The Extended Essay Series (in-progress)
University of Virginia, University of Warwick, & McGill University
The IB has commissioned three separate studies to explore the learning outcomes (i.e. enhancements to knowledge, skills, abilities, engagement, and other aspects of university preparation) of the Extended Essay (EE) in the IB Diploma Programme (DP) Core. The learning outcomes will be explored at universities in three separate countries. While common elements exist in all three, each has a unique focus.
Exploring the Benefits of the IB Extended Essay for University Studies at the University of Virginia
This mixed methods study, conducted at the University of Virginia (US), will use student records, surveys, and semi structured interviews to better understand the research experience of former IB students at UVA. It aims to explore how well the aims of the EE are achieved and sustained as students continue through university studies, describe the student perceptions of the value of the EE experience, and determine if any correlations exist between EE grades and university academic success.
Student perceptions of the value of the Extended Essay in preparing them for university studies
This qualitative study at the University of Warwick (UK) analyzes data from semi-structured interviews with 24 students at the Universities of Warwick and Birmingham. The overall aim is to explore student perceptions of the learning benefits and outcomes of the EE in preparing them for university studies.
The value-add of the extended essay for university students in Quebec
This mixed-methods study at McGill University (Canada) utilizes 5 scales, student grades, IB and CEGEP documentation, and student interviews to gather evidence of the contributions of the EE to students’ value of, and feelings of self-efficacy in, inquiry instruction and strategies. The study will describe and compare IB and non-IB student perceptions of how their high school independent research and writing experiences relate to university academic experiences.
An Investigation of Postsecondary Patterns and Pathways of IB graduates in the Australian Tertiary Education Sector (in-progress)
Australian Council for Educational Research (ACER)
This study aims to investigate the enrolment, progression, achievement, and postsecondary patterns of IB students at two Australian universities, Monash University and Griffith University. There will be two data collections for this project. The first will be a longitudinal analysis, tracking students through their application, enrolment and progression through university. The second is a snapshot analysis of 2007 and 2010 data on applications and graduations in the student population aimed at giving us an idea of the characteristics of the applicant pool and the post-tertiary pathways of the graduates.
The Relationship Between MYP Student Moderation Performance and DP Student Performance (in-progress)
IB Global Research Department
The purpose of this research is to investigate if IB Diploma Programme (DP) students benefit from previously completing the IB Middle Year Programme (MYP). The assessment data collected from over 6,000 students who participated in both the MYP external moderation and the DP end of programme exams will be analyzed. Research outcomes will provide some empirical insights into the extent to which the MYP prepares students for success in the DP.
Examining Gender Differences in the STEM Subjects (in-progress)
IB Global Research Department
The goal of this study is to investigate female academic performance and enrolment in the Extended Essay (EE) and Higher Level (HL) Science, Technology, Engineering, and Mathematics (STEM) courses in the IB DP. Using a sample of 16,000 female IB DP students in the graduating classes of 2005, 2007, 2008, and 2010 this study will describe the STEM female population participating in the IB, and compare this population to the male population in terms of enrolment and performance in HL STEM courses, EE's in STEM subjects, and standard level STEM courses.
A Longitudinal Study of International Baccalaureate Students’ Postsecondary Educational Access, Performance, and Persistence (in-progress)
In conjunction with the University of Pennsylvania, and with funding from the Institute of Education Sciences, this research examines the relationships between participation in the IB DP and a range of college-related outcomes. By combining data from the IB, the Florida K-20 Education Data Warehouse (EDW), and the National Student Clearinghouse (NSC), we can produce a comprehensive picture of the relationship between participation in the IB and postsecondary trajectories. Data analysis includes multiple approaches to adjusting for selection bias.
Working to My Potential: Experience of CPS Students in the IB Diploma Programme (2012)
Consortium for Chicago School Research, University of Chicago
In the 1990s Chicago Public Schools (CPS) implemented International Baccalaureate (IB) Diploma Programmes (DP) in 12 neighbourhood high schools throughout the city serving predominantly low income, racial/ethnic minority students with little to no history of college-going. As part of the multi-year Chicago Postsecondary Transition project, this study examines the impact of Chicago’s IB programmes on the postsecondary outcomes and experiences of CPS graduates. Quantitative analysis was used to examine whether DP students are more likely to enroll in four-year colleges, enroll in more selective four-year colleges and persist for at least two years in a four-year college than students not enrolled in the DP but with similar characteristics. Qualitative analysis of student interview data was used to better understand the DP students’ experiences in college, self-reports of their capability to succeed in college-level coursework and their broader challenges during their transition to college. The sample used for the post-secondary analysis included 18,075 CPS graduates from 122 CPS high schools between 2003 and 2007. Included in this sample were 1,888 DP students and 2,589 students who started the “pre-IB” cohort in the 9th grade but did not continue into DP in the 11th grade. Data for the qualitative analysis focused on a sub-sample of 25 students in the DP, selected to reflect the racial/ethnic diversity of IB students across the city. Findings indicate that students who are in the DP are more likely to enroll in college, more likely to enroll in a more selective college and more likely to stay enrolled, compared to matched non-IB students. When controlling for college characteristics, analysis suggests that IB students are both going to better colleges at higher rates and performing better once there. Overall, the DP students interviewed generally felt that they were academically well-prepared to engage and succeed in college coursework, and described strong analytical writing and math preparation, motivation, work habits, organization and time management as strengths. This research suggests DP students in CPS experience stronger, more demanding and more supportive learning environments than similar students in honours programmes or selective enrollment high schools.
International Baccalaureate Students studying at UK Higher Education Institutions: How do they fare? (2011)
Analytical Services Team, Higher Education Statistics Agency, UK
This report sources data from the International Baccalaureate (IB) and the Higher Education Statistics Agency (HESA) on students studying at Higher Education Institutions (HEIs) in the UK. The report identifies characteristics and trends of IB students compared with students holding the more traditional A level and similar qualifications. Data has been restricted to full-time first degree students attending, qualifying or leaving HEIs in the UK in the academic year 2008/09 with some comparisons with 2007/08. The report provides an overview of IB student characteristics and analysis of enrolment patterns at the ‘top’ HEIs, chosen fields of study, achievement and non-continuation rates, as well as activities approximately six months after leaving HEIs. Findings indicate that IB entrants were more likely to be enrolled at a top 20 HEI, and 91% of IB entrants holding 44-45 exam points attended a top 20 HEI. IB students were, in most subject areas, also more likely to achieve first class honours and to leave with an award. After university, IB students were more likely to go onto further study, and more likely to be employed in graduate level jobs and in higher paid occupations.
Postsecondary Enrollment Patterns of IB Certificate and Diploma Candidates from US High Schools (2011)
Kyra Caspary, Center for Education Policy, SRI International
To better understand the postsecondary destinations and outcomes of IB students, this study combines data from multiple sources including the National Student Clearinghouse (NSC), the Integrated Postsecondary Education Data System (IPEDS), the Carnegie Classifications of Institutions of Higher Education, and International Baccalaureate. It tracks enrollment and graduation rates from U.S. postsecondary institutions for two cohorts of IB students who completed high school in the United States in 2000 and 2001. The majority of these students enrolled full time directly in a 4-year institution (67.1%) rather than a 2-year college (3.8%), and 64.4% enrolled directly into institutions classified as somewhat selective or more selective. Diploma candidates were more likely than certificate candidates to attend more selective institutions. At institutions with high IB enrollments, graduation rates for IB students were generally higher than the institutional average. Overall, 81% of IB students graduated within 6 years of enrolling full-time at a 4-year institution, compared to the national average of 57%.
Postsecondary Enrollment Patterns of IB Certificate and Diploma Candidates from International High Schools (2011)
Kyra Caspary, Center for Education Policy, SRI International
To better understand the postsecondary destinations and outcomes of IB students, this study combines data from multiple sources including the National Student Clearinghouse (NSC), the Integrated Postsecondary Education Data System (IPEDS), the Carnegie Classifications of Institutions of Higher Education and International Baccalaureate. It tracks the enrollment and graduation rates of two cohorts of IB students who attended IB World Schools outside of the United States in 2001 and 2002, and went on to study at postsecondary institutions in the U.S. Overall this was a very high achieving group, taking an average of 5.2 exams, and with 60% scoring a 6 or higher on at least 3 exams. 84% of students who came to study in the U.S. enrolled full-time directly in a 4-year institution, and 68% of these enrolled in a more selective institution. The top four destinations were University of Pennsylvania, Colby College, Harvard, and NYU. Of students that enrolled full-time at a 4-year college, 69% graduated within 4 years, and 84% within 6 years. These percentages were even higher for Diploma holders.
First College Courses Taken by Florida IB Students (2011)
Kyra Caspary & Jennifer Bland, Center for Education Policy, SRI International
To examine the relationship between performance on IB exams and college course performance in the same subjects, this study used data for 4,845 IB students from Florida who graduated from high school between 2000 and 2005 and entered the University of Florida the next fall. Florida was chosen because of the state's heavy participation in IB programmes and comprehensive data collection efforts. This analysis focused on seven subjects: physics, chemistry, biology, mathematics, English, Spanish, and French. Analyses reveal a positive association between students’ scores on a given IB subject exam and students’ grades in their first college courses in that subject. Overall, 59% of students who scored a 6 or 7 on an IB exam in a given subject earned an A in their first college course in that subject compared to 39% who scored a 4 or 5, and 22% who scored below a 4. In the 3 sciences and Spanish, the highest-frequency first course was the same for students who took HL or SL exams; in mathematics, English and French, the highest-frequency first course differed by IB exam level. In general, the first college course taken varied more by exam performance than by level of exam taken, with higher scoring students taking more advanced classes.
Academic Performance of IB students Entering the University of California System From 2000-2002 (2010)
International Baccalaureate Global Policy and Research (based on data provided by the University of California President's Office )
This report documents the college performance of 1,547 U.S. high school students who participated in the International Baccalaureate (IB) programme and subsequently enrolled in the University of California (UC) system between 2000 and 2002. Performance of IB students is compared to the UC population at large, as well as a comparison group of 5,253 non-IB students matched on year of enrollment, race/ethnicity, family income (within a range of +/- $10,000), and high school academic performance (formula using high school GPA and highest SAT or ACT score). Descriptive analyses indicate that students participating in the IB earned higher grade point averages and graduated at higher rates than comparison group students as well as students in the University of California system overall. This trend was observed across all income groups. In addition, regression analyses, controlling for socio-economic status, high school GPA, and SAT/ACT scores, demonstrated a positive relationship between indicators of high school IB participation and performance and college performance. Performance in the Diploma Programme was the best predictor of college performance, accounting for around 25% of the variance (depending on the specific model). Among subject group exams, scores on the experimental sciences IB exams were the best predictors of college GPA, explaining around 17% of the variance. The data show that IB students in the UC system tend to perform better than a matched comparison group and students overall, and that performance in the IB programme in high school significantly predicts achievement in college.
To be IB: Creating Support Structures and Services for Title I High Schools Implementing the International Baccalaureate Programme (2010)
Leslie Siskin, Meryle Weinstein & Robyn Sperling, Institute for Education and Social Policy, New York University
This study evaluated a grant funded project to design, develop and deliver new support structures and services that would improve access to the IB Diploma Programme in Title 1 eligible schools. The study examined the experience of four pilot sites that implemented MYP to DP pathways in their middle and high schools, and tested and gave feedback on the new supports. The study found that schools’ challenges included 1) building an MYP pathway across middle and high schools in different buildings with different organizations, 2) meshing the MYP and DP philosophies and pedagogies, 3) getting past preconceived notions of IB as a selective honors programme, 4) funding DP exams and fees, 5) the pressure to focus time, attention and resources on state exams and expectations at the expense of the IB, 6) developing safety net supports for students who needed additional motivation and academic preparation, and 7) high principal and teacher turnover. The most successful support service was facilitating access to IB professional development, including on- and off-site workshops. Guidance counselor training and involvement was particularly important to expanding access to IB and to the college admissions process. Participation in the grant itself, with direct support and advocacy from the IB regional office and access to the network of peer schools was also key. The effects of on-site coaching were mixed, but most effective when coaches had both expertise in IB and experience in urban schools. Professional Learning Groups, adopted with assistance from the coaches, were useful in making meetings more productive, in spreading IB to more staff, and in distributing leadership more widely. The study noted while schools saw progress in expanding enrollment, implementing organizational change, and increasing test scores, a fully constructed MYP to DP pipline would take at least 6 years to take the first cohort of students through the diploma. In keeping with this, only the school that had the fully functioning pipeline by the end of the study showed a strong pattern of increase in diplomas awarded.
High School Student Engagement Among IB and Non-IB Students in the United States: A Comparison Study (2010)
International Baccalaureate Global Policy and Research in collaboration with The Center for Evaluation and Education Policy, Indiana University
In 2009, the IB recruited eight schools to participate in the High School Survey of Student Engagement (HSSSE). The HSSSE is a national survey measuring the academic, social, and emotional engagement of high school students. Two broad sets of analyses were conducted – the first compared non-IB students and IB students in the targeted sample of eight schools (n=7,692), and the second compared non-IB students and IB students in a national sample of more than 100 schools (n=42,754). In both sets of comparisons, IB students rated their levels of academic, behavioral, and emotional engagement significantly higher than non-IB students.
International Baccalaureate Standards Development and Alignment Project (2009)
David Conley & Terri Ward, Educational Policy Improvement Center, University of Oregon
This study, which analyzes the alignment of the IB Diploma Programme standards and the Knowledge and Skills for University Success (KSUS) college-ready standards, found IB standards to be highly aligned with the KSUS standards. In particular, the key cognitive strategies emphasized in the Diploma—critical thinking skills, intellectual inquisitiveness and interpretation—were found to be fully aligned with the expectations of university faculty. The study also confirmed that IB Diploma Programme standards demonstrate a very high degree of alignment with the KSUS standards in all subject areas. In math, complete alignment was found between the IB Diploma’s mathematical studies and the KSUS’ algebra, trigonometry and statistics standards. In science, the 47 IB chemistry standards, 19 biology standards and the concepts of environmental science embedded in all three IB science courses aligned completely with KSUS.
Research summary (also available on EPIC website)
Supplemental Survey: Creating Support Structures and Services for Title I High Schools Implementing the International Baccalaureate Programme (2008)
Leslie Siskin & Meryle Weinstein, Institute for Education and Social Policy, New York University
A survey of Middle Years Programmes (MYP) and Diploma Programmes (DP) at U.S. schools eligible for federal “Title I” aid was conducted as part of an evaluation of the IB’s attempts to increase access to the DP by providing greater support to these schools. The survey sheds light on the nature of IB student enrollment at Title I schools, with participation in the MYP showing broader access than in the DP, where schools often have selection criteria in place. The profile of IB coordinators and teachers at these schools is also described, as are various supports available to IB students. Challenges to IB implementation at these schools include resources, time, and the difficulty of coordinating professional development between their district and the IB. In addition, motivation, academic preparation, and competing activities all impact students’ participation and success in IB. Schools stress the need for more support that will address their specific concerns as diverse, urban schools. Strengthening the pathway between the MYP and the DP may provide important support, but that pathway is still under construction, and is particularly challenging for Title I schools given their context.
The District Role in International Baccalaureate (2008)
Leslie Siskin & Meryle Weinstein, Institute for Education and Social Policy, New York University
In order to provide insights into the nature of the district’s role in adopting and implementing the IB, the evolution of that role, and whether increased involvement can ultimately benefit students and schools, this study analyzes one site where the district has played a key role in the successful expansion of IB programmes. In this large and extremely diverse district with a reputation for academic excellence, the IB has evolved from two “stand-alone” programmes to a cohesive set of programmes governed and administered with active district strategies, policies, and personnel. District support for the IB initially combined solid financial backing for the Diploma Programme (DP) with a flexible stance which did not mandate the programme. The district took on a more active role when the Middle Years Programme (MYP) was introduced, by building formal mechanisms to connect those involved with IB across schools, taking advantage of economies of scale, and creating two director-level positions to coordinate IB, among other measures. The relationship between this district and the IB has become so strong that the district’s new set of goals for all students mirror the goals and philosophy of IB programs. There is evidence to show that when the district takes on an active role in this way, student IB participation and performance increases, schools benefit, and the district itself is also strengthened. The district indicated that scores have risen particularly rapidly on state assessments and SATs in IB schools.
Case Studies of Participation and Performance in the IB Diploma Programme (2009)
Jennifer A. Bland & Katrina R. Woodworth, SRI
This report analyzes the experience of two U.S. schools that have been particularly successful in recruiting low-income and minority students to the IB Diploma Programme (DP) and in ensuring their success. It discusses the DP’s history, structure, and availability at each school; students’ preparation, recruitment, selection, enrollment, persistence, and achievement in each case; and school-level, district, and state supports that appear to facilitate successful outcomes for DP students. Recommendations stemming from these case studies include structuring IB programmes as magnets that target underrepresented groups in diverse school districts, aligning schools’ 9th and 10th grade curriculum with the IB to provide early preparation for the DP, developing recruitment strategies that specifically target underrepresented applicants, evaluating schools’ capacity to adequately support struggling students if they decide to expand access, carefully monitoring students’ progress, and ensuring adequate district-level support. Efforts should also be made to share best practices among district leaders and to continue to advocate in favor of state-wide policies that foster broader IB participation.
Perceptions of the International Baccalaureate Diploma Programme Among Australian and New Zealand Universities (2007)
Hamish Coates, Chris Rosicka & Marita MacMahon-Ball, Australian Council for Educational Research
The IB commissioned the Australian Council for Educational Research to undertake a study of University perceptions of the IB. Administrators from 40 Australian and 7 New Zealand universities were surveyed, with a response rate of 24.7%. The survey was followed by in-depth telephone interviews with select respondents. Asked to rate aspects of the IB on a scale of very low to very high (assigned values of 1 to 5), creativity, action, service (CAS) and theory of knowledge (TOK) had an average response of 3.3., the extended essay an average of 3.6, the two- year span of the course of study 3.4, the broad curriculum with six subject areas 3.9, the range of assessment strategies 3.9, and studying at least three subjects in depth 4.0. More than three-fourths of the 159 respondents felt the IB Diploma prepared students well for university while the remaining 23% responded that they did not know enough about the programme to be sure. Of 107 comments in response to an open ended question asking whether the IB prepared students in advantageous ways for success at university, 70% responded positively. Most of the advantages described could be categorized broadly as indicating that participating in the IB enhanced students’ academic competence and capability. In-depth interviews indicated that IB graduates were seen as academically independent and mature. A reccurring theme in interviews was recognition of the fact that an IB education is good preparation for an internationalized university experience. Interviews also indicated strong support for the extended essay and the TOK course. There was some perception that the IB is “elitist” and correspondingly, that academically capable students self-selected into the IB programme and therefore that benefits of the programme could not be separated from attributes of the students.
School-University Transition Project (2005)
IB Research Unit at the University of Bath (the IB Research Unit at Bath was closed in 2008)
From 2003-2005, the IB Research Unit at the University of Bath attempted to ascertain how academic performance in the IB Diploma Programme relates to university performance and whether university students with IB degrees display the values associated with international-mindedness. Results showed there was little difference in dropout rates between IB diploma holders and non-IB students but that IB students were less likely to drop out for academic reasons and were more likely to transfer than to drop out completely. In the IB Latin America region, IB graduates received better university grades and a positive correlation was found between IB grades and university grades. Students surveyed felt academically prepared for university studies; however, while they felt creativity, action, service (CAS) prepared them to develop an appreciation for community service, they did not feel it prepared them in terms of the arts or sports. In comparing IB students from IB World Schools to non-IB students (most of whom were also from IB World Schools) in terms of their international values, only in questions related to “challenge” (prepared to change their opinion when challenged, prepared to challenge others views, prepared to compromise their own views) did IB students rate themselves significantly higher than non-IB students.
Perceptions of the International Baccalaureate Diploma Programme: A Report of an Inquiry Carried Out in 2003 at UK Universities and Institutions of Higher Education (2003)
Colin Jenkins (formerly Deputy Director General IBO, Principal of United World College of the Atlantic, Head of College United World College of South East Asia Singapore)
In 2003, Colin Jenkins carried out a study surveying UK institutions of higher education. Surveys were completed by 122 respondents from 71 universities, and in-depth follow-up interviews were conducted with 34 respondents from 20 of these universities. 96% of respondents appreciated broad curricula and liked this aspect of the IB, 91% approved of theory of knowledge (TOK), and 70% approved of creativity, action, service (CAS). 57% of respondents believed that participation in the IB Diploma Programme give incoming students an advantage and 40% felt it conferred neither an advantage nor a disadvantage. When asked to compare IB to A-Levels in the areas of critical thinking, communication, self management, and motivation a majority of the 78 respondents who answered the question rated the IB Diploma Programme higher than A-Levels in these areas.
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