IB and APA comparison

Organizational Differences

IB is a ProgramSix subjects in the liberal arts tradition with

curricula designed and monitored by worldwide experts

Theory of Knowledge integrates curriculum as a total learning picture

Core aspects such as CAS and Extended Essay allow for individual expression and pursuits

IB philosophy of character is imbedded in the curriculum: Learner Profile, Internationalism, Mission Statement

AP is not a ProgramAdvanced Placement tests can be taken

without taking a course. Schools may offer some or noneAny school may offer APThere is no integration, philosophy, or

cohesion among AP courses or tests.

IB is a Non-Profit OrganizationDesigned to foster rigorous intellectual

growth in young people for world citizenshipDesigned to give young leaders the tools for

leadershipDesigned with high ideals of character for

individuals and world peace for nations – and cooperation among us all

AP is a businessAnnual profit of $55 million, 137% of the

average for this type of businessCEO makes over $800,000 a yearSpends nearly that much yearly in lobbyingHas been cited for ethical misconduct by

selling preparatory material to its own testHas been cited for misgrading of thousands

of tests(“AETR Report Card: College Board.” 2011. Americans for Educational Testing Reform. http://www.aetr.org/college-board.php, April 17, 2011.)

Mission StatementsAP/College Board IB“To be a great

educational organization dedicated to preparing, inspiring, and connecting students to college success and opportunity, with a commitment to excellence and equity.”

“…Through challenging programs of international education and assessment, IBO seeks to develop inquiring, knowledgeable, and caring young people, who will become compassionate citizens seeking a better and more peaceful world…”

Implementation Differences

Quality ControlAP IB

Syllabus designed by educational subject experts and revised every 5 years

End test results and moderation reports provide feedback to drive instruction

Teacher training mandatory

Oversight by IBO and IBA in maintaining authorization

Teacher syllabus must be approved by College Board

End test results provided to school

Teacher training available

No oversight for administration of courses, training, or results

No authorization process

Curriculum DifferencesAP IBCourse is content driven

with convergent thinking encouraged

Books and works suggested with limited guidance

Certain labs required No additional

requirements in coursework

Language tests have oral component

Courses are concept and inquiry driven with application, divergence, and problem solving encouraged

Works and book choices guided

Lab skills and design labs required

Requires internal assessmentLanguages, English, Drama,

and TOK have oral component

Test DifferencesAP IBAll tests have a multiple

choice componentEssays encouraged in set

formatTest parts given in one

dayNo instructor inputMay be taken by anyone

with enough money and a registration form

Only science have multiple choice in paper 1

Essays encourage divergent thinking, personal application and higher level analysis

Test parts given over two days

Instructor input with internal assessments.

May only be taken after study in an IB approved classroom

What does AP offer you?In the context of the IB program ORThat IB doesn’t?

Supplementing your curriculumAdditional math

AP AB CalculusAP BC CalculusAP Statistics

Additional scienceAP PhysicsAP Environmental Science

Additional interestsAP World HistoryAP Art History

Should I take AP tests with IB tests?It’s up to you, but

Our courses are not geared toward AP contentExtra study on top of our rigorous program

could lead to burn outAP test expenses are born by the studentThe college credit will most likely be redundantAre you really only planning to shorten your

college career with the extra college credit?

Is IB enough? You be the judge

Data on IB Studies from around the country

IB Diploma students have higher acceptance rates to colleges

UniversityTotal

Population Acceptance

Total IB Candidate

Acceptance

Diploma Candidate

Acceptance

University of Florida 58.0% 88.4% 88.9%

Virginia Polytechnic Institute 66.0% 67.9% 80.2%

James Madison University 58.0% 65.1% 76.9%

University of Virginia 39.0% 55.9% 61.3%

University of California, Los Angeles

24.0% 41.4% 48.5%

University of California, San Diego

41.0% 60.5% 65.6%

University of California, Berkeley

24.0% 45.4% 50.6%

Florida State University 70.0% 92.9% 94.6%

George Mason University 66.0% 88.4% 97.5%

University of California, Irvine

56.0% 85.8% 89.9%© IBO 2003

Acceptance rates for IB students tend to be higher than those for the general population:

IB Diploma students have higher acceptance rates to colleges

Independent studies by universities confirm that IB students are accepted at higher rates

© IBO 2003

The Director of International Admissions at University of Pennsylvania in 1990 found that admissions professionals at 68 of the 115 most selective and highly selective universities give preference to IB students.

In 1997/98, the College of William and Mary admitted 64% of the IB Diploma candidates.

In 1997, Smith College admitted 68% of the IB Diploma candidates.

IB Diploma students perform better in post-secondary education than their peers

© IBO 2003

• University of Florida (UF) has both the highest number and highest percentage of applications from IB Diploma students.

• In a 1996 study conducted by the Admissions office, IB students at UF had higher SAT scores and a higher GPA their first year of college.

Student Category HS GPA SAT UF GPA Change

Standard College Prep 3.6 1158 2.6 -1.0

Advanced Placement 3.9 1177 3.1 -0.8

International Baccalaureate 3.8 1213 3.3 -0.5

Performance of IB Students at the University of Florida

• The study also showed that the percentage of students with IB credit who score “B” or above in upper level classes for Math, Chemistry and English is consistently higher than that of all students enrolled in the university in those classes.

IB Diploma students perform better in post-secondary education than their peers

Dissertation at Purdue UniversityDuevel analyzed participation in the IB program as a

predictor of college success.92% of students to hold an IB Diploma earned a

Bachelor’s degree and 87% of IB Diploma holders earned their degrees in five years or less.

59% of the students receiving IB Diplomas advanced to graduate school.

Most IB Diploma holders believed their IB experience had a positive impact on their global awareness, understanding of complex assignments, critical thinking and time management skills.

© IBO 2003

IB standards are aligned with best practice in education and support effective teaching practices

Dissertation College of William and MaryIn this study, Hutchinson analyzed the IB program as an

advanced academic option, comparing the curricular goals of the IB program to 21 recommended practices for gifted and general education.

Hutchinson found that the IB curricular goals and the 21 recommended practices aligned with one another.

IB teachers implement a variety of instructional strategies with high levels of instructional clarity and complexity and high expectations for student learning in and out of class

According to the Teachers’ Sense of Efficacy Scale, designed by Tschannen-Moran & Hoy (2001), and the Teachers’ Effectiveness Behavior Scale, designed by Strong & Tucker (2001), IB teachers had strong feelings of efficacy and effectively used their teaching time.

© IBO 2003

Conclusions

We believe in IB becauseTotal child educationLife drivenLife-long learning drivenLeadership drivenData supported

What is the cost/benefit ratio?What are you trying to achieve with AP? Is it

worth it?How much difference will that AP test make in the

larger picture of college acceptance and college success?

Will your child really be self-motivated enough to study content on top of an already rigorous program plus be involved in extra-curriculars, plus finalize the college applications and still have a home life?

What is the difference between giving your child that competitive edge and competing in the “race to nowhere”?

The decision is yours