Presentation on theme: "International Baccalaureate"— Presentation transcript:
1International Baccalaureate The IB Diploma ProgramThe IB Diploma Program is designed as an academically challenging and balanced program of education that prepares students, normally aged 16 to 19, for success at university and life beyond.
2AGENDA for the EVENING Introduction to IB Why IB? Authorization ProcessThe IB Learner ProfileComponents & Requirements of the IB ProgramTeachers, staff, trainingRecapInitial Course Offerings &Sample student schedulesIB and Advanced Placement (AP)IB and BeyondFacts and FiguresIs IB right for my child?How Parents Like You Can Make a DifferenceFinal thoughts….Q & A
3Introduction to the International Baccalaureate The International Baccalaureate Organization (IBO) is a nonprofit educational foundation established in 1968.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.
4Introduction to the International Baccalaureate 1965 Diploma Program (for 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 none1994 Middle Years Program (for year olds) added1997 Primary Years Program (for 3-11 year olds) added
5The Primary Years program (PYP) for students aged 3 to 12. 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 Schools.The three programs span the years of kindergarten to pre-university. The programs can be offered individually or as a continuum.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._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6MissionThe 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 assessment.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.6
7IB Philosophy“Through high quality education we create a better world.”Quality program, high-level standardsCulturally-aware graduatesIdealistic, peace promoting missionUniversity recognition & challenge
8The 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.
9Students learn more than a collection of facts Students learn more than a collection of facts. The Diploma Programme prepares students for university and encourages them to:learn how to learnask challenging questionsdevelop a strong sense of their own identity and culturedevelop the ability to communicate with and understand people from other countries and culturesbecome independent, self-motivated learners._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
10Why 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.
11Diploma 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:
121. 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 publicationsexamining the programme's philosophy and curriculum to determine whether these meet the needs of its studentsconducting a feasibility study on the possible consequences of implementing the programmearranging for teaching and administrative staff to undertake IB-approved professional development.
132. Candidate statusFollowing 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.
143. 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 programmeevaluate the school's preparedness to implement the programmecomplete a report on the school's commitment and ability to deliver the programme.
15The IB Learner Profile—The IBO Mission Statement translated into a set of learning outcomes for the 21st century.IB learners strive to be:InquirersKnowledgeableThinkersCommunicatorsPrincipledOpen-mindedCaringRisk-takersBalancedReflectiveThe Learner Profile promotes the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.15
16IB 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.
17IB 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 disciplines.
18IB 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 decisions.
19IB 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.
20IB 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.
21IB 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 experience.
22IB 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 environment.
23IB 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.
24IB Learners strive to be: Balanced - They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
25IB 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 development.
26The IB Program modelThe curriculum is modelled by a hexagon with six academic areas surrounding the three core requirements. Credentialed, rigorous, narrower step from HS to university.Pragmatic: the need to provide a diploma that is widely recognized in universities around the world.Idealistic: focus on building a better and more peaceful world through intercultural understanding and respect.Pedagogical: the promotion of a broad-based education that focuses on learning HOW to learn.
27Over the course of the two-year program, students: Study six subjects chosen from the six subject groupsComplete an extended essayComplete a theory of knowledge courseParticipate in creativity, action, serviceThe extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.Theory of knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).Creativity, action, service requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.
28Program 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.What I learned…
29Group 1: Language A1Language 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.Ms. Brown
30Group 1: Language A1 English HL Paper 1 25% Paper 2 25% World Lit Papers % (2)IA Oral Exam %Ms. Brown
31Group 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 level.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.Ditto Senorita
32Group 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.Ditto Senorita
33Group 2: Second language Spanish HLPaper %Paper %IA Oral Exam 30%Ditto Senorita
34Group 3: Individuals and Societies Eight subjects are available:Business and managementEconomicsGeographyHistory: We will offer at the HL LevelInformation technology in a global societyPhilosophyPsychologySocial and cultural anthropology (Elective)Mr. Harvey
35Group 3: Individuals and Societies History HLPaper %Paper %Paper %IA Historical Investigation %Mr. Harvey
36Group 4: Experimental Sciences Four subjects are available:Biology: We will offer at SL.ChemistryDesign technologyPhysicsBagby
38Group 5: Mathematics and Computer Science Four courses in mathematics are available:Mathematical studies standard levelMathematics Standard LevelMathematics higher levelFurther 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.Mr. D.
39Group 5: Mathematics and Computer Science Math SLPaper %Paper %IA Portfolio 20%Mr. D.
40Group 5: Mathematics and Computer Science Computer science higher level or standard level, if chosen, must be studied in addition to a mathematics subject.The aims of computer science are to develop an understanding of:The range and organization of computer systemsThe use of computers in a variety of disciplines, applications and contexts.Bagby
41Group 6: The Arts Four subjects are available: Visual Arts: Film Music We will offer at SL.FilmMusicTheatreDance is in the worksThese subjects may be studied at higher level or standard level.In lieu of taking a Group 6 course, students may choose to take an additional course from Groups 1–4 (we will offer Social and Cultural Anthropology).Bagby
42Group 6: The Arts Visual Arts SL Sociology SL Studio (practical work) Research workbook ExamFinal Assessment (external and internal)Paper 1 50%Paper 2 30%IA ExperimentalStudy 20%Bagby
43THE IB CORE The extended essay: 4,000 words Offers the opportunity to investigate a research question of individual interest with a teacher in that disciplineFurther familiarizes students with the independent research and writing skills expected at university
44THE IB CORE Theory of knowledge: Interdisciplinary Explores the nature of knowledge across disciplinesEncourages an appreciation of other cultural perspectivePart I – focus on humans as knowers – perceptions, emotions, languages, reasonPart II – development of skills to evaluate knowledge claims in the various disciplines.
45THE IB CORE Creativity, Action and Service (CAS): Encourages students to be involved in artistic pursuits, sports, and community serviceContinues education outside the classroomDevelops the learner profile
46International mindedness. . . Stimulates curiosity about the worldProvides opportunities for developing cultural self-confidenceBuilds awareness and respect for human dignity and diversity.
47(The 14th Dalai Lama of Tibet) 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)My personal position: I believe in international mindedness, and try to live by it. It’s the closest thing I have to a personal and professional ideology.This quotation is itself BOTH a good example of international mindedness AS WELL AS a rationale for why schools should be international minded.Idealistic and pragmatic at the same time.Purpose of this session is to consider what we could do as educators to promote this sense of pragmatic idealism in school.
48An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity.(Dr. Martin Luther King, Jr.)
49International 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 customs.
50(Mohandas Karamchand Gandhi) 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)Openness with Critical appreciation of all cultures, including one’s own.
51IB Career-Related Certificate NEW!IB Career-Related Certificate(IBCC)2 IB Diploma certificate courses, including one second language courseIB Core: approaches to learning; reflective project; community serviceVocational qualifications offered by schoolPlanned for open offer 201110 schools in pilot
53DP PROGRAM SEQUENCE OF COURSES 8TH9TH10TH11TH12THELA(Group 1)Honors 8th Language ArtsPre-AP/IB9th Literature(1 unit/EOCT)American Lit. orAP LanguageIB WorldLiterature I HL( 1 unit)Literature II HL(1 unit)MATH(Group 5)AcceleratedMath IMath IIMath IIIIB Math I SL/AP Calculus ABIB Math II SL/AP Calculus BCSOCIAL STUDIES(Group 3)8th Georgia StudiesAP World HistoryAP Econ.(EOCT)AP Government(2 units)IB History of the Americas HL( 1 unit/EOCT)IB 20th Century World History HLSCIENCE(Group 4)8th Physical SciencePre-AP/IB Physical Science (EOCT)or Physics (1 unit)Pre-AP ChemistryIB Biology SL(1.2 units/EOCT)Minimum 150 hoursAP Chemistryor AP PhysicsMODERN LANGUAGE(Group 2)Spanish ISpanish IISpanish IIIIB Spanish I HLIB Spanish II HLIB FINE ARTS/ ELECTIVES(Group 6)Suggested that students take art courses before IB Visual Arts.IB Visual Arts SL orIB Social & Cultural Anthropology SL(1.2 units/minimum 150 hrs.)Theory of KnowledgeTOK(.4 units/minimum 50 hours)(.5 units/ minimum 50 hours)ElectivesHealth/PE/WeightsSTEM /CTAEArt, Band, Chorus, Debate (3 units)WeightsArt, Band, Chorus, Debate(2 units)Band, Chorus, Debate(1.2 units)Art, Band, Chorus, Debate(2.5 units)
54Sample IB Schedule 11th Grade 1ST SEMESTERA-DAYB-DAY1ST BLOCKElectiveTOK/Elective(Rotating Schedule)2ND BLOCKIB World Lit I HLIB Math I SL3RD BLOCKIB Spanish I HLIB Biology SL4TH BLOCKIB History of the HLIB Art or IB Anthropology11TH GRADE-2nd SEMESTERA-DAYB-DAY1ST BLOCKElectiveIB Art/IB Anthropology/Elective (Rotating Schedule)2ND BLOCKIB World Lit I HLIB Math I SL3RD BLOCKIB Spanish I HLIB Biology SL4TH BLOCKIB History of the HLIB Art or IB Anthropology*IB Exams in Biology and Art or Anthropology (2) EOCT’s in Biology and USHPossible AP Exams in Language, Calculus AB, Biology, USH, Art (4-5)
55Sample IB Schedule 12th Grade 1ST SEMESTERA-DAYB-DAY1ST BLOCKElective2ND BLOCKIB World Lit II HLIB Math II SL3RD BLOCKIB Spanish II HLAP Chemistry or AP Physics4TH BLOCKIB 20th Ct. WH HLTOK12TH GRADE-2nd SEMESTERA-DAYB-DAY1ST BLOCKElective2ND BLOCKIB World Lit II HLIB Math II SL3RD BLOCKIB Spanish II HLAP Chemistry or AP Physics4TH BLOCKIB 20th Ct. WH HL*IB Exams in ELA, Math SS, Spanish, TOK (5) EOCT’s – NonePossible AP Exams in Literature, Spanish, Calculus BC, Chemistry or Physics, Art (4-5)
56IB COURSE LOADIB 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) requirement.
57IB Diploma Courses Recap Students take a course from each of 6 curricular groupsStudents 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 IBO.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
58Assessment: How are students assessed Assessment: How are students assessed? Students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject.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 subjectsprojectsstudent portfoliosclass presentationspractical laboratory workmathematical investigationsartistic performances
59Diploma Programme Exams Diploma Programme students take six examinations: one literatureone foreign languageone social scienceone experimental scienceone mathematicsone arts/elective Students take their HL examinations at the end of the two-year Diploma ProgrammeStudents will take the SL examinations at the end of the year they take the course.
60IB External Assessment Group 1-6 assessments graded on a scale of 1-7A 4 or higher must be made in HL classesEE and TOK paper can add up to 3 additional pointsA 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 assessmentThe 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).
61IB and State StandardsIn 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.
63Examination ResultsExamination 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 results.ibo.org with a personal identification number (PIN) they obtain from their Diploma Programme coordinator.
64IB Certificate Students Undergoing changes with the IBOStudents 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.
65Student, teacher Perspectives on IB: http://www. youtube. com/watch
66AP and IBIB 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.
67AP and IB AP IB Year-long or term-long course. One year-long minimum. 5 added points to final grade.Current policy: CHS will help pay for exams.AP and IB are roughly equivalent to each other on a subject-to-subject comparison.Higher Level IB courses tend to emphasize depth of material rather than breadth.AP exams include multiple choice and free-response (essay) sections.Internal assessment and project work are sometimes very differentAP exams are given once at the end of each course.IB exams include written, oral, and taped examinations given over the course of the two year program.AP exams are graded nationally.IB exams are graded globally.
68AP and IBMany 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.
69IB 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.
70The Benefits of IB Excellent university preparation IB graduates develop skills that help them to find success in even the most challenging undergraduate programsThe development of strong time management, writing and study skillsGraduates tend to be high achievers academically and professionallyThe development of advanced sills in oral and written expression as well as research and analytical skills
71The Benefits of IBBeing part of a cohort of students at CHS who WANT to learnLearning to ask challenging questions and developing a strong sense of selfThe development of strong communication skills, including the study of a foreign languageEnrollment in the ultimate global program ––joining 701,000 IB students at 2,585 schools in 134 countries who share the same educational experience
72IB & University Recognition Admissions assumptions: What do universities assume about the IB graduate?Accepts challengesStrong academic foundationConsistencyExcellent research & writing skillsExcellent critical thinking skillsStrong oral presentation skillsCommunity engagementMature & responsible
73IB & 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 Diploma.”CURT (College & University Task Force),July, 2009
74IB & 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 AdmissionsHarvard University
75IB & University Recognition Kedra Ishop, University of Texas, Austin Michael Bluhm, University of British Columbia
76IB & University Recognition Some Colleges & Universities Accepting IB GradsAuburn U Harvard UNC Chapel Hill Baylor U Jacksonville U U of Alabama Boston U Johns Hopkins U of CA Cornell MITU of GAVanderbiltNew College of FL U of Florida Davidson Notre Dame U of Michigan Duke Northwest Florida UNY at BuffaloFlorida State U Stetson UU of S. Carolina Embry-Riddle Rhodes CollegeWake Forest Georgia TechU.S. Naval Academy West PointUniv. of Virginia FL .I.T. Samford University Univ. of West Florida FL International Univ.Southern CA Emory Univ./Oxford Rice University Univ. of South FL Flagler College Rollins CollegeU of London Eckerd College PrincetonU of Central FL Dartmouth CollegeSavannah College of Art & Design
77IB & 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
78IB & 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 Programme.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 work.
79IB by the NumbersIB 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 Americas.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 – 3,2372000 – 14,4732008 – 35,408Global pass rate ( ) has consistently maintained at 80%Average global Diploma score ( ) has consistently maintained at 30 points
80Why 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.
81Why IB? The need to prepare students to compete for 21st century jobs The best K-12 education you can get in GeorgiaA world-class education recognized all around the worldA curriculum based on “best practices”IB teaches critical thinking skillsIB 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.
82Who is an IB candidate?IB is suited to the motivated learner, the curious mind. It is not just for the academically elite!An IB studentManages time wellBalances his or her school life with other activitiesIs not afraid to take risksIs academically honestHas good math skillsHas very good writing skillsWants to emulate the Learner Profile
83Is 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 coursework.
84How Parents Like YOU…IB takes an entire family of parents, students, teachers and community to workParents play the most vital role in the IBMany 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
85DISCLAIMER: We are in AUTHORIZATION stages DISCLAIMER: We are in AUTHORIZATION stages. After authorization, and with the assistance of IBO, we will finalize plans and publicize any changes, slight as they might be.