An Exploratory Analysis of International Baccalaureate Diploma Program: 11th- and 12th-Grade High School Students’ Expectations

Abstract

The purpose of this study was to explore 11th- and 12th-grade students’ expectations in the International Baccalaureate Diploma Program (IB DP) at a high school in the Western United States. Study participants included 92 of 94 high school students currently enrolled in the IB DP. Each participant completed a researcher-created, paper survey with 24 questions, using a 5-point Likert-type scale, as well as four demographic questions. Overall, students reported high expectations and beliefs for the program in helping them prepare for postsecondary education. Findings also suggested that females experienced more stress and feelings of being overwhelmed, while enrolled in the program as compared with males, despite a larger percentage of females reporting of postsecondary plans. In addition, Spanish-speaking students aspired to community college more than their peers, suggesting possible disparities in equity. A discussion of these findings and their implications are provided.

A Pragmatic Analysis of How North Carolina School Districts Aim to Differentiate for Gifted High School Students

“…Broadly speaking, differentiation can be viewed as offering gifted high schoolers a continuum of services that go beyond modifications to the general curriculum within classrooms and extend to different within-school and external school structures (Hockett & Doubet, 2020; Renzulli & Reis, n.d.). Example options and services that have been researched include specialized schools and programs such as early colleges (Gilson & Matthews, 2019), STEM high schools (Bruce-Davis et al, 2014; Gubbins et al, 2013), magnet schools (Collins & Jones Roberson, 2020), concurrent or dual enrollment (Dare et al, 2017; Rogers, 2008), dual credit (Peters & Mann, 2009), flexible ability grouping options (Steenbergen-Hu et al, 2016), IB (Grose & Sanchez, 2021; Rogers, 2008), and virtual programs (Potts, 2019). These options may naturally include and overlap with curriculum and instructional differentiation, advanced coursework, and curriculum acceleration.…”

Onward and Outward: The Social and Emotional Experience of Advanced High School Upperclassmen

“…Student participants cited college preparation as their main motivation for their interest in the IB DP. The majority of students felt that the IB DP would help them prepare for college and felt they were already ready for college (96% and 79% respectively), however students also claim they felt overwhelmed and stressed in the program (Grose and Sanchez 2021). This shows that the program is an attractive program to students who are interested in going to a university.…”

“…This shows that the program is an attractive program to students who are interested in going to a university. The study asked students about what their plans were for after high school and "99% of participants had plans to go to a university" (Grose and Sanchez 2021).…”

“…Grose and Sanchez's work is similar to this project in that both projects have a goal of understanding why students have an interest in a program that has a reputation of being stressful and overwhelming. Grose and Sanchez say that while there is high interest in the IB DP and that students are comfortable with the decision to undergo higher amounts of stress than their general education peers, "schools should be mindful of the stress and pressure that IB students experience and should provide support for them" (Grose and Sanchez 2021).…”