Independent Studies affirm Tertiary Success of Diploma Graduates in Australian and American Universities
"IB is well known to us for excellent preparations. Success in an IB programme correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Programme on the transcript."
Marilyn McGrath Lewis, Director of Undergraduate Admission
Harvard University
"Send us prepared students a la IB…It is the "best" high school prep curriculum an American school can offer."
Marilee Jones, Former Director of Undergraduate Admission
Massachusetts Institute of Technology
In 2015, Dr Liz Bergeron, from the University of Wisconsin, published a study into university enrolments in the U.S. and the retention and graduation rates of Diploma students from public and private schools from 2008 - 2014.
The study concluded that Diploma graduates were better equipped to cope with the challenges of tertiary education and in the first year, the retention rate of DP students enrolled in four-year institutions was 98%; compared to 77% nationally.
Additionally, the average four-year graduation rate of all Diploma students was 79% (Diploma earners and non-earners) but the rate increased to 84% when considering students who had earned the Diploma; in comparison, the national average was 39%. The study also concluded that DP students have notably higher six-year graduation rates: 83% which is significantly higher than the national average of 56%.
The full report is available at http://www.ibo.org/research. To cite the full report, please use the following: Bergeron, L. 2015. Diploma Programme students' enrolment and outcomes at US postsecondary institutions 2008-2014. Bethesda, MD, USA. International Baccalaureate Organization.
In 2007, the ACER Report into the Perceptions of the IB Diploma Programme among Australian and New Zealand Universities concluded that Diploma graduates were better prepared to manage the rigours of tertiary education.
The study involved 47 Australian and New Zealand universities and 644 Senior Academics. They were invited to compare the Diploma Programme with Australian State Certificates such as the HSC, VCE and WACE. Academics also assessed the quality of the programme with the UK A levels, New Zealand Certificate and the U.S. Advanced Placement Program.
They evaluated all courses in the areas of Deep Learning, Broad Learning, Critical Thinking, Communication, Research Skills and Self-Management. Out of a maximum score of five points, the Diploma averaged 4.1; the average of the State Certificates was 3.3.
Seventy-seven percent of university academics agreed that Diploma graduates were better prepared for success at tertiary institutions. They pointed out that Diploma students were more confident, well-rounded and able to think critically. Students evidenced enquiring, critical minds, were self-motivated and, most importantly, excellent communicators and culturally sensitive.
Why are Diploma students excellent communicators; possess enquiring critical minds and better prepared for tertiary education and life's challenges?
The American educator, Dr Stephen Covey, comments that "Most people do not listen with the intent to understand; they listen with the intent to reply." Diploma students, however, are educated to formulate arguments in oral and written tasks in a convincing manner, but to take full account of other points of view. Whether it be in the context of their Theory of Knowledge oral presentations or their Individual Oral Commentaries or their Interactive Orals in a second language, Diploma students are provided with multiple opportunities to speak and listen in a variety of communicative situations and to critically engage with the spoken and written word.
Education must be more than simply developing a student's cognitive skills; it must also develop affective and metacognitive skills and students must be encouraged to view learning as something that they must do for themselves. The Diploma Programme aims to develop self-regulated learners who have learned how to set learning goals, ask perceptive questions, reflect on all aspects of their learning and be bold enough to make changes to their learning processes wherever necessary. These educational aims are articulated in the Approaches to Teaching and Learning principles that inform all three International Baccalaureate programmes and provide Scotch boys with the necessary tools to succeed in their professional and private lives.
Mr Michael Scaife
IB Diploma Coordinator
