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IB Programme Impact Research Current and Future Studies Brad Shrimpton – IB Research Manager (Asia Pacific)

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Presentation Part 1 • The IB reseach department • Programme impact research Part 2 • Findings from three recent programme impact studies Part 3 • What do you see as the impact of IB programs?

Part 4 • Current and upcoming AP programme impact studies

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Part 1

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The IB research department and programme impact

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Research Department •

Head of Research • Mike Dean

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Programme Development Research • Kate Lin

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Quality Assurance • Yi Chun

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Programme Impact • Brad Shrimpton (AP) & Liz Baynard (Americas)

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Question • What are the first thoughts that come to mind when I say the words:

‘IB programs’

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‘impact’

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Areas of impact For students:

e.g.

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Academic achievement

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Motivation and connectedness

Self efficacy

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Social emotional outcomes

Engagement

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Affective learning outcomes

Caring

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Post secondary success

Persistence

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International mindedness

Open mindedness

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Knowledge/skills

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Areas of impact For teachers

Teacher efficacy and engagement

Pedagogical beliefs and practices

For schools School structures

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School culture and climate

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Programme Impact Research • Programme impact research projects investigate the impact of IB programmes and seek to understand the value of an IB education by identifying the qualities and characteristics that distinguish IB schools and IB students.

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Part 2

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Selected findings from three recent studies

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Three recent IB studies

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MYP in the UK Fast facts Conducted by:

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National Foundation for Educational Research (NFER)

Purpose:

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To examine MYP implementation

Study method:

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MYP compared with GCSE and IGCSE

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Teacher survey and interviews, parent surveys, student surveys and focus groups

Sample:

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Six schools (4 case studies), 74 teachers (11 interviews), 58 parents, 309 students (48 took part in focus groups)

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MYP in the UK Findings in a nutshell Curriculum comparison:

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Content specifications across MYP, GCSE and IGCSE are similar High order thinking skills, international and civic-mindedness were more pronounced within the MYP

Teacher views:

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Believed the MYP has a positive impact on learners Positive view about school climate Reported good levels of self efficacy Alignment between teacher beliefs and the MYP

Parent views:

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Liked the MYPs holistic approach and focus on independent learning ‘Exciting’ and offered a flexible curriculum But – confusing grading criteria and MYP lacks recognition Too much work

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MYP in the UK Findings in a nutshell Student views:

‘I think the IB is really good at teaching you how to learn…Everything that you do contributes towards – I don’t know how to say it besides – learning how to learn.

You know how to approach things even if it’s something completely foreign to you…’

‘The MYP is student influenced. When you’re in a lesson, the student can rebut whatever the teacher says’ ‘I think the MYP opens your mind and keeps it open’ ‘We need to know what’s going on in our world; we need to know the issues We can’t exactly live in a glass bubble where nothing goes wrong’

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MYP in the UK Something interesting Student views:

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Many students felt they experienced too much ‘reflection’

‘…the constant reflections we are asked to do; a few would be helpful but more than this only leads to contrived answers resultant from students regarding them in a dispassionate light, and as writing that needs to be mass produced and manufactured in a factory’

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Extended Essay Fast facts Conducted by:

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University of Virginia

Purpose:

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Examined: • • •

Study method:

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How well the aims of the EE are achieved and sustained through university The extent to which students perceive the EE to be valuable to university preparation Correlations between EE grade and university success

Surveys, student records analysis, individual interviews and focus groups.

Sample:

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IB students and Advanced Placement (AP) students enrolled as undergraduates at UVA (total of 953), student interviews.

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Extended Essay Findings in a nutshell Survey:

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IB students were significantly more likely than former AP students to indicate they: • felt prepared for college-level coursework involving research • had executed a research project at UVA (73% vs. 66%) • found research interesting and were proud of their research • intended to conduct future research • found their research skills to be important to future success.

GPA:

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A statistically significant relationship existed between EE scores and college GPAs, after controlling for background characteristics.

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Extended Essay Something interesting Interviews:

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Students strongly felt that their extended essay experience had prepared them to conduct various facets of the research process

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Familiarized students with research processes

‘…we got pretty good exposure, knowing where to look for sources and how to know which ones are valid…and pertinent to your topic.’

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Provided strong writing skills, time management skills and an understanding of how to structure a paper Students were less anxious or overwhelmed

‘(I understood that there was) no need to freak out…it’s just a paper – I’ve done that before’

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Post secondary outcomes Fast facts Conducted by:

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Australian Council of Educational Research (ACER)

Purpose:

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Postsecondary transition, progression and academic performance of IB students

Study method:

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Longitudinal analysis, tracking students through their application, enrolment and progression at university

Sample:

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Two cohorts of DP students at two tertiary institutions (N=135 at University A and N=19 at University C) and a control group of 4000+ non-IB students

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Post secondary outcomes Findings in a nutshell Post secondary transition :

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IB students more likely to receive an offer at University A (35% compared with 26% of non-IB applicants),

Progression and completion:

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When compared with non-IB students, IB students had higher rates of yearly progression (esp. in the third year)

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Post secondary outcomes Findings in a nutshell •

IB students more likely to complete within five years of commencement

2011 graduation rates for students commencing in 2007

Academic performance:

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The IB and control group had similar grade point averages (GPA) at University A after controlling for student characteristics and secondary school achievement

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Post secondary outcomes Something interesting •

What IB students study

Broad Field of study Natural and Physical Sciences Information Technology Engineering and Related Technologies Agriculture, Environmental and Related Health Education Management and Commerce Society and Culture Creative Arts Total

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University A IB graduates No. % 19 14.1 --6 4.4 --26 19.3 --34 25.2 39 28.9 11 8.1 13 100.

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Part 3

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What do you see as the impact of IB programs?

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Part 4

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Current and upcoming studies in the Asia Pacific

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Current partners include

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Studies in the Asia Pacific Projects include: • • •

PYP - early years PYP - public schools PYP – science outcomes

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Studies in the Asia Pacific Projects include: • • •

PYP - early years PYP - public schools PYP – science outcomes

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MYP - social emotional outcomes MYP - impact of middle years programs

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Studies in the Asia Pacific Projects include: • • •

PYP - early years PYP - public schools PYP – science outcomes

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MYP - social emotional outcomes MYP - impact of middle years programs

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DP - contribution of the TOK to critical thinking skills DP - international mindedness in Bangalore, Beijing and Sydney

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Studies in the Asia Pacific Projects include: • •

DP - Australian Curriculum DP – Learner Profile in 3 countries

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The continuum in Asia Pacific IB world schools

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Studies in the Asia Pacific Projects include: • •

DP - Australian Curriculum DP – Learner Profile in 3 countries

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The continuum in Asia Pacific IB world schools

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Contribution to university outcomes in China IB – longer term outcomes

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None of this is possible without the support of IB world schools

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Thank you Questions?

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Hot off the press PYP in India Conducted by:

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University of Baroda

Purpose:

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To examine the implementation and outcomes of the PYP in India

Study method:

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11 instruments used to examine teacher performance and PD, leadership, attitudes, achievement, parent perceptions

Sample:

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16 school leaders, 79 teachers, 368 students and 96 parents

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Find out more Summary and full reports for these and other programme impact studies can downloaded from the IB website •

Visit the IB home page and type ‘programme impact’ into the search function

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