Raising all boats? An examination of claims that the International Baccalaureate diploma program is good for all

• Main Author: O'Connor, Ryan Patrick
• Other Authors: McNabb, Scott
• Format: Others
• Language: English
• Published: University of Iowa 2011
• Subjects: Education Reform; International Baccalaureate; Open Enrollment; School Choice; Educational Administration and Supervision
• Online Access: https://ir.uiowa.edu/etd/1166; https://ir.uiowa.edu/cgi/viewcontent.cgi?article=2550&context=etd

The International Baccalaureate (IB) diploma program has been one of the fastest growing accelerated learning programs in recent years. At the high school level, the program offers a focus on critical thinking, combined with the accountability of external assessments of student performance. A significant portion of the program's growth is attributed to its effective marketing, presenting itself as a program that benefits the entire school community, above and beyond the benefits reaped by its graduates. To date, the research literature on IB schools has been clear about the benefits of participation; what remains unclear is how and to what extent the program affects the educational experience of non-IB students as well. In an effort to learn more about these claims, the researcher conducted a qualitative study of an IB school, specifically interviewing teachers and administrators about the IB and its impact on non-IB students. The study identified two general arguments the school was making to this end: 1) the IB benefits the whole school by attracting students (and the funding that follows them) through Open Enrollment, and 2) IB-trained teachers teach non-IB classes, providing the whole school with an improved teacher capacity. The principal findings of this study suggest that offering the IB program benefitted non-IB students in ways that the school claimed--but only to an extent. The results of this study reveal how certain social and political realities emerge alongside program growth, and how these factors influence the distribution of benefits over time. As test scores increasingly signaled program quality, the need to preserve the school's reputation seemed to prompt a corresponding shift of high-quality teachers towards IB. From the interviews, it was clear that IB classes were smaller than general education classes, and that the teachers with the highest status were disproportionately assigned to teach the upper-level classes. When put together, the case study data points at seemingly inevitable inconsistencies between the claims that the IB benefits non-IB students and the ongoing institutional necessities of the program.