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IB Programme Impact Research: Findings and implications of recent research projects
2012 IB Conference of the Americas, MexicoJuly 2012
Olivia HalicResearch analyst
IB Global Research Department
© International Baccalaureate Organization 2007
Presentation objectives
Brief introduction to IB Global Research departmentProgramme impact research agendaStudent performance on ISATitle I IB schoolsBrief overview of in-progress research projects
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IB Global Research
Programmeimpact
Quality Assurance
Professional development
School Services
Global coordination, support, and
services
Assessmentresearch
Programmedevelopment
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Programme impact research agenda and priorities
Learner profileTo what extent do learners demonstrate characteristics of the IB learner profile?
What distinguishes IB learners in levels of motivation, values, and attitudes?
Student performance
How do IB learners perform on external measures of academic achievement?
How do they compare with non-IB peers?
Standards
How do IB standards compare to those at national/ state levels?
To what extent are IB graduates prepared for postsecondary success?
Programme implementationWhat is the impact/value-add of
implementing IB programmes in schools?What changes, if any, result from the implementation of IB programmes?What are the enablers/ inhibitors of
successful implementation?
Impact/value-add of IB programmes on learners and
schools
© International Baccalaureate Organization 2007
Recently completed studiesProject Title Programme Date
IB Students’ High School and Postsecondary Experiences in Chicago Public Schools
DP March 2012
PYP and MYP Student Performance on the International Schools’ Assessment (ISA), Phase 2
PYP & MYP March 2012
Student Performance and Student Engagement in the IB MYP
MYP July 2011
International Baccalaureate students studying at UK Higher Education Institutions: How do they fare?
DP April 2011
Postsecondary Enrollment Patterns of IB Certificate and Diploma Candidates from U.S. High Schools
DP March 2011
Postsecondary Enrollment Patterns of IB Certificate and Diploma Candidates from International High Schools
DP March 2011
First college courses taken by Florida IB students DP March 2011
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Performance comparison between IB school students (PYP and MYP) and non-IB school students on the International Schools’ Assessment (ISA) – Phase II
Australian Council for Educational ResearchMarch 2012
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International Schools’ Assessment (ISA)Areas of assessment
Mathematical Literacy
Uncertainty
Quantity
Space and Shape
Change and Relationships
Reading
Retrieving Information
Interpreting
Reflecting
Narrative Writing
Content
Language
Spelling
Expository Writing
Content
ESOL Language
Structure and Organisation
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International Schools’ Assessment (ISA)Grade 3 to 10Two sessions per year (October/ February)Multiple-choice & open-ended items2 essaysAligned with OECD's Programme for International Student Assessment (PISA) scales for reading and mathematics
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Study design-Sample
2009-10 & 2010-11 ISA sessions270 participating international schools
117 PYP and 86 MYP schools
50,714 students 34,690 IB students16,024 non-IB students
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Study designReplication of phase I: 2009-10 & 2010-11 ISA data− Comparison of student performance by:
assessment areas & sub-strandsregion
− PISA benchmark analysis− Multilevel analysis of school variance (new)
Closer examination of particular findings from phase I− Continuum schools compared with single or dual programme
schools− Impact of the length of programme authorization
Student Learning and Wellbeing questionnaires (new)
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Analysis
Sign Meaning Direction Cohen’s d+ Small effect size Higher IB scores 0.1 ≤ d < 0.2++ Medium effect size Higher IB scores 0.2 ≤ d < 0.5+++ Large effect size Higher IB scores d ≥ 0.5▬ Small effect size Lower IB scores 0.1 ≤ d < 0.2▬▬ Medium effect size Lower IB scores 0.2 ≤ d < 0.5▬▬▬ Large effect size Lower IB scores d ≥ 0.5
Significance legendStatistically significant difference: t-testPractical significance: effect size
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Findings – Comparison of student performance on ISA
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Mathematical Literacy
Grade IB Non-IB Significance Effect SizeMean S.D. N Mean S.D. N
3 310 84 6,455 322 90 2,903 – -0.134 379 84 3,788 376 89 1,995 0.035 425 83 6,872 425 89 2,577 -0.01
6 467 84 3,167 453 97 2,011 + 0.157 499 88 4,767 495 95 2,010 0.04
8 517 83 3,653 526 91 1,589 – -0.10
9 551 85 3,227 535 87 1,699 + 0.18
10 570 91 1,948 529 84 1,085 ++ 0.46
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Reading
GradeIB Non-IB
Significance Effect SizeMean S.D. N Mean S.D. N
3 253 90 6,523 242 100 2,888 + 0.114 323 91 3,771 303 101 1,981 ++ 0.205 371 87 6,844 363 96 2,574 + 0.096 421 97 3,148 388 108 2,015 ++ 0.317 464 97 4,868 446 106 2,004 + 0.188 489 86 3,617 489 99 1,570 -0.019 533 90 3,352 504 94 1,694 ++ 0.3110 568 94 1,924 529 100 1,076 ++ 0.40
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Narrative Writing
GradeIB Non-IB
Significance Effect SizeMean S.D. N Mean S.D. N
3 364 59 6,540 365 62 2,895 0.004 411 62 3,759 406 67 1,987 + 0.085 452 64 6,826 456 68 2,565 – -0.076 483 66 3,160 472 74 2,010 + 0.167 512 69 4,867 510 72 2,008 0.038 535 69 3,629 539 73 1,586 -0.069 557 74 3,337 545 77 1,697 + 0.1610 578 74 1,934 551 80 1,085 ++ 0.35
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Expository Writing
Grade IB Non-IB Significance Effect SizeMean S.D. N Mean S.D. N
3 395 50 6,506 394 54 2,879 0.024 433 54 3,771 426 60 1,979 + 0.115 469 57 6,831 471 62 2,565 -0.046 493 59 3,141 486 65 2,019 + 0.117 524 61 4,858 517 66 2,002 + 0.108 548 62 3,616 551 68 1,570 -0.049 571 69 3,341 553 71 1,682 ++ 0.2610 594 66 1,921 563 81 1,073 ++ 0.43
© International Baccalaureate Organization 2007
FindingsIn general, IB students had significantly higher mean scores than non-IB students
In reading, IB students had higher scores in 7 out of 8 grade levelsIn expository writing, IB students had higher scores in 5 out of 8 grade levels
Grades 6, 9 &10: IB students outperformed non-IB students in each area; strongest results at grade 10
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Europe & the AmericasDomain Grade IB Non-IB Significance Effect SizeMean N Mean N
Mathematical Literacy
3 319 2,364 322 407 -0.044 389 1,101 378 276 + 0.145 434 2,630 421 367 + 0.176 478 972 432 441 +++ 0.557 501 1,891 483 329 ++ 0.228 529 1,221 519 305 + 0.139 561 1,183 530 357 ++ 0.4210 559 565 531 424 ++ 0.34
Reading
3 259 2,457 221 406 ++ 0.404 336 1,100 297 275 ++ 0.445 383 2,611 350 363 ++ 0.376 433 968 359 444 +++ 0.757 466 1,997 436 328 ++ 0.318 503 1,188 501 298 0.029 545 1,316 515 354 ++ 0.3710 581 550 544 425 ++ 0.37
Narrative Writing
3 363 2,462 352 406 + 0.184 409 1,089 394 274 ++ 0.245 450 2,596 445 363 0.076 483 967 444 442 +++ 0.517 510 1,998 512 327 -0.028 539 1,198 547 304 – -0.139 560 1,299 549 357 + 0.1610 581 551 560 424 ++ 0.28
Expository Writing
3 396 2,442 390 402 + 0.124 434 1,098 420 273 ++ 0.245 469 2,597 466 359 0.066 494 963 463 447 +++ 0.517 522 1,991 516 328 0.098 550 1,186 547 298 0.059 572 1,310 550 354 ++ 0.3410 593 552 559 423 ++ 0.43
© International Baccalaureate Organization 2007
Comparison with PISA – Mathematical Literacy, Grade 9/10
9 10
551
570
OECD countries Partner countries
496
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Comparison with PISA – Reading, Grade 9/10
9 10
533
568
OECD countries Partner countries
493
© International Baccalaureate Organization 2007
Student Questionnaire-Primary Years
Primary Years(Grades 5 & 6) Example items
Student and Teacher Interaction Most of my teachers really listen to what I have to say.
Social Connectedness I feel like I belong.
Personal Development Outcome I like helping someone with a problem.
Study Engagement I try very hard to complete all my work.
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Student Questionnaire-Secondary Years
Secondary Years(Grades 8 & 9) Example items
Student and Teacher Interaction
If I need extra help, I will receive it from my teachers.
Social Connectedness I feel like I belong.
Personal Development Outcome I am good at solving conflicts without fighting.
Learning Goals I enjoy trying different approaches to see which one will work.
Deep Learning I am keen to know how the things we do in class are meaningful to me.
Surface Learning I don’t spend time learning things that I know won’t be in the exam.
Academic Outcome Orientation
I like to work on tasks that I have done well on in the past.
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Student Questionnaire
Findings - High agreement rates • Supportive schools: 88% -PYP students; 80% MYP• Feeling of connectedness: 83% - PYP & MYP• Engaged in their study: 83% - PYP & MYP• Deep learning: 80% MYP• Focus on learning for assessment: 56% MYP
Sample size
PrimaryN = 11,632
SecondaryN = 10,058
Response rate
Primary> 80%
Secondary> 87%
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ImplicationsStrongest results at grade 10 – growing trend
Sustained results relative to ISA 2007/2009
Performance of PYP & MYP students measured against external benchmarks, with favorable results
Comparison with PISA – additional opportunity for evaluation against international benchmarks
Questionnaire results inform about student perceptions and non-scholastic outcomes
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Questions?
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Title I IB Schools
IB Global ResearchMay 2012
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BackgroundIB commitment to expanding access among underserved student populations
Title I of the Elementary and Secondary Education Act of 1965
Two types of Title I assistance:Schoolwide programmes: schools with 40% or more of students from low-income familiesTitle I Eligible programmes: schools with less than 40% of students from low-income families
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Data2009–2010 National Center for Education Statistics (NCES) Common Core of Data (CCD)
103,959 public schools in the United States
IB school data: 1,389 public schools in the U.S.
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Findings - IB Schools
56% of IB public schools (IB World Schools or candidate schools) were designated Title I
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Findings - IB Programmes
AllIB World Schools Candidate schoolsAll DP MYP PYP All DP MYP PYP
Total IB Programmes 1,623 1,196 622 360 214 427 65 192 170
Title I 885 645 277 209 159 240 34 112 94
% Title I 55% 54% 45% 58% 74% 56% 52% 58% 55%
Schoolwide Title I 633 475 181 174 120 158 15 75 68
% Schoolwide Title I 39% 40% 29% 48% 56% 37% 23% 39% 40%
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Findings - IB Programmes1,623 IB programmes in US public schoolsOverall, 55% of programmes offered in Title I schools74% of PYP offered in Title I IB world schools
74%
45%58%
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ImplicationsIB’s goal to develop a more inclusive IB community by enabling access to education regardless of personal circumstances
Understand who IB students and schools are, to provide better services to a increasingly diverse community
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Questions?
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In-progress studiesProject Title ProgrammeThe Relationship between MYP Student Moderation Performance and DP Student Performance MYP & DP
DP Extended Essay Series DP
Enrolment and Achievement of IB DP Graduates in the Australian Tertiary Education Sector DP
Examining Gender Differences in the IB DP STEM Subjects DP
Performance and Engagement in the MYP - Continuation study MYP
MYP UK MYP
India PYP PYP
IB Teacher Continuum
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BRIEF OVERVIEW
The Relationship between MYP Student Moderation Performance and DP Student Performance
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Purpose
To investigate whether DP students benefit from previously completing the MYP
DataMYP moderation scores from 2007-2009DP exam scores from 2009-20116,352 MYP to DP students from 48 countries
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Preliminary results
Higher MYP moderation scores ↔ higher DP exam scores
One unit increase in the MYP score leads to a 0.4 increase in the DP scores
MYP students develop knowledge and skills that prepare them for the DP
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BRIEF OVERVIEW
Performance and Engagement in the MYP - Continuation study
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PurposeTo examine the influence of MYP on later high school performance and course enrollmentTo further explore student and teacher experiences with the MYP
Data5 middle schools with MYP & 5 IB high schoolsStudent performance and course enrollment (grades 9 & 10)Student surveys (including global mindedness scale)Teacher surveys & interviews
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Preliminary findings554 MYP students & 175 non-MYP students
Moderate or large amount of time spent learning
MYP Non-MYP
Issues affecting people around the world 51% 43%
Issues related to the environment 61% 52%
Other cultures 52% 45%
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Questions?
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Thank you!Website
Research overview • http://ibo.org/research/
Programme Impact studies• http://ibo.org/research/policy/programmevalidation/
Email• [email protected]• [email protected]