Effects of IB Participation on Reading Achievement and Growth, 2000-2004 in Academy School District Twenty
This report is the first in a series of reports that describe the results of a multi-component study to examine the effects of IB, AP, and Honors program participation on student achievement and growth in student achievement in reading and mathematics at the elementary and secondary levels. This report describes the results of the longitudinal study of the effects of the International Baccalaureate (IB) program on reading achievement and growth from 2000 through 2004 in grades 3-5, 4-8, and 7-10. The elementary and secondary study cohorts are overlapping in grades, but not individuals, since students in grades 3 through 10 during the period 2001-2004 are examined. Data are not available prior to 2000 and, in some cases 2001, depending on the cohort.
This report tells the “reading story” in Academy School District Twenty from 2000 through 2004. Described are the primary research questions, methodology, and results of the study of the effects of participation in the IB program in elementary and secondary schools on student achievement and growth in reading achievement (as measured by CSAP) from 2000-2004. IB students consistently out-perform their peers on all CSAP assessments. The question that this study seeks to answer is whether the higher academic achievement is most likely due solely to selection effects such as academic ability and prior achievement, motivation, family background characteristics, etc., or whether the IB program has a unique, value-added effect on student achievement and growth.
Full report (PDF 678KB)
