International Baccalaureate (IB) Programme Update

Transcription

1 International Baccalaureate (IB) Programme Update Derick Kiger Director Research, Technology and Assessment Stephanie Leonard-Witte Director Curriculum and Instruction Joseph Moylan Principal Oconomowoc High School Carrie Schultz IB Coordinator Oconomowoc High School July 17, 2012

2 Executive Summary The Oconomowoc High School (OHS) has been a certified International Baccalaureate (IB) World School since April The IB Programme is designed as a challenging educational experience that prepares highly motivated juniors and seniors for college work and life in an interconnected world. Students may also pursue an IB-Project Lead the Way (PLTW) Career Certificate beginning in These unique IB educational opportunities have attracted several families to the Oconomowoc Area School District (OASD) via move-ins and open enrollment. The OASD BOE asked for an IB Programme update during the school year. This report meets this request by examining educational context, student participation, student achievement, programme implementation, and perceptions of former IB students. Key findings are listed below. 1. OHS is 1 of 17 IB World Schools in Wisconsin 2. OHS is the only IB World School in Wisconsin authorized to offer IB-PLTW 3. More than 500 OHS students have participated in IB opportunities 4. IB has attracted several families to the OASD 5. IB has been well-implemented by OHS educators excepting time for interdisciplinary planning 6. OHS students pass IB Exams at rates similar to international peers 7. OHS students earn C grades on the Extended Essay (independent research project) 8. OHS IB students perform well on college placement tests 9. OHS IB graduates earn significant college credits and scholarships IB really prepared me for the work load (which I feel has actually been less in college). It also prepared me for giving a variety of oral presentations and writing a lot of different papers. It has helped me in thinking critically about a number of topics. -- OHS IB Diploma Graduate I learned time management, focus, discipline, and balance. I feel that in these areas I far exceed my peers in college. --OHS IB Diploma Graduate The real value to the program became evident as my daughter prepared for and progressed through her first year at UW- Madison. Her math test scores were such that she is not required to take any college math. She tested into 2nd year/2nd semester Spanish class. She tested into 2nd year English. Because she received 32 college credits as a result of the IB diploma, she was a sophomore before she even stepped foot on the campus. --OHS IB Diploma Parent The IB Programme really encouraged and taught students how to have an opinion and support it, but it also taught students to have respect for others opinions and to take them into consideration when forming your own. --OHS IB Diploma Graduate The program prepared me for college level classes and a college level workload. In addition, the credits I earned were obviously extremely useful. When I began college, I almost felt like it was easier than the IB program in some ways. It was nice to feel prepared for the work load. --OHS IB Diploma Graduate [My child] has told me that the IB program helped prepare her for the level of work in college, the amount of time management required of a college student, and the competition involved when many bright students from many high schools are put together in a learning environment. --OHS IB Diploma Parent 2

3 Background The Oconomowoc High School (OHS) has been a certified International Baccalaureate (IB) World School since April The IB Programme is designed as a challenging educational experience that prepares highly motivated juniors and seniors for college and life-long success. Participating students may pursue an IB Diploma, an IB Career Certificate, or take an IB course to supplement regular high school studies. The IB Diploma (IBDP) option is a well-rounded study of The International Baccalaureate (IB) Programme is a challenging educational experience that prepares highly motivated juniors and seniors for college and life-long success. languages, sciences, mathematics, and humanities, along with independent research and community involvement. The Programme is normally taught over two years and has gained recognition and respect from the world's leading universities. Students take written examinations at the end of their courses, which are scored by external IB examiners on a 7-point scale. The IB Career-related Certificate (IBCC) option is new and increases access to an IB education via a flexible learning framework tailored to meet students career needs. The IBCC is designed to provide a "value added" educational offering to schools that already offer the IB Oconomowoc High School (OHS) is 1 of 17 Wisconsin high schools authorized to offer the IB Programme. Diploma Programme and are also delivering career-related courses like Project Lead the Way to their students. IB World School Certification Process Schools must complete a multi-phase application process (exploration, application, candidacy & authorization) to become a certified OHS students may pursue the IB Diploma Programme (IBDP), the IB Career Certificate (IBCC), or take an IB course as Certificate student. IB World School. The prospective IB school conducts a feasibility study before requesting candidacy. The Programme is then pilot-tested by the 3

4 candidate school. IB officials make a school visit to assess and verify implementation during this phase. If approved, IB World School certification is granted. IB schools are evaluated on a regular basis to ensure that the standards and practices are maintained. The International Baccalaureate is a not-for-profit organization. IB World Schools pay an annual fee to participate in the Programme. IB Diploma Programme: Curriculum and Assessment IBDP students study six courses at higher levels (HL) or standard IBDP students take six courses chosen from the languages, social studies, the experimental sciences, mathematic, and the arts. Students also complete an extended essay and participate in community service. levels (SL). Over the course of the two-years, students: study six subjects chosen from six subject groups (languages, social studies, the experimental sciences, mathematics, the arts); complete an extended essay; follow a theory of knowledge course (TOK); and participate in creativity, action, service (CAS). The extended essay requirement engages students in independent research relating to their IB courses. The theory of knowledge requirement is a course designed to encourage reflection on the nature of knowledge and knowing. The creativity, action, service requirement assures students IBDP students take written examinations at the end of each course. actively learn from doing real tasks beyond the classroom. Students can combine all three CAS components or do activities related to each one of them separately. Student achievement is assessed against stated course goals. IBDP students take written examinations at the end of each course, which are scored on a 7-point scale by external IB examiners. A score of 4 or higher is considered a passing grade. Students also complete assessment tasks in the UW campuses award college credit for exam scores of > 4 on the higher level exams. Three (3) additional credits are awarded for programme completion. 4

5 school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners. The IB Diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole Programme and to satisfactory participation in the creativity, action, service requirement. The highest total that an IBDP student can be awarded is 45 points. OHS was 1 of 5 schools in the U.S. that piloted the IB PLTW Career Certificate. Full implementation of the IBCC-PLTW begins in IB Career Certificate: Curriculum and Assessment The newly introduced IBCC incorporates the educational principles, vision and learner profile of the IB into a unique offering that specifically addresses the needs of students who wish to engage in career-related education. The IBCC encourages these students to benefit from elements of an IB education, through a selection of two or more IBDP courses in addition to a unique IBCC core, comprised of an approaches to learning (ATL) course, a reflective project, language development and community service. OHS piloted the IB PLTW Career Certificate in This course of study allows students to experience a specially designed PLTW core while recognizing IB values and the needs of pre-engineering students. The IBCC encourages career-minded students to benefit from elements of an IB education, through a selection of two or more IBDP courses in addition to a unique IBCC core. IBCC students take written examinations at the end of their courses, which are also scored by external IB examiners on a 7-point scale. The reflective project is assessed by the school and graded by the IB on an A (highest) to E (lowest) scale. Community service and the ATL course are internally assessed by the school, which is also responsible for confirming to 5

6 the IB that the language development component of the core has been achieved. IB Budget IB World Schools pay an annual fee to offer the Programme. The fee IB World Schools pay an annual fee ($10,200) to participate in the Programme. covers secure access to the online curriculum center, communication and marketing support, and professional support in all parts of the curriculum, among others. Schools also budget for teacher training; student examination materials, etc. (see Table 1). Table 1 Itemized Budget for the OHS IB Experience: and Budget Item Annual Fee $10,200 $10,400 Enquiry Upon Results $300 $300 Exam Packs $220 $230 ManageBac Accounts $290 $350 Question Banks $150 $300 Office Supplies $1,000 $1,000 Teacher Resources $500 $600 Student-related Costs $1,000 $1,000 Teacher Training $10,000 $9,000 Substitute Pay $2,000 $2,000 WAIBWS Assoc. Fees $150 $150 Examination Shipping $1,300 $1,100 The OHS IB budget was $27,110 which included the annual fee and teacher training. TOTAL $27,110 $26,430 6

7 Programme Update The Oconomowoc Area School District Board of Education requested an update of the OHS IB experience. This study meets this request by addressing the following questions 1. What students participate in the IB Programme? 2. How well is IB implemented at OHS? 3. How do students perform on required IB Exams and Extended Essays (independent research)? The Oconomowoc Area School District Board of Education requested a review of the Oconomowoc High School IB experience. 4. How do students perform on elective ACT and AP Exams? 5. How do OHS IBDP Alumni perceive the Programme? 6. What improvements are suggested by OHS IBDP Alumni? Data Sources and Analysis A variety of data sources were tapped to answer the study questions including programme records, self-evaluation instruments, IB exam scores, college entrance test scores, and graduate follow-up survey results. A data set containing the aforementioned elements was created and matched to IB students identified by the OHS IB Coordinator. The quantitative data were analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviations. Results are reported by question in the following sections. Tables, figures, documents, and exhibits may be appended to the report. The update report will be presented to board members and posted to the OASD website. 7

8 Results What students participate in the IB Programme? More than five hundred OHS students (N=524) have participated in the IB Programme since its implementation in April Most students participate via the certificate option. Seventy-six (76) students have chosen the rigorous IBDP. Most IB students are female and demonstrate high grade point averages (see Table 2). According to programme records, eleven (11) families moved to Oconomowoc to participate in the OHS IBDP. Several other non-resident OHS IB Students 500+ students have participated in IB since its implementation. students have participated in the programme via open enrollment. Table 2. Characteristics of OHS IB Students: Present OHS Students IB DP IB Certificate Total The IB Programme has attracted several families to Students (N) Female (%) Male (%) the Oconomowoc Area School District. Minority (%) Disability (%) Econ Disadvantaged (%) Grade Point Average Note. Data were collected from IB records and the school s student information and learning systems. 8

9 How well is IB implemented at OHS? OHS IB educators completed a self-study questionnaire in June 2012 as required by the IB World Organization. The purpose was to assess level of implementation across IB components including teacher collaboration, curriculum, instruction, and assessment. A 4-point scale was used to rate depth of implementation. According to the raters, the OHS Programme is well implemented (Table 3). The lone exception regards the Collaborative Planning standard where interdisciplinary collaboration is insufficient. Collaborative time to address IB Learner Profile attributes was also lacking. Table 3 Implementation of IB Components IB Implementation Collaborative Planning (C1) Written Curriculum (C2) Teaching / Learning (C3) Assessment (C4) Group 1. Studies in Language & Literature Group 2. Language Acquisition Group 3. Individuals & Societies Group 4. Experimental Sciences Group 5. Mathematics & Computer Science Group 6. The Arts Theory of Knowledge Creativity Action Service Requires Attention Requires Attention Requires Attention Requires Attention Requires Attention Requires Attention Requires Attention Requires Attention Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Data source: OHS IB Self-Evaluation Questionnaire June

10 How do students perform on required IB Exams and Extended Essays (independent research)? IB students take written examinations at the end of their courses and scored by external IB examiners. The assessments are scored on a 7-point scale where 4 is considered passing. The number of exams taken by OHS students has increased significantly over levels (+127). The percentage of OHS students who pass IB exams is similar to worldwide levels. Theory of Knowledge and Extended Essay grades are within the average range (see Table 4). Table 4 IB Exam Scores: 2005 to Present IB Exams Taken (N) OHS IB Exams Passed (%) OHS Worldwide IB Exam Grades (M) OHS Worldwide Theory of Knowledge OHS -- B C A/B B C C Extended Essay OHS -- C D B/C D C C Data source: IBIS Information System. IB Examinations may only be taken in junior and senior years. Exams are scored on a 7-point scale. A score of 4 or above is considered passing. TOK and EEs are graded on a 5-point letter grade scale (A to E). The percentage noted relates to those students eligible to participate in the IB examinations. 10

11 How do students perform on elective ACT and AP Exams? Many OHS IB students take college entrance exams like the American College Test (ACT) and Advanced Placement (AP) tests. The ACT is a national college admissions examination comprising tests in English, math, reading, and science. ACT results are accepted by all 4-year colleges and universities in the U.S. OHS IBDP students score well above average on the ACT (M= 26.9; PR=87). Performance is highest in mathematics and science. Students taking the IB Certificate option score similar to the general OHS student IB Exam Scores The percentage of OHS students who pass IB exams is similar to worldwide pass rates. population (see Table 5). Table 5 OHS IB Students: ACT Scores Present IBDP IB Certificate ACT M / PR M / PR English 26.2 / / 68 Math 27.6 / / 67 ACT Scores OHS IBDP students score above national and Wisconsin averages on the ACT (M= 26.9; PR=87). Reading 26.8 / / 66 Science 26.8 / / 71 Composite 26.9 / / 68 Note. Data were collected from the school s student information and learning systems. ACT scores reflect the most recent test taken by the OHS IB students present. PR= Percentile Rank. AP Scores OHS IB students scored significantly higher on the 2012 AP Statistics Exam compared to NonIB students. 11

12 OHS students may take Advanced Placement (AP) Exams to earn college credit. Popular AP Exams include Calculus, Psychology, Statistics and U.S History. The tests are administered each spring and are scored on a 5-point scale. Success is defined as a score of >3, which is predictive of college success and college graduation. According to 2012 AP Exam results, OHS IB students earned average passing grades on 5 of 8 tests while NonIB students earned average passing grades on 1 of 8 tests. IB students also scored significantly higher on the 2012 AP Statistics Exam (t=2.94, p<.01). Table 6 AP Exam Scores (2012) for OHS IB and NonIB Students IBDP/Certificate NonIB AP Exams (N / Average / SD) Calculus AB 16 / 2.75 (1.29) 36/2.61 (1.44) Calculus BC 2/4.50 (0.70) 5/4.60 (0.55) English Lit/ Composition 10/2.50 (0.53) 7/2.57 (0.54) Physics B 3/3.67 (1.53) 8/2.25 (1.04) Psychology 3 /4.00 (1.00) 22 / 2.09 (1.27) Statistics 20 / 3.50 (1.05) 36/ 2.64 (1.05) US History 5/ 2.80 (0.45) 40/ 2.45 (1.11) World History 8/ 3.13 (0.99) 12/ 2.75(1.29) Note. AP scores retrieved from the CollegeBoard website on July 6, Small group sizes preclude mean comparisons. 12

13 How do OHS IBDP Alumni perceive the Programme? All OHS IBDP Alumni were contacted to participate in an online follow-up survey during May and June The surveyors were seeking perceptions of the Programme and suggestions for improvement. Forty (40) alumni completed the survey yielding a 55% response rate. Almost half of survey respondents (46%) enrolled at UW-Madison for their undergraduate study. Another 25% enrolled at other Wisconsin institutions like Carthage College, UW-Whitewater, UW-Milwaukee, and Lawrence University. The former IBDP students also enrolled at Brigham Young University, The Ohio State University, Princeton University, Purdue University, University of Florida Gainesville, and University of Notre Dame, among others. The most popular majors cited by respondents OHS IBDP Alumni Follow-up Survey All OHS IB Diploma Alumni were contacted to participate in a follow-up survey in May and June Forty (40) former students completed the online survey resulting in 55% response rate. included engineering, health professions, and psychology. Several graduates indicated double majors like Biochemistry and Psychology. In addition, 70% of respondents reportedly received academic scholarships and/or grants and 80% earned 10 or more college credits due to the IBDP (Range=0 to 50 credits). In some cases, students earned credit for IB and AP studies. According to one graduate, I received 35 credits for IB and 9 for AP equaling 44 total credits that transferred in. College Preparation life in an interconnected world The former OHS IBDP students were asked how well IB prepared 80% of respondents earned 10 or more college credits due to their participation in the IBDP. ~70% received academic scholarships. ~ 70% enrolled at UW- Madison or other in-state institutions. them for college work and life in an interconnected world using a 4-point scale (1=Not Prepared to 4=Very Prepared). Respondents indicated affirmatively on both accounts, although there was less consensus about the 13

14 latter (see Chart 1). As stated by one respondent, College actually feels almost exactly the same as IB did I rarely feel overwhelmed and because of the way IB made me learn to balance my studies with my social life, I feel I am able to keep a very well rounded life. Another stated As for preparation for life in an interconnected world the IB Programme gave me an understanding and appreciation for other perspectives, but there were never any activities or experience actually interacting with those. Prepared for college? Coming into college I felt very prepared. I was able to study, knowing how I learn best and was able to have a smoother transition from high school to college then what most of my friends did that did not have IB classes. To be honest, a lot of my college coursework was easier than IB. Prepared for Life? As for preparation for life in an interconnected world the IB Programme gave me an understanding and appreciation for other perspectives, but there were never any activities or experience actually interacting with those. Chart 1. How well did the IBDP prepare you for college and life? 14

15 Encouraging Other OHS Students to Most IBDP graduates would encourage other OHS students to participate in the Programme with foreknowledge of their post-high school aspirations and the significant IB work load (see Chart 2). As stated by one graduate, I think it is a worthwhile experience for students who are ready for a challenge. Furthermore, while I think the experience is worth more than the course credits, students should have an idea of what type of college or university they plan on attending and how the university awards course credits. Encouraging Others to Pursue the IBDP It [IBDP] is a huge preparation for college, but it takes away from time to hang out with your friends or do sports. You can do them all, but it is a lot of work. You really have to be in the right mindset. Chart 2. To what extent would you encourage other OHS students to pursue the IBDP? 15

16 What improvements are suggested by OHS IBDP Alumni? Survey respondents were asked how they would improve the IBDP for other students. Several students cited additional IB course options, additional focus on the independent research and community services components, and a better exam preparation and administration process. One student stated Have all IB class time continue through the exam, not stop at the end of third quarter. Also, set deadlines for the extended essay and hold the students to those deadlines. IB graduates also indicated a need for pre- IB counseling that tailors students post-high school aspirations to a best fit combination of college and career prep opportunities. Improving IBDP I would suggest providing more information to students about the IB Diploma and Certificate programs, their benefits, and how they are different from AP and standard classes. If possible, it might be nice to add more IB classes so that students have more of a choice. 16

17 Next Steps The next steps listed below are grounded in the current IB Programme update. 1. Address the need for interdisciplinary planning time for IB teachers. The planning time needs to be designated for integrating of Theory of Knowledge in each subject, independent research, exploring connections and relations between IB subjects, and ensuring that all teachers have an overview of students' learning experiences. 2. Improve the implementation of the independent research and community service experiences. 3. Explore the addition of IB courses (e.g., economics) to create greater flexibility in obtaining the diploma. Also, explore alternative scheduling options to allow for great concurrency of learning. 4. Examine the academic pre-ib counseling that students receive to assure a match between post-high school aspirations and college and career prep opportunities. 5. Proceed with the IB-PLTW Career Certificate. 17

18 Data Sources ACT Scores AP Exam Scores The International Baccalaureate OHS IB Alumni Follow-up Survey OHS IB Exam Scores OHS IB Self Study Questionnaire 18