IB Programme Impact Research: Findings and implications of recent research projects Olivia Halic Research analyst IB Global Research Department

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1 IB Programme Impact Research: Findings and implications of recent research projects Olivia Halic Research analyst IB Global Research Department 2012 IB Conference of the Americas, Mexico July 2012

2 Presentation objectives Brief introduction to IB Global Research department Programme impact research agenda Student performance on ISA Title I IB schools Brief overview of in-progress research projects

3 Programme impact Programme development IB Global Research Quality Assurance Professional development School Services Assessment research Global coordination, support, and services

4 Programme impact research agenda and priorities Learner profile To what extent do learners demonstrate characteristics of the IB learner profile? What distinguishes IB learners in levels of motivation, values, and attitudes? Student performance How do IB learners perform on external measures of academic achievement? How do they compare with non-ib peers? Impact/value-add of IB programmes on learners and schools Standards How do IB standards compare to those at national/ state levels? To what extent are IB graduates prepared for postsecondary success? Programme implementation What is the impact/value-add of implementing IB programmes in schools? What changes, if any, result from the implementation of IB programmes? What are the enablers/ inhibitors of successful implementation?

5 Recently completed studies Project Title Programme Date IB Students High School and Postsecondary Experiences in Chicago Public Schools PYP and MYP Student Performance on the International Schools Assessment (ISA), Phase 2 Student Performance and Student Engagement in the IB MYP International Baccalaureate students studying at UK Higher Education Institutions: How do they fare? Postsecondary Enrollment Patterns of IB Certificate and Diploma Candidates from U.S. High Schools Postsecondary Enrollment Patterns of IB Certificate and Diploma Candidates from International High Schools DP March 2012 PYP & MYP March 2012 MYP July 2011 DP April 2011 DP March 2011 DP March 2011 First college courses taken by Florida IB students DP March 2011

6 Performance comparison between IB school students (PYP and MYP) and non-ib school students on the International Schools Assessment (ISA) Phase II Australian Council for Educational Research March 2012

7 International Schools Assessment (ISA) Areas of assessment Mathematical Literacy Reading Narrative Writing Expository Writing Uncertainty Retrieving Information Content Content Quantity Interpreting Language ESOL Language Space and Shape Reflecting Spelling Structure and Organisation Change and Relationships

8 International Schools Assessment (ISA) Grade 3 to 10 Two sessions per year (October/ February) Multiple-choice & open-ended items 2 essays Aligned with OECD's Programme for International Student Assessment (PISA) scales for reading and mathematics

9 Study design-sample & ISA sessions 270 participating international schools 117 PYP and 86 MYP schools 50,714 students 34,690 IB students 16,024 non-ib students

10 Study design Replication of phase I: & ISA data Comparison of student performance by: assessment areas & sub-strands region PISA benchmark analysis Multilevel analysis of school variance (new) Closer examination of particular findings from phase I Continuum schools compared with single or dual programme schools Impact of the length of programme authorization Student Learning and Wellbeing questionnaires (new)

11 Analysis Significance legend Statistically significant difference: t-test Practical significance: effect size Sign Meaning Direction Cohen s d + Small effect size Higher IB scores 0.1 d < Medium effect size Higher IB scores 0.2 d < Large effect size Higher IB scores d 0.5 Small effect size Lower IB scores 0.1 d < 0.2 Medium effect size Lower IB scores 0.2 d < 0.5 Large effect size Lower IB scores d 0.5

12 Findings Comparison of student performance on ISA

13 Mathematical Literacy Grade IB Non-IB Mean S.D. N Mean S.D. N Significance Effect Size , , , , , , , , , , , , , , , ,

14 Reading Grade IB Non-IB Mean S.D. N Mean S.D. N Significance Effect Size , , , , , , , , , , , , , , , ,

15 Narrative Writing Grade IB Non-IB Mean S.D. N Mean S.D. N Significance Effect Size , , , , , , , , , , , , , , , ,

16 Expository Writing Grade IB Non-IB Mean S.D. N Mean S.D. N Significance Effect Size , , , , , , , , , , , , , , , ,

17 Findings In general, IB students had significantly higher mean scores than non-ib students Grades 6, 9 &10: IB students outperformed non-ib students in each area; strongest results at grade 10 In reading, IB students had higher scores in 7 out of 8 grade levels In expository writing, IB students had higher scores in 5 out of 8 grade levels

18 Domain Mathematical Literacy Reading Narrative Writing Expository Writing Grade Europe & the Americas IB Non-IB Mean N Mean N Significance Effect Size , , , , , , , , , , , , , , , , , , , , , , , , International Baccalaureate ++ Organization

19 Comparison with PISA Mathematical Literacy, Grade 9/ OECD countries Partner countries 9 10

20 Comparison with PISA Reading, Grade 9/ OECD countries Partner countries 9 10

21 Student Questionnaire-Primary Years Primary Years (Grades 5 & 6) Student and Teacher Interaction Social Connectedness Personal Development Outcome Study Engagement Example items Most of my teachers really listen to what I have to say. I feel like I belong. I like helping someone with a problem. I try very hard to complete all my work.

22 Student Questionnaire-Secondary Years Secondary Years (Grades 8 & 9) Student and Teacher Interaction Social Connectedness Personal Development Outcome Learning Goals Deep Learning Surface Learning Academic Outcome Orientation Example items If I need extra help, I will receive it from my teachers. I feel like I belong. I am good at solving conflicts without fighting. I enjoy trying different approaches to see which one will work. I am keen to know how the things we do in class are meaningful to me. I don t spend time learning things that I know won t be in the exam. I like to work on tasks that I have done well on in the past.

23 Student Questionnaire Primary Primary Sample size N = 11,632 Secondary Response rate > 80% Secondary N = 10,058 > 87% Findings - High agreement rates Supportive schools: 88% -PYP students; 80% MYP Feeling of connectedness: 83% - PYP & MYP Engaged in their study: 83% - PYP & MYP Deep learning: 80% MYP Focus on learning for assessment: 56% MYP

24 Implications Strongest results at grade 10 growing trend Sustained results relative to ISA 2007/2009 Performance of PYP & MYP students measured against external benchmarks, with favorable results Comparison with PISA additional opportunity for evaluation against international benchmarks Questionnaire results inform about student perceptions and non-scholastic outcomes

25 Questions?

26 Title I IB Schools IB Global Research May 2012

27 Background IB commitment to expanding access among underserved student populations Title I of the Elementary and Secondary Education Act of 1965 Two types of Title I assistance: Schoolwide programmes: schools with 40% or more of students from low-income families Title I Eligible programmes: schools with less than 40% of students from low-income families

28 Data National Center for Education Statistics (NCES) Common Core of Data (CCD) 103,959 public schools in the United States IB school data: 1,389 public schools in the U.S.

29 Findings - IB Schools 56% of IB public schools (IB World Schools or candidate schools) were designated Title I

30 Findings - IB Programmes All IB World Schools Candidate schools All DP MYP PYP All DP MYP PYP Total IB Programmes 1,623 1, Title I % Title I 55% 54% 45% 58% 74% 56% 52% 58% 55% Schoolwide Title I % Schoolwide Title I 39% 40% 29% 48% 56% 37% 23% 39% 40%

31 Findings - IB Programmes 1,623 IB programmes in US public schools Overall, 55% of programmes offered in Title I schools 74% of PYP offered in Title I IB world schools 74% 58% 45%

32 Implications IB s goal to develop a more inclusive IB community by enabling access to education regardless of personal circumstances Understand who IB students and schools are, to provide better services to a increasingly diverse community

33 Questions?

34 In-progress studies Project Title The Relationship between MYP Student Moderation Performance and DP Student Performance DP Extended Essay Series Enrolment and Achievement of IB DP Graduates in the Australian Tertiary Education Sector Examining Gender Differences in the IB DP STEM Subjects Performance and Engagement in the MYP - Continuation study MYP UK India PYP Programme MYP & DP DP DP DP MYP MYP PYP IB Teacher Continuum

35 BRIEF OVERVIEW The Relationship between MYP Student Moderation Performance and DP Student Performance

36 Purpose To investigate whether DP students benefit from previously completing the MYP Data MYP moderation scores from DP exam scores from ,352 MYP to DP students from 48 countries

37 Preliminary results Higher MYP moderation scores higher DP exam scores One unit increase in the MYP score leads to a 0.4 increase in the DP scores MYP students develop knowledge and skills that prepare them for the DP

38 BRIEF OVERVIEW Performance and Engagement in the MYP - Continuation study

39 Purpose Data To examine the influence of MYP on later high school performance and course enrollment To further explore student and teacher experiences with the MYP 5 middle schools with MYP & 5 IB high schools Student performance and course enrollment (grades 9 & 10) Student surveys (including global mindedness scale) Teacher surveys & interviews

40 Preliminary findings 554 MYP students & 175 non-myp students Moderate or large amount of time spent learning MYP Non-MYP Issues affecting people around the world 51% 43% Issues related to the environment 61% 52% Other cultures 52% 45%

41 Questions?

42 Thank you! Website Research overview Programme Impact studies

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