3Next Steps & What We Recommend AgendaThe University SceneThe IBDPWhere We Have Been…Where We Will be Going…Next Steps & What We RecommendQ & A’s
41. The University Scene Academic strength of curriculum Trend of performanceExternal validationResearch & writing skillsAccepts educational challengesCritical thinking skillsInterview skillsExtracurricular involvementRecommendationsMaturity & responsibility
5Trends in AdmissionsTotal number of high school graduates increased 25 percent between 1992–93 and 2004–05, a period of 12 years; andis projected to increase an additional 6 percent between 2004–05 and 2017–18, a period of 13 years.
6Application: What is being evaluating Academic PreparednessCourse rigor - GradesStandardized testing – SAT/ACT/IB/APExtracurricular EngagementWhat qualities is he/she building and demonstrating?What is the student doing outside of the classroom?Personal qualitiesRoommate test - Intellectual EngagementSeen in recs, essays - How the student fits in the well-rounded classInstitutional prioritiesDiversities
7University Admissions Office Mission Manage enrollmentIn some cases, manage enrollment so as to meet target tuition revenue for the UniversityBalance institutional priorities for enrollment: “The equitable distribution of unhappiness”Recruit, select and yield a qualified, talented and diverse group of students for the entering classServe as a major public face of the University
82. The IBDP is designed to: Stimulate intellectual curiosity and equip students with knowledgeconceptual understandingskillsreflective practicesand attitudes to become autonomous, life long learners.
9IB 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
10What does the research say about the Diploma Programme impact on college admission and enrollment?
11StandardsUniversity 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 Geneva: IBO. Conley, D. & Ward, T. (2009). International Baccalaureate standards development and alignment project. Eugene, Oregon: Educational Policy Improvement Center
12IB 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 collegeattend a more selective collegestay enrolled in collegeThis study suggests that IB students are not only going to better colleges in greater numbers but are performing better once there.
13IB students more likely to attend selective colleges/programs A 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.
14What does the research say about the IB impact on college preparation?
15IB students more prepared for 2012 study of Chicago public schools interviewed Diploma Programme alumniStudents reported they felt prepared by the Diploma Programme to succeed in college.felt prepared to succeed and excel in their courseworkhad strong academic skills, especially related to analytical writinglearned academic behaviours like work ethic, motivation, time management, and help-seeking that were sources of strength in the transition to college- level workidentified preparation in the IB programme as the source of their success as college students.
16IB 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.
17IB 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 levelsperformance in the Diploma Programme was the strongest predictor of college GPA.
18IB 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
19IB 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%.
20University or college University of Florida 82% 42% +40% IB students acceptance rateTotal population acceptance rateIB students vs total populationUniversity of Florida82%42%+40%Florida State University92%60%+32%Brown University18%9%+9%Stanford University15%7%+8%Columbia University13%+4%University of California - Berkeley58%26%Harvard University10%+3%New York University57%30%+27%University of Michigan - Ann Arbor71%51%+20%University of Miami72%+42%
21University or College Cornell University 31% 18% +13% Duke University IB students acceptance rateTotal population acceptance rateIB students vs total populationCornell University31%18%+13%Duke University28%16%+12%University of Pennsylvania24%14%+10%Yale University7%+11%University of Central Florida90%47%+43%Boston University70%58%University of California - Los Angeles48%23%+25%University of Virginia64%32%+32%UNC Chapel Hill63%+31%Princeton University8%+8%
22The 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.
23Colleges seek IB students “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
253. Where Have We BeenAwareness Groups for all juniors reviewing:The purpose of university------and need to develop a strategy (early, quality, manageable)Program – The IB & junior year coursesPerformance – GPA, Class rank, test scoresExtracurricular – CAS, leadership, commitmentPersonal circumstancesTrend of performance
26The Importance of: the Search and the Decision-making Why do you want to attend a particular college?Searches on lineSpeaking to college reps visiting RiverviewCollege visitsDialogue with current seniors who are in the process of applying to college‘The Gatekeepers’ & ‘500 Words of Less’
27The ‘Fit’ – Isolating Key Variables TypeCollege, University, Community College, Technical, professional, trade schools.Public or privateCurriculumWhat 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?
28Quality of Education Size Location 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?SizeDo 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?LocationWhich 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?
29Admission 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?FacilitiesWhat 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 LifeHow 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?
30Campus Security Housing and resources Cost What’s the local community like? How safe are the campus and surrounding neighborhoods?Housing and resourcesWhat 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?CostWhat will it cost? What financial aid options are offered? How much can you afford?
314. Where We Will Be Going…Evaluate academic performance and extracurricular commitments‘Visit’ collegesBegin ToK and Extended EssayTake SAT and ACT before June 2013Presentations by SeniorsApril Focus GroupsSummer StudyBegin ‘Meaningful’ Senior Year
325. Next Steps: What We Recommend “Who is driving the car?”Dialogue‘The most important thing is the IB Diploma…’‘Be Realistic’Isolate VariablesCareer Planning/Family Connection (Naviance)Scholarships/Financial Aid
34Upcoming 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 1st semester@3/7 IBPO Forum…Intro to ToK3/28…end of 3rd quarter4/2 IBPO Forum: Registration and University Success5/31…Last Day of School
35Riverview IB: Academic Guidelines The student must have an unweighted 2.75 GPA for junior year; no more than one D and no F’s;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.
366. Q & A’sFor parents:Did you receive the notice of tonight’s meeting from your child last week?Ask them about: ‘500 words or Less’ and/or about their ‘university variables’…?Open