The International Baccalaureate is a rigorous, international k-12 curriculum. There are almost 1300 schools in 115 countries authorized to offer IB programmes, of which there are three: the Diploma Programme for high schools, the Middle Years Programme for students aged 11 to 16, and the Primary Years Programme for students aged 3 to 12. While they form a continuous sequence, each may be offered independently.
IB's Diploma Programme at West High is a two year, integrated set of academic courses designed for 11th and 12th graders. Besides being the preeminent college preparatory program in the world, IB actively promotes international understanding in all of its courses. The effectiveness of IB is due not only to the depth of the individual courses, but also to its comprehensive nature.
IB incorporates the best elements of several national educational systems with a focus on academic rigor, an international perspective and the interrelationship of all knowledge.
The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The International Baccalaureate is recognized as the best comprehensive college preparatory program of study available. IB is on a par with AP and is recognized by most American and foreign universities. IB has developed a broader curriculum than AP and provides it to a more diverse population. The IB diploma is awarded on the basis of international assessment and affords students the opportunity to enter universities worldwide. IB's emphasis on promoting international understanding fosters intellectual inquiry and a humanitarian perspective.
IB meets and exceeds the current national or state standards. It emphasizes staff development and training opportunities. The IB curriculum provides for the social/emotional, cognitive, and creative needs of the student, and also encourages individuals to actively participate in the community outside of school. Generally, students enrolled in the IB Diploma Programme score higher than their peers on the SAT, ACT, and AP exams. IB and AP coexist nicely, offering students multiple pathways for learning.
The advantages afforded to a student earning an IB Diploma are many. Since the diploma is internationally recognized, universities throughout the world are eager to admit diploma-holders into their institutions. Like Advanced Placement Examinations, success in IB courses is assessed by written examination and universities offer successful students college credit. Unlike Advanced Placement Examinations, which indicate a student's knowledge and ability in only one given area of study, the IB Diploma demonstrates a broad general education and indicates that a student has knowledge and ability in many academic areas.
All IB students must take six academic courses, one each from six groups shown below.
For a listing and discussion of individual courses taught at West, a sample schedule, and bios of West High's IB teaching cadre, please go to the Courses page, the Faculty Biographies page, and the Sample Schedule page.
Each of the six core subjects may be taken at either Standard Level (SL) or Higher Level (HL). SL courses require 150 contact hours and can be finished in one year. Two SL exams may be taken at the end of 11th grade. HL classes require 240 contact hours and must be taken for two years. At least three, but not more than four of the six core subjects taken in the Diploma Programme must be HL courses. At least two and no more than three courses must be SL.
Theory of Knowledge (TOK) is a 100 hour philosophy course that will be given over two years. It is designed to explore systems of knowledge and their relationships to each other. TOK challenges students to question how they know what they know.
Creativity, Action, Service (CAS). Students are expected to devote a minimum of 150 hours, over two years, to develop themselves, the school, and the wider community in which they live.
Extended Essay (EE) is a 4000 word essay written on a topic of the student's choosing, and aims to engage the student in serious independent research.
All IB Diploma candidate students must take exams in all six core subjects, which are graded on a 1-7 scale. Students earn an IB diploma by scoring 24 points out of 45 possible points, according to the following protocol: six tests x seven points = 42 possible points. TOK and EE assessments combine for another 3 points. Students must also participate in the Creativity, Action, and Service (CAS) program. The IB Diploma is earned in addition to the Anchorage School District diploma.
Key to the IB Diploma Programme is a grading system that is criterion referenced: each student's performance is measured against well-defined, global levels of achievement consistent from one examination session to the next. Grades reflect attainment of knowledge and skills relative to set standards that are applied equally to all IB schools worldwide.
Grades are awarded in two ways. Approximately 75% of a student's grade for a particular class is based upon year-end examinations given in May. These exams are sent to, and graded by IB examiners all over the world. Approximately 25% of the student's grade is awarded internally by the classroom teacher based upon special work done during the year.
There are numerous tools that IB uses to assess students: written essays, oral presentations made individually or in groups, portfolios, and taped interviews, to name a few.
Responsibility for all academic judgments about the quality of candidates' work rests with some 4,400 IB examiners worldwide, led by chief examiners with international authority in their fields. Each year approximately 80% of candidates who attempt the diploma succeed in earning it.
West will begin its program in the fall of 2004 and will graduate the first Diploma students in 2006.
To be considered for admission to the IB Diploma program the student must be a registered freshman or sophomore at West High School. In addition, the student will:
West High's IB Programme is open entry. That is, any junior enrolled at West High is eligible to apply. Students who want to apply to IB must submit an essay, request five teacher recommendations, and be interviewed. Forms for all three procedures can be found at the Application Forms page.
There are no tuition charges for West High's IB Programme. At this time, the only charges will be for IB examinations, at the end of 11th and 12th grades. The full battery of IB exams costs about the same as an equivalent number of AP exams, between $500-$600.
Because of the demands of the IB Programme, students are strongly encouraged to begin a second language in middle school. Ideally, future IB students should also be taking algebra and, hopefully geometry in middle school. Entering high school freshmen should be enrolled in honors English and Integrated History classes and should be continuing their second language. Biology and chemistry should be the science classes for ninth and tenth graders preparing to enroll in IB as juniors. Students planning to enter the IB Programme at West should also consider taking Alaska Studies, economics and their physical education requirements during their first two years.
IB works with universities and governments worldwide to ensure that the IB diploma is accepted, or "recognized", by universities. The IB diploma is recognized by 1,079 universities in 102 countries, including all of North America, Western Europe and Australia. To find out more about university recognition of IB, please go to http://www.ibo.org/ibo/index.cfm/en/ibo/services/universities
A visit to IB's North American web site should answer most questions. http://www.ibnasubregional.org/
IB provides professional development opportunities that will challenge, excite, and rejuvenate all teachers. IB teachers are viewed as experts in their areas by parents and students. They enjoy this respect because of the nature of the IB program and the success demonstrated in schools worldwide.
IB has five international regional offices: for North America, there are two centers, in New York City and Vancouver, Canada; for Latin America - Buenos Aires, Argentina; for Africa, Europe and the Middle East - Geneva, Switzerland; and for the Asia-Pacific region - Singapore.