The document summarizes information presented at a meeting of the board of exam providers for the International Baccalaureate (IB) program. It provides an overview of the growth and mission of the IB, describing its three educational programs serving students aged 3 to 19 in over 3,000 schools globally. It outlines the learner profile developed to articulate the values of the IB continuum of education and standards for implementing the programs. Details are given on student assessment, authorization processes, costs of offering IB programs, and the alignment of IB standards with college readiness and state standards. Research findings are presented showing high academic engagement and college success rates of IB students, including high-needs students.

1. NCEE Meeting of
Board Exam Providers
Hartford, CT
16 March 2010
Page 1

2. Over 40 years ...
What started as a single programme
for internationally mobile students has
today grown to be three programmes
for students aged 3 to 19, experienced
by 800,000 students from 3,000 public
and private schools in 136 countries.
Page 2

3. IB Mission
. . . develop inquiring, knowledgeable and caring young people who help to create
a better and more peaceful world through intercultural understanding and respect
IB Learner Profile
A long-term vision of education, a set of ideals that can inspire, motivate and focus
the work of schools and teachers, uniting them in a common purpose
IB Programme Standards and Practices
set of criteria for measuring progress in implementation in the program
IB Continuum of Learning
PYP MYP Diploma
Page 3

4. Programmes : What is the learner profile?
It’s the IB mission statement translated into a set of learning outcomes for the 21 st century.
The attributes of the learner profile express the values inherent to the IB continuum of
international education: these are values that should infuse all elements of the three
programmes and, therefore, the culture and ethos of all IB World Schools.
IB programmes promote the education of the whole person, emphasizing intellectual,
personal, emotional and social growth through all domains of knowledge.
IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
Page 4 Page 4

5. International Education and the IB
International-mindedness - an ability to understand and interact with others, knowledge of other
cultures and histories, ability to speak in more than language and consider issues from multiple
points of view
•Getting hold of accurate information about the world, from many sources
•Having critical thinking skills to analyze this information, and distinguish accurate from inaccurate
info; truth from propaganda
•Learning the art of negotiation at all levels of human interaction
•Understanding what culture is and why different cultural groups behave differently
•Understanding other nation’s priorities
•Being able to study in depth and grasp issues that cross national frontiers
Page 5

6. Countries with IB World Schools
There are 3,000 IB Schools Worldwide in 136 countries. 56% of these schools are public.
In the US, there are more than 1,000 IB World Schools, 92% of which are public.

7. IB programme growth
IB authorized 401
programmes in
2008
- roughly equal to
the total number
of programs
authorizedin 1993.
Programme 5 Yr CAGR
PYP 27.75%
MYP 12.65%
DIPLOMA 10.43%
Total 12.98%

8. The Continuum
The three IB programs each contain four core elements:
Primary
Diploma Middle Years Years
Ages 16 - 19 Ages 11 - 16 Ages 3 - 12
Student Professional School Authorization
Curriculum
assessment development and Evaluation
• require study across a broad range of subjects drawing on content from educational cultures across
the world
• gives special emphasis to language acquisition and development
• encourage learning across disciplines
• focus on developing the skills of learning and encourage positive attitudes towards learning
• include, to a varying extent, the study of individual subjects and of transdisciplinary areas
• provide students with opportunities for individual and collaborative planning and research
• include a community service component requiring action and reflection.
Page 8

9. What is the Diploma Programme?
The curriculum contains six subject groups and a core of three parts.
Students study concurrently:
• Six subjects at
higher level (240 hours each) and
standard level
(150 hours each).
• Extended Essay – Paper of Original
Research, 4,000 words
• Theory of Knowledge – A course on
critical thinking that encourages
students to make connections across
disciplines
• Creativity Action Service (CAS) –
Includes 150 hours of community
service
Students gain an understanding of connections across the curriculum… They realize that
a topic like immigration is relevant even for math class. They see how each area
connects to create the world in which we live.
Page 9 --IB Teacher Page 9

10. IB Assessment and Scoring
• Exams are scored and
moderated multiple times to
insure accuracy and monitor
work of examiners.
• All 4,000 examiners are
‘quality checked’ through a
process of moderation.
• Exams are remarked if there
are unexpected deviations.
Page 10

11. What is special about IB assessment?
IB assessment is rigorous, criterion related, consistent and differentiating of student
ability.
• Diploma Programme assessment includes • The diploma is graded over 45 points giving
both final examinations and internal ample scope to differentiate student ability
assessment undertaken by the teacher to IB
criteria and then externally moderated by • Marks awarded for each course range from
the IB. 1 (lowest) to 7 (highest).
• The IB undertakes random inspections of • Diploma is awarded to students who gain at
schools during exams. least 24 points.
• Results are published on 5 July for May • Diploma Programme assessment – principles
session and 5 January for the November and practice – available on www.ibo.org
session.
“There’s nothing mystifying about this programme, except perhaps for the name. It doesn’t
supersede the existing curriculum at a school, it enhances it. It injects an element of global
standardization that is very appealing in today’s world... Offering the IB curriculum is a great way to
give our students an advantage.”
Mollie Pilling, IB English Teacher, St. Paul’s School
Page 11

12. IB DP Assessment
• Designed to develop higher order cognitive skills, synthesis/analytical thinking and
intellectual initiative
• Focus on students’ analytical skills, ability to integrate their learning, creativity, ability
to work collaboratively, and written and oral expression skills
• Varied assessment tasks over the length of the Assessment Types
course
• Oral
• Balance of tasks that are independent and • Multiple choice
supervised
• Short answer
• Each subject has 3 or 4 components, with no • Portfolio
component worth less than 20% or more than • Essay
50%
• Exhibition
• Assessment is a combination of Internal • Performance
assessments that are given by the teachers and
• Independent research
external assessments given by the IB
Example: English A1
2 unsupervised papers (1 analytical, 1 comparative)
2 oral examinations (1 prepared, 1 extemporaneous)
2 timed written exams (1 based upon works read, 1 based upon unseen passage) Page 12

13. Global IB diploma recipients

14. Global pass rate

15. Average global diploma score

16. IB Students and Engagement
Data from the 2008 High School Survey of Student Engagement (HSSSE) by Indiana University’s School of
Education
Numbers below represent the mean score for student responses to a series of questions relating to the
dimension of Academic/Intellectual/Cognitive Engagement on a scale of 0 to 65.
Types of Questions Asked in This
Dimension
•Hours spent in a typical week:
Reading and studying for class
•Teachers try to engage me in
classroom discussions
•How often have you: Worked on
a paper or project that required
you to do research outside of
assigned texts?
•How often have you: Connected
ideas or concepts from one class
(or subject area) to another?
Source: Data from 2008 HSSSE Survey, Indiana University School of Education
Page 16

17. Academic Engagement of IB Students
Data from the 2008 High School Survey of Student Engagement (HSSSE) by Indiana University’s School of
Education
Numbers below represent the mean score for student responses to a series of questions relating to the
dimension of Academic Engagement on a scale of 0 to 65.
Comparison within a school
School used in this comparison is
nonselective IB program,
approximately 200 candidates sit
for IB exams.
•400 students indicated that they
take IB classes.
•School offers both AP and IB.
•Approximately 85% of the
students are proficient in math
and reading.
•56% of the school population is
African-American or Hispanic.
•20% of the students are low-
income.
Source: Data from 2008 HSSSE Survey, Indiana University School of Education Page 17

18. IB Standards and College Readiness
Alignment Study
•Develop and define academic content standards for the IB Diploma Program
•Align IB’s academic content standards with the Knowledge and Skills for University
Success (KSUS)
•Align the IB standards with several states
Key Finding
“The results of this study clearly confirm the strong relationship between the IB Programme
and standards for college readiness and success. The IB standards demonstrate a very high
degree of alignment with the KSUS 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, Oregon
Page 18

19. IB Students in Postsecondary Education
*Source: US Census, the Integrated Postsecondary Education Data System (IPEDS) of NCES, and
the National Student Clearinghouse
Page 19

20. IB and high-needs students
The Diploma Program (the “DP”) stands out among other
high school curricula available today in the U.S. public
education system because it offers a rigorous, aligned,
integrated instructional system that is both appropriate and
valuable for students of average skill proficiency, and
transformative for minority and low-income, i.e., “high-
needs,” students.
Understanding and Closing the IB Diploma Gap for High-
Needs Students in the United States by McKinsey for the
Diploma Gap Study, September 2008
Page 20 Page 20

21. 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.”
•“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.
Page 21

22. State policies supporting the IB
Policies Supporting the IB include the following:
• IB students receive exam fee subsidies,
favorable admissions and credit policies
WA
MT ND
ME
at state universities, based on their IB
Diploma or exam scores on certificates.
VT
OR MN
NH
MA
ID WI NY
SD
WY MI RI
CT
NV NE
IA
IL IN
OH
PA
DE
NJ
• IB World Schools receive special
funding for program implementation,
UT
CO WV MD
VA
CA KS MO KY
administration and teacher training.
NC
TN
AZ
OK
AR SC
NM
GA
• IB Courses are recognized as meeting
MS AL
TX
LA
FL
high school graduation requirements.
AK
HI
States with strong policies include California, Colorado, Florida, Georgia Minnesota, Oregon and
Texas.
Page 22

23. State Policies and International Education
State Policies Types of Policies Number of
States
Promoting 21st Century Skills Policies for international education; 21st Century 13
and International Education Skills; P-20 Alignment
Expanding Access to IB Financial incentives for schools and teachers 16
Programs implementing the IB; Fee subsidies for low-
income students
Supporting IB Professional Funding for IB teacher training 10
Development
Integrating IB into state Substitution or waiver of state assessments in 5
assessment systems high school for students in the IB
Aligning IB with higher IB Students qualify for special scholarships or 17
education systems tuition waivers; Favorable admissions and credit
policies for IB students within the state higher
education systems
Page 23

24. Page 24

25. Working with States
We will provide work with the state
department of education to provide a one day
orientation seminar for districts and schools
in the state.
We will pay for presenters and materials, and
support from the IB office.
Page 25 Page 25

26. IB Professional Development
• Currently, IB trains more than 50,000 teachers and
administrators around the world.
• Another 50,000 use our Online Curriculum Center “The IB programme has
(OCC) to access subject and curriculum information, revitalized me as an educator
participate in a forum, or obtain information on new and I’ve also seen it revitalize
others. The IB is like nothing else.
developments and changes to the programs. I remember someone saying,
‘there are best practices
• IB offers 3 levels of training that range from everywhere, what this does is
create best practice in a whole
introduction and overviews of the programs to in-
school.’ Once you start seeing
depth exploration of special topics and seminars. the impact on kids and how it
really does make a difference,
• Training is available online, onsite and offsite. it’s amazing.”
• Workshop leaders are IB teachers and Jean Ramseyer, Primary and
Middle Years Coordinator, Lone
administrators with extensive experience in Pine Elementary and West Hills
curriculum development, assessment, and Middle School, Bloomfield,
implementation of the IB programs. Michigan
Page 26

27. Authorization Process for the Diploma Program
More information available at http://www.ibo.org/ibna/educators/.
Page 27

28. What does it cost to offer an IB programme?
Our fees vary by programme but are just one of the costs
experienced by a school.
IB Diploma Programme Fees (2009) per student
Primary Years Programme (08/09)
 Authorization fees $17,000
 $7,000 annual fee
$1,600  Evaluation after 4 years and then every 5
$1,400
years
Average school
Average school
size is 46
$1,200 size is 46
examined Middle Years Programme (08/09)
examined
$1,000 candidates  Authorization fees $17,000
candidates
($850)
($850)  $8,000 annual fee
$800
Fee
 Moderation: $640 per subject and $60 per
$600
student
$400  Evaluation every five years
$200
$0 Other school costs
10 20 30 40 50 60 70 80 90 100  Teacher training
Number of candidates  Postage and mailing
 Additional staffing
 Publications
Diploma Programme fees include fixed school fees (US$ 9,200) plus student
 Special facilities (library, labs, etc)
registration fees (of $128 per candidate) of subject fees ($88 per subject).
 Special services (enquiry upon results,
legalisation, etc)

29. How the IB model works in schools:
IB is without a doubt better than other curricula available to IB replaces the dinner table. The
high-needs students, and its more than just skills. It gives overlap and connections between
students a college experience with support, and that keeps classes help high-needs students create
high-needs students from being overwhelmed when they an academic world that makes sense to
do go to college. them. Where a more privileged
--IB District Coordinator student’s family helps them make
connections through conversations at
home, IB provides a richness for
What I like about IB is that they are very clear students whose parents might not have
about what they expect, so you can teach kids to gone to college, helping them make
succeed …the curriculum includes clear examples sense of the world and what they’re
of what student performance should look like learning.
--IB Principal --IB District Coordinator
IB standards are higher and
Students gain an understanding of connections across
clearer than all others. We
the curriculum… They realize that a topic like
use IB to plan, and line up
immigration is relevant even for math class. They see
other standards [e.g., state
how each area connects to create the world in which
of Illinois] accordingly
we live.
--IB District Coordinator
--IB Teacher
Page 29
Source: McKinsey analysis

30. The IB Difference
The IB provides:
• A continuum of education
• A high-quality education sustained for over 40 years
• An international perspective for all students
• A positive attitude to learning by encouraging students to ask
challenging questions, to critically reflect and to develop research skills
• Accessibility to our programmes to students
in a wide variety of schools—national, international,
public and private
.
Page 30

31. For More Information
Paul Campbell
Head of Outreach Services
Head of Regional Development
IB Americas
paul.campbell@ibo.org
646.315.9712
www.ibo.org.
Page 31 Page 31

32. Page 32

33. Other IB Programs
• The Middle Years Program for
Grades 6-10
• The IB Career Related Certificate –
merging international education with
career and technical education
• See following slides
.
Page 33

34. Middle Years Programme
The MYP is:
• for students aged 11 to 16
• a framework of academic challenge
• 8 subject groups, plus personal
project in the final year
• taught in any language
• Includes a community service
requirement
The MYP encourages students to:
• understand the connections between subjects through interdisciplinary learning
• understand the connections between subjects and the real world
• become critical and reflective thinkers
Page 34

35. MYP Areas of Interaction
Through approaches to learning, teachers What are the Areas of Interaction?
provide students with tools to:
•Approaches to learning
•Take responsibility for their own learning
•Community and service
•Develop awareness of how they learn best
•Health and social education
•Develop problem solving and decision making
•Environments
skills
•Human ingenuity (Homo faber)
•Develop awareness of thought processes and
learning strategies
•Develop critical, coherent and independent
thought
•Connect subject content to the real world Page 35

36. MYP Assessment
How do we assess student learning in the MYP?
Assessment in the Middle-Years Program (MYP), serves
students in grades 6-10 and feeds in to the DP is designed
to achieve the following objectives:
•support and encourage student learning by providing
feedback on the learning process;
•inform, enhance and improve the teaching process;  Involves a range of task types
•promote positive student attitudes towards learning;  Assessment of knowledge,
•promote a deep understanding of subject content by concepts, skills and attitudes
supporting students in their inquiries set in real-world  Criterion referenced
contexts using the areas of interaction;  Internally assessed (by teachers)
•promote the development of higher-order cognitive skills  Externally moderated for global
by providing rigorous final objectives that value these standardization
skills.
“…candidates who wish to be stretched should, in my view, take the MYP. The rigour and work ethic it encourages will
assist them strongly if they wish to progress to a degree that will require them to really engage with their subject
discipline.”
- Mike Nicholson, Director of Undergraduate Admissions at the University of Oxford
Page 36

37. Authorization Process for the Middle Years Programme
More information available at http://www.ibo.org/ibna/educators/.
Page 37

38. IB Career-Related Certificate (IBCC)
2 IB Diploma IB Core: approaches
certificate courses, to learning; reflective
including one second project; community
language course service
10 schools in Vocational Planned for
qualifications offered
pilot by school
open offer
2011
Page 38

39. Locations of IBCC Pilot Schools
College Françoise- Xavier
Garneau, Quebec City, Oulu Vocational College,
North Karelia College,
Canada Oulu, Finland
Outokumpu, Finland
Windermere St.
Binghamton High
Anne’s School,
School, New York,
United Kingdom
USA
West Island School,
Pokfulam, Hong
Kong
Minneapolis Public
School District, USA
Wesley College,
Melbourne, Australia
Le Bocage International
Diera International School, Mount Ory,
School, Dubai, United Mauritius
Arab Emirates
Page 39

40. Page 40

41. Page 41