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Research and Writings |
IBO STUDIES, RESEARCH AND WRITINGS: MEASURING THE VALUE AND EFFECTIVENESS OF THE DIPLOMA PROGRAMME
The IBO is continuously engaged in research to determine and demonstrate the value of the IB Diploma Programme. Below are links to various studies the IBO has completed over the past few years that address the value of the Diploma Programme. Please note that the IBO studies are conducted internationally and will frequently address populations in countries across the globe.
RESEARCH SUMMARIES AND STUDIES
IBO Research: EPIC research team finds students better prepared for college
A research study conducted by Dr David Conley and a team of researchers from the Education Policy Improvement Center (EPIC) compared two groups of university students—International Baccalaureate (IB) Diploma Programme (DP) alumni and non-DP alumni—to examine the extent of their academic, social and emotional preparation for college as they transitioned from high school. The findings suggest that DP students are better able to cope with demanding workloads, better able to manage their time and better able to meet expectations placed on them. Read more HERE!
Building Academic Persistence in the IB Diploma Programme
The objective of this study was to identify the components of the International Baccalaureate (IB) Diploma Programme (DP) that support academic persistence and the individual traits associated with it. The researchers performed both an in-depth analysis of the IB educational components that have the potential to foster academic persistence and a comparison between IB students and non-IB students on relevant psychological and educational dimensions. Read the research brief HERE!
Key Findings from Research on the Diploma Programme Core
Various studies by the IBO working with current DP students and alumni, teachers, high schools and universities offered key insights into the value of the DP Core. These insights include the value of Theory of Knowledge to a student's critical thinking skills, the impact of completing the Extended Essay on a student's preparation for the demands of college research, and the impact of Creativity, Activity, Service (CAS) on a student's development of open-mindedness, reflectiveness and a sense of caring and ethic for service. Read the research brief HERE!
The Diploma Programme has a positive impact on students' academic mindset.
This study, conducted by the Teachers College at Columbia University, examined the ways in which schools offering the IB Diploma Programme foster and develop students’ non-cognitive assets, with a particular focus on academic mindsets. Academic mindsets are the “beliefs, attitudes, or ways of perceiving oneself in relation to learning and intellectual work that support academic performance” (Farrington et al, 2012). This study was implemented in four schools—two in the United States and two in Peru. Data were collected using student surveys and by conducting school visits that included interviews and observations. The researchers found positive and statistically significant associations between school environment and academic mindsets and between classroom practices and academic mindsets. The study also highlights school practices that support the development of growth mindsets, student belonging and self-confidence. Most, if not all, teachers reported that they believe that all students can learn rigorous course material and that student effort in the classroom is key to academic success. Read the full report HERE and the research snapshot HERE!
The Diploma Programme serves students from low income families. Researchers at the
This study examined the high school and post-secondary experiences of International Baccalaureate (IB) Diploma Programme (DP) students in California public schools serving students from predominantly low-income households. The study included surveys and interviews with DP students, quantitative analysis of data from former IB and non-IB students in the University of California (UC) system, and interviews with DP alumni enrolled in higher education. The findings from the study indicate that DP students experience more rigorous classes, are more motivated, and are more engaged than their non-IB peers. Data from the UC system showed positive and significant effects of IB participation on college retention rates and five- and six-year graduation rates. Lastly, DP alumni reported that the DP helped prepare them for the challenge of college coursework, particularly in the areas of writing, critical thinking, study skills and time management.
Read the research summary HERE!
Study of critical thinking reveals positive outcomes for IB students
Singapore, June 11, 2014—As the final year of secondary education draws to a close, many parents wonder just how much their children learned in a year dominated by university admissions testing, the university application and selection process and many social and recognition activities. A study by the University of Western Sydney offers some answers. Read the research summary and link to the study HERE!
IBO Research: DP Alumni believe CAS experience endures
Researchers at the University of Bath investigated the impact of CAS through the perceptions of those involved in the programme, past and present.The findings? "CAS contributes to changes in DP students in terms of their personal dispositions, behaviour, and interpersonal relationships... In particular, coordinators, students and alumni believed that CAS helps students to become better at “taking on new challenges,” “learning to persevere” and “developing better interpersonal skills.” Read more HERE!
DP graduates in Turkey have the skills needed for university success
February 13, 2015 - New research out of Bilkent University explores the university preparedness of Diploma Programme (DP) and non-DP graduates in Turkey. Read the blog post and find a link to the research summary and full research HERE!
A research study conducted by Dr David Conley and a team of researchers from the Education Policy Improvement Center (EPIC) compared two groups of university students—International Baccalaureate (IB) Diploma Programme (DP) alumni and non-DP alumni—to examine the extent of their academic, social and emotional preparation for college as they transitioned from high school. The findings suggest that DP students are better able to cope with demanding workloads, better able to manage their time and better able to meet expectations placed on them. Read more HERE!
Building Academic Persistence in the IB Diploma Programme
The objective of this study was to identify the components of the International Baccalaureate (IB) Diploma Programme (DP) that support academic persistence and the individual traits associated with it. The researchers performed both an in-depth analysis of the IB educational components that have the potential to foster academic persistence and a comparison between IB students and non-IB students on relevant psychological and educational dimensions. Read the research brief HERE!
Key Findings from Research on the Diploma Programme Core
Various studies by the IBO working with current DP students and alumni, teachers, high schools and universities offered key insights into the value of the DP Core. These insights include the value of Theory of Knowledge to a student's critical thinking skills, the impact of completing the Extended Essay on a student's preparation for the demands of college research, and the impact of Creativity, Activity, Service (CAS) on a student's development of open-mindedness, reflectiveness and a sense of caring and ethic for service. Read the research brief HERE!
The Diploma Programme has a positive impact on students' academic mindset.
This study, conducted by the Teachers College at Columbia University, examined the ways in which schools offering the IB Diploma Programme foster and develop students’ non-cognitive assets, with a particular focus on academic mindsets. Academic mindsets are the “beliefs, attitudes, or ways of perceiving oneself in relation to learning and intellectual work that support academic performance” (Farrington et al, 2012). This study was implemented in four schools—two in the United States and two in Peru. Data were collected using student surveys and by conducting school visits that included interviews and observations. The researchers found positive and statistically significant associations between school environment and academic mindsets and between classroom practices and academic mindsets. The study also highlights school practices that support the development of growth mindsets, student belonging and self-confidence. Most, if not all, teachers reported that they believe that all students can learn rigorous course material and that student effort in the classroom is key to academic success. Read the full report HERE and the research snapshot HERE!
The Diploma Programme serves students from low income families. Researchers at the
This study examined the high school and post-secondary experiences of International Baccalaureate (IB) Diploma Programme (DP) students in California public schools serving students from predominantly low-income households. The study included surveys and interviews with DP students, quantitative analysis of data from former IB and non-IB students in the University of California (UC) system, and interviews with DP alumni enrolled in higher education. The findings from the study indicate that DP students experience more rigorous classes, are more motivated, and are more engaged than their non-IB peers. Data from the UC system showed positive and significant effects of IB participation on college retention rates and five- and six-year graduation rates. Lastly, DP alumni reported that the DP helped prepare them for the challenge of college coursework, particularly in the areas of writing, critical thinking, study skills and time management.
Read the research summary HERE!
Study of critical thinking reveals positive outcomes for IB students
Singapore, June 11, 2014—As the final year of secondary education draws to a close, many parents wonder just how much their children learned in a year dominated by university admissions testing, the university application and selection process and many social and recognition activities. A study by the University of Western Sydney offers some answers. Read the research summary and link to the study HERE!
IBO Research: DP Alumni believe CAS experience endures
Researchers at the University of Bath investigated the impact of CAS through the perceptions of those involved in the programme, past and present.The findings? "CAS contributes to changes in DP students in terms of their personal dispositions, behaviour, and interpersonal relationships... In particular, coordinators, students and alumni believed that CAS helps students to become better at “taking on new challenges,” “learning to persevere” and “developing better interpersonal skills.” Read more HERE!
DP graduates in Turkey have the skills needed for university success
February 13, 2015 - New research out of Bilkent University explores the university preparedness of Diploma Programme (DP) and non-DP graduates in Turkey. Read the blog post and find a link to the research summary and full research HERE!
ARTICLES AND BLOG POSTS
How an IB education can give your college-bound student an edge
WRAL recently published an article about the value of the IB Diploma Programme, specifically addressing college preparedness and college acceptance rates. Full disclosure: The article was written for and sponsored by the Montessori School of Raleigh. Read the full article HERE!
IB Blog Post: It was the IB that taught me how to write!
Ishanee Chanda, IB DP and recent Texas A&M graduate, talks us about her experience in the #IBDP as a writer and how it broadened her capabilities. "I have been a storyteller for as long as I can remember, but it was the International Baccalaureate (IB) that taught me how to write." Read more HERE!
IB Blog Post: Ten Things I Like About the IB Diploma Programme
In 2013, Marissa Jansz made the switch from teaching the IB Diploma Programme (DP) in Singapore to teaching ‘A’ Levels in Sri Lanka. Since then, Marissa has reflected on the two programmes and shares “Ten things I like about the IB Diploma Programme.” Read more HERE!
Could IB history help prepare students for global challenges?
Diploma Programme alum Irene Sanchez Brualla writes about the alignment of the DP history curriculum and its impact on how students can understand global issues and prepare themselves to face the challenges those issues create! Click HERE to read more!
'The IB develops the students top universities want'
The Independent, Katy Ricks, 20 February 2013
The recent performance tables on university entry subjects ignored the International Baccalaureate (IB) Diploma Programme and Pre-U, two existing alternatives to A levels. It's not unusual in this country for the focus to be narrowly on the nation's qualifications. Click HERE to read more.
The IB impact on success
MARCH 5, 2012 - Office of Communications and External Relations, Wake Forest University
“I used to wonder if all those late nights studying would pay off.” First-year student Micheal Green (’15) is not talking about his first semester at Wake Forest. He is referring to his experience as a student in the International Baccalaureate (IB) Diploma Program at Parkland High School in Winston-Salem. (Click HERE link to read more)
For College Admissions, Does an IB Diploma Make a Difference?
BY WILLIAM T. CONLEY, September 2012, School Superintendents Association
Over my 32 years in college admissions work, and particularly in the past 10 years as dean of enrollment and academic services at Johns Hopkins University (with its 18 percent admission rate), I often have been asked by superintendents and other school leaders to assess how a move toward or away from Advanced Placement, International Baccalaureate or class rank would affect their students’ prospects for admission to highly selective colleges. (Click HERE to read more)
WRAL recently published an article about the value of the IB Diploma Programme, specifically addressing college preparedness and college acceptance rates. Full disclosure: The article was written for and sponsored by the Montessori School of Raleigh. Read the full article HERE!
IB Blog Post: It was the IB that taught me how to write!
Ishanee Chanda, IB DP and recent Texas A&M graduate, talks us about her experience in the #IBDP as a writer and how it broadened her capabilities. "I have been a storyteller for as long as I can remember, but it was the International Baccalaureate (IB) that taught me how to write." Read more HERE!
IB Blog Post: Ten Things I Like About the IB Diploma Programme
In 2013, Marissa Jansz made the switch from teaching the IB Diploma Programme (DP) in Singapore to teaching ‘A’ Levels in Sri Lanka. Since then, Marissa has reflected on the two programmes and shares “Ten things I like about the IB Diploma Programme.” Read more HERE!
Could IB history help prepare students for global challenges?
Diploma Programme alum Irene Sanchez Brualla writes about the alignment of the DP history curriculum and its impact on how students can understand global issues and prepare themselves to face the challenges those issues create! Click HERE to read more!
'The IB develops the students top universities want'
The Independent, Katy Ricks, 20 February 2013
The recent performance tables on university entry subjects ignored the International Baccalaureate (IB) Diploma Programme and Pre-U, two existing alternatives to A levels. It's not unusual in this country for the focus to be narrowly on the nation's qualifications. Click HERE to read more.
The IB impact on success
MARCH 5, 2012 - Office of Communications and External Relations, Wake Forest University
“I used to wonder if all those late nights studying would pay off.” First-year student Micheal Green (’15) is not talking about his first semester at Wake Forest. He is referring to his experience as a student in the International Baccalaureate (IB) Diploma Program at Parkland High School in Winston-Salem. (Click HERE link to read more)
For College Admissions, Does an IB Diploma Make a Difference?
BY WILLIAM T. CONLEY, September 2012, School Superintendents Association
Over my 32 years in college admissions work, and particularly in the past 10 years as dean of enrollment and academic services at Johns Hopkins University (with its 18 percent admission rate), I often have been asked by superintendents and other school leaders to assess how a move toward or away from Advanced Placement, International Baccalaureate or class rank would affect their students’ prospects for admission to highly selective colleges. (Click HERE to read more)
