The International Baccalaureate's Bilingual Diploma: Global trends, pathways, and predictors of attainment

Halic, Olivia; Bergeron, Liz; Kuvaeva, Alexandra; Smith, Andrew W.

doi:10.1016/j.ijer.2014.10.004

Cited by 8 publications

(1 citation statement)

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“…Students who take AP courses are more likely to enroll in college (Chajewski, Mattern, & Shaw, 2011), have a higher grade point average (GPA) in the first year of college (Shaw, Marini, & Mattern, 2013), and graduate from college within 4 years (Mattern, Marini, & Shaw, 2013). Similarly, students who completed the IB Diploma Program have been found more likely to be admitted to college and graduate within 5 years than similar students who did not participate in the IB program (Edwards & Underwood, 2012; Halic, 2013).…”

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confidence: 99%

Advanced Academic Participation

Kettler

Hurst

2017

Journal for the Education of the Gifted

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Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be more successful in college admissions, scholarships, college grade point averages, and college completion rates. Black and Hispanic students do not generally participate in AP and IB programs at the same rate as sameschool White students, leaving White students to benefit disproportionately in the transition from high school to college. This study analyzed ethnicity gaps in AP and IB programs longitudinally from 2001 to 2011 in 117 suburban high schools. Results indicated that AP/IB participation increased for all students over time (d = 0.74). There were ethnicity gaps in 2001 and again in 2011 between Black and Hispanic student AP/IB participation and White student AP/IB participation, and the gaps neither increased nor decreased substantially over time. This study also examined school factors associated with AP/IB ethnicity gaps and found that overall schoolwide college readiness and the proportion of minority faculty at each school were moderately associated with changes in the magnitude of the gaps. Teacher experience and changing student demographics in schools showed little to no association with changes in the magnitude of the ethnicity gaps.

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confidence: 99%