policy Improvement Center
IB students more likely to attend selective colleges and programs In a 2012 study of diverse alumni from IB programmes in Chicago public schools, researchers from the University of Chicago found that, compared to a matched sample, DP students are more likely to: enroll in college attend a more selective college stay enrolled in college This study suggests that IB students are not only going to better colleges in greater numbers but are performing better once there.
IB students more likely to attend selective colleges/programs A 2011 study of almost 25,000 IB Diploma and certificate students found: IB students were more likely than the national average to attend college full-time, with nearly 70% attending selective or more selected colleges.
What does the research say about the IB impact on college preparation?
IB students more prepared for 2012 study of Chicago public schools interviewed Diploma Programme alumni Students reported they felt prepared by the Diploma Programme to succeed in college. felt prepared to succeed and excel in their coursework had strong academic skills, especially related to analytical writing learned academic behaviours like work ethic, motivation, time management, and help-seeking that were sources of strength in the transition to college- level work identified preparation in the IB programme as the source of their success as college students.
IB students more prepared for college In 2011, a study of IB students in Florida who attended the University of Florida, looked at student performance in first college classes in seven subjects. The study found: The higher the students scores on IB subject exams, the better the grade earned in the first college course in that subject.
IB students more likely to succeed in college A 2010 study that looked at performance on IB exams and college GPA of over 1500 IB students enrolled in the University of California system found: IB students earned higher GPAs and graduated at higher rates than a matched comparison group. This held across all family income levels performance in the Diploma Programme was the strongest predictor of college GPA.
IB prepares students for college success Connecticut College highly values the IB programme as it prepares students for the liberal arts in ways that few secondary school curriculums can... Students who have graduated from schools with the IB curriculum are extremely well prepared when they arrive on our campus. Martha Merrill, Dean of Admission and Financial Aid, Connecticut College The rigour of IB Diploma requirements meets our recommendation for the strongest high school preparation possible.... In sum, the IB diploma candidate who has met the challenge successfully receives strong consideration from the William & Mary admission committee. Allison Jesse, former Associate Dean of Admissions, William and Mary College
IB students graduate from college at higher rates The 2011 study of IB students experiences after high school found that IB students graduated from college at higher rates, with 81% of IB students graduating within 6 years of enrolling full- time at a 4-year institution, compared to the national average of 57%.
University or college IB students acceptance rate Total population acceptance rate IB students vs total population University of Florida82%42%+40% Florida State University92%60%+32% Brown University18%9%+9% Stanford University15%7%+8% Columbia University13%9%+4% University of California - Berkeley58%26%+32% Harvard University10%7%+3% New York University57%30%+27% University of Michigan - Ann Arbor71%51%+20% University of Miami72%30%+42%
University or College IB students acceptance rate Total population acceptance rate IB students vs total population Cornell University31%18%+13% Duke University28%16%+12% University of Pennsylvania24%14%+10% Yale University18%7%+11% University of Central Florida90%47%+43% Boston University70%58%+12% University of California - Los Angeles48%23%+25% University of Virginia64%32%+32% UNC Chapel Hill63%32%+31% Princeton University16%8%+8%
The average acceptance rate of IB students into university/college is 22% higher than the average acceptance rate of the total population. The acceptance rate of IB students into Ivy League institutions (Princeton, Yale, Brown, Harvard, Columbia, Cornell, Dartmouth, University of Pennsylvania) is between 3% and 13% higher compared to the total population acceptance rate.
WE'RE LOOKING FOR STUDENTS WHO ARE ENGAGERS STUDENTS WHO ARE MAXIMIZING OPPORTUNITIES IN THE CLASSROOM, MAXIMIZING OPPORTUNITIES OUTSIDE OF THE CLASSROOM. WHAT'S VERY UNIQUE ABOUT IB IS THAT THROUGH ITS CURRICULUM IT ALLOWS STUDENTS TO BE ABLE TO SATISFY THE REQUIREMENTS OF THE TYPES OF STUDENTS THAT WE'RE LOOKING FOR. KEDRA ISHOP, VICE PROVOST AND DIRECTOR OF ADMISSIONS, UT AUSTIN Colleges seek IB students
3. Where Have We Been Awareness Groups for all juniors reviewing: The purpose of university------and need to develop a strategy (early, quality, manageable) Program – The IB & junior year courses Performance – GPA, Class rank, test scores Extracurricular – CAS, leadership, commitment Personal circumstances Trend of performance
The Importance of: the Search and the Decision-making Why do you want to attend a particular college? Searches on line Speaking to college reps visiting Riverview College visits Dialogue with current seniors who are in the process of applying to college The Gatekeepers & 500 Words of Less
The Fit – Isolating Key Variables Type College, University, Community College, Technical, professional, trade schools. Public or private Curriculum What do I want to major in? Does the school offer the necessary courses? Do you want a range of potential majors and study programs? Does it have professional certification that my major requires? Does it have special programs such as study abroad, internships, co-op availability?
Quality of Education How accessible are the professors? Will professors or graduate students teach my courses? How involved do you want to be in research and in learning outside the classroom? Size Do I want to be on a large campus with many majors and lots to do? Or would I prefer a small school where I know everyone? Do you prefer large lectures or small classes with lots of student participation? Location Which part of the country would you like to experience? Do you want urban or small town setting? Climate? Do you want to stay close to home?
Admission Requirements What does the school require for admission? What does the school look for in prospective students? And what are your chances of being accepted? Facilities What would I like to see on or near your college campus? Are restaurants, shops, health clubs, laundry, library, computer labs, and research facilities important? Transportation on and around the campus? Campus Life How is life outside the classroom? What special interests groups, activities, and fraternities/sororities do you want to be involved with? Athletics, varsity, intramural sports. How are the sports facilities?
Campus Security Whats the local community like? How safe are the campus and surrounding neighborhoods? Housing and resources What is the quality of dorm life? Is housing guaranteed for returning students? Are there off campus housing available? Meal plans available? Retention and graduation rates? Percentage of students who stay for four years and graduate? What sort of career planning or job placement services available? Cost What will it cost? What financial aid options are offered? How much can you afford?
4. Where We Will Be Going… Evaluate academic performance and extracurricular commitments Visit colleges Begin ToK and Extended Essay Take SAT and ACT before June 2013 Presentations by Seniors April Focus Groups Summer Study Begin Meaningful Senior Year
5. Next Steps: What We Recommend Who is driving the car? Dialogue The most important thing is the IB Diploma… Be Realistic Isolate Variables Career Planning/Family Connection (Naviance) Scholarships/Financial Aid
Upcoming Semester Exams are before winter break IBPO-SAT Prep (Jan.), ACT Prep (Feb.) 1/12 Ivy League Fair (2-4 p.m. New College) 1/14…end of 1 st semester @3/7 IBPO Forum…Intro to ToK 3/28…end of 3 rd quarter 4/2 IBPO Forum: Registration and University Success 5/31…Last Day of School
Riverview IB: Academic Guidelines The student must have an unweighted 2.75 GPA for junior year; no more than one D and no Fs; CAS - the student must have completed the Mid-Point Reflection, and documentation of the equivalent of 50 hours, with reflections; (TOK) - the student must have successfully completed the Oral Presentation requirement; (EE) - the student must have successfully submitted an extended essay proposal.
6. Q & As For parents: Did you receive the notice of tonights meeting from your child last week? Ask them about: 500 words or Less and/or about their university variables…? Open