Journal of Research in International

Education
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A summary of research on the International Baccalaureate Diploma Programme:

Perspectives of students, teachers, and university admissions offices in the USA
Rita Culross and Emily Tarver
Journal of Research in International Education 2011 10: 231
DOI: 10.1177/1475240911422139
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JRIXXX10.1177/1475240911422139Culross and TarverJournal of Research in International Education

JRIE

Article

A summary of research on the

International Baccalaureate
Diploma Programme:
Perspectives of students,
teachers, and university
admissions offices in the USA

Journal of Research in
International Education
10(3) 231243
The Author(s) 2011
Reprints and permission: sagepub.
co.uk/journalsPermissions.nav
DOI: 10.1177/1475240911422139
jri.sagepub.com

Rita Culross and Emily Tarver

Louisiana State University, USA

Abstract
This is the summary of a series of research studies into the International Baccalaureate (IB) Diploma
Programme (DP) in the USA, beginning with the investigation of how the first class of IB DP graduates in
an individual school perceived the impacts and benefits of the programme, through further investigations
of teacher perceptions of the programme, a follow-up study of the first graduates upon completion of
their collegiate study, and a concluding study on the perceptions of IB DP by colleges and universities.
In addition to identifying key elements of the IB DP that are perceived as impacting student success, this
article summarizes how the research agenda unfolded; that is, how each study in the sequence generated
more questions about the IB DP and how what began as a micro study within a single school grew into an
examination of the IB DP within a larger context.

Keywords
International Baccalaureate Diploma, US universities

Introduction
This article summarizes a series of studies focusing on the International Baccalaureate (IB)
Diploma Program (DP) in the USA. The studies began with a simple request from the director of a
public high school which was in the process of initiating the IB DP. The director wanted formative
information at the end of the first year of implementation that could be used to improve the programme as well as provide feedback about the impact of the programme. Over time, other investigations were launched to examine teachers perceptions of the IB DP, to follow the first set of
graduates through college, and to measure the perceptions of IB DP graduates in general by
Corresponding author:
Rita Culross, 113E Peabody Hall, LSU College of Education, Louisiana State University, Baton Rouge, LA 70803 USA
Email: acrita@lsu.edu

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Journal of Research in International Education 10(3)

colleges and universities. (Note, in the USA post-secondary institutions are referred to both as
universities and colleges. Colleges generally refer to post-secondary institutions that focus on
undergraduate instruction while universities are more comprehensive, include graduate and professional studies, and have more of a research focus.) While the article reports the actual results of the
studies, the major focus is on the evolution of a research agenda. More detailed information about
the methodology, data analysis and results of the individual studies may be found by referring to
sources cited in the reference section at the end of this article. (Culross et al., 2004; Tarver and
Culross, 2011; Tarver, 2008)

International Baccalaureate Diploma Programme

The IB DP offers one of the most comprehensive, student-centered options for students of high
ability (Colangelo et al., 2004; VanTassel-Baska, 2004). Although not limited to students identified
as gifted, the US National Association for Gifted Children (NAGC) has disseminated several
research papers and a position statement asserting the IB DP as an acceptable option for meeting
the needs of gifted learners (NAGC, 2004). Further, recent media have touted the programme to be
the Cadillac of College Prep (Gehring, 2001), while publications such as Newsweek and US News
& World Report annually use the IB DP as a significant criterion in ranking the top high schools
and colleges in the USA.
The IB DP is one of three curricula offered by the International Baccalaureate (IB), formerly
International Baccalaureate Organization [IBO]. The IB was established in 1968 as an answer to an
increasingly transient world population. Transportation and communications technologies connected the world, its cultures and people as never before in human history. Mobility and versatility
became a necessity more than 50 years ago and education was no exception. With an ever increasing demand for an internationally recognized certificate of high school achievement, the IB was
created under the leadership of Desmond Cole-Baker and Robert Leach in Geneva, Switzerland.
By 1970, the experimental project included 20 schools (IBO, 2005). In addition to its academic
features, the IB 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 organization works with schools, governments, and international organizations to develop
challenging programs of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right. (IBO, 2005)

At the time of writing, the IB has a total of 2365 schools worldwide participating in its curriculum,
including 885 DPs within the USA and Canada. Recent growth numbers provided by the IB illustrate the rapid expansion of the DP with approximately 43 authorized schools per year since 2000
and, most notably, approximately 52 schools each year since 2003. Regardless of growth, the IB
continues to strive for a better world in education and global citizenship. In reading the IB mission
statement, scholastic achievement is readily identifiable. However, perhaps the most important
feature of the IB is concern for and development of each individual in relation to others. This,
thereby, facilitates the core belief of one, collective, inter-connected human-kind.
Several features of the IB DP combine to offer a challenging, unique educational program. The
IB DP is an internationally based, externally-validated curriculum, developed and periodically

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revised by its stakeholders. Students take courses in six content areas over a period of 2 yearsa
foreign language, the students mother tongue, experimental sciences, humanities, arts, and mathematics and computer sciences three courses at higher level and three at standard level. All students complete a core consisting of an extended essay, the Theory of Knowledge (TOK) course,
and the Creativity, Action, Service (CAS) component. The TOK course is designed to stimulate
critical thinking through an emphasis on various philosophical positions and methods. The extended
essay functions as a developmental research and writing activity to prepare students for university
level expectations. Students complete a 4000-word research paper on an area of their choice. The
CAS requirement encourages students to participate in athletic or fitness activities, community
service, and non-traditional or culturally influenced activities. This component is designed to help
students become well-rounded individuals capable of responding to not only their needs, but also
to those of others (IBO, 2004). Throughout the IB DP, students become situated culturally, geographically, historically and personally within the context of being a global citizen.
Assessment for the IB DP involves criterion-based, internally teacher-constructed instruments
and criterion-based, externally constructed instruments scored by IB DP examiners worldwide. In
addition to internal, content area assessments taking place over the 2-year time period, students are
administered a culminating external examination to be scored by examiners from various international locations (IBO, 2004). IBO awards individual diplomas to students passing all requirements
of the IB DP. To obtain an IB DP diploma, students must take an examination in each subject and
compile a minimum of 24 points overall, subject to certain minimum levels of performance across
the whole programme and to satisfactory completion of the CAS requirement.

Study 1: Students perceptions

Given this general information on the IB DP, the research team began with the general questions:
What are the students perceptions of the IB DP? What do they see as the benefits of IB DP? How
has enrollment in the IB DP impacted their lives?

School
The school in which the study was conducted is a public high school whose students on average
consistently exceed the national and state average on standardized achievement tests. More than 90
percent of the faculty hold a masters degree or higher, and student dropout rates are quite low
(<1%). The initial class of high school students to enroll in the IB DP held junior standing during
the 2001/2 academic year. (For those unfamiliar with USA high schools, these secondary schools
consist of 4 yearsfreshman, sophomore, junior and senior years.) Students who applied to the IB
DP participated in an interview, secured teacher recommendations and had their test scores and
grades reviewed by the IB coordinator before being accepted. Students were required to be performing at or above the 50th percentile on the schools standardized tests and to have a minimum
grade point average (GPA) of 2.75. Only two students who applied to the programme were not
accepted. Approximately one-third of the junior class was accepted into the programme, and all but
one of those participated in the study.

Methodology
At the end of the first year of implementation, all students were interviewed by the research team
to ascertain their perceptions of the program. Using open-ended questions, students were asked
about the effect of the programme on their academic and social life; about the perceptions of

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teachers, parents and peers of the IB; about gender differences among students in the program; and
about other short-term and long-term effects of the program. Each student participated in an openended interview with one of three research team members. All three interviewers received brief,
advance training on interview techniques. All interviews occurred during study hall (a free period
for students to work on class assignments) on school days in the month of May. Interviews took
between 20 minutes and 1 hour, depending on the interviewees length of responses. The interviews were audio-recorded and were transcribed by a fourth team member for later scoring. Two
team members who had not participated in the interviews then scored each interview. Multiple
scorers were employed to ensure consistency across both scorers and interviews. Categories of
responses for each question were generated and tallied, providing both general trends and trends by
gender.

Results
Students who chose to participate in the IB DP did so to gain an advantage in the college admissions process, particularly at selective institutions, and to better prepare themselves for college
study. IB DP students saw IB classes as providing a more conducive learning environment that
broadened their horizons, increased their breadth and depth of knowledge, and improved their writing skills and their study habits. The programme was perceived to be quite challenging but not
overwhelming. Effects on students social lives were perceived to be minimal. Friends had a positive influence on enrollment in the programme, even more than parents and teachers. Wanting to
be with friends, as well as drawing from friends for support, were reasons for choosing the IB DP.
There appeared to be few, if any, differences in the perceptions of male and female students about
the programme. IB DP students did perceive that teachers expectations of them had increased
since entering the programme. With respect to their parents views of the IB DP, there was a mixed
perception, with about one-half supportive and the other half having reservations about the programme. IB DP students also had a mixed perception about whether the programme encouraged
leadership. Most saw the CAS and extended essay requirements as beneficial, although initially
overwhelming. From the students perspective the program could be improved by providing more
preparation in 9th and 10th grade, spreading the workload over time and courses, increasing communication among teachers in the programme, and providing better trained teachers.
Based on these results the school made some modifications in the operation of the programme
going into the second year. Among the changes that resulted were increased communication of
programme goals and expectations with parents, better preparation and curricular modifications in
the years prior to entrance to the programme, and more emphasis on blending IB DP and non-IB
DP students throughout the school day. The results also raised questions about the role of the IB DP
teacher. Because the results were largely based on the perceptions of the students, it seemed important to collect the perspectives of other stakeholders in the programme. As a result, a second study
was launched to garner feedback from the teachers in the programme.

Study 2: Teachers Perceptions

After sharing the results of the first study with the schools director and IB coordinator, the research
team launched a second study focusing on perspectives of the IB DP by the IB teachers. This study
was conducted at the beginning of the 2002/3 academic year, the second year of implementation of
the programme.

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Participants
There were 14 faculty teaching IB courses; 11 were female. All but one of the IB faculty also taught
non-IB courses. Two of the 14 interviewed for the study had not taught in the programme during
the first year of implementation. Both of these individuals were new to the school. All of the teachers had a masters degree; one had completed a doctorate and two were National Board Certified
teachers. The total number of years of teaching experience varied from 3 to 36 years with the
majority having more than 20 years of experience. Faculty teaching in the IB DP represented half
of the total high school faculty.

Methodology
Faculty were interviewed using the same protocol delineated in the student study. Interviews
occurred during the faculty members free periods and took approximately 1 hour. The interviews
were recorded for later scoring by two team members who participated in the student study.
Categories of responses for each question were generated and categorized to provide general trends
as in the student study. Faculty were asked about their decision to teach IB courses; about how IB
differed from teaching regular classes; about the perceptions of teachers, parents and peers of the
IB DP; about the stresses and challenges of teaching IB classes; and about other factors related to
the programme.

Results
Faculty generally had a positive view of the IB DP. They perceived IB as focusing more on global
issues, requiring higher level thinking skills, applying learning, developing links between concepts, and covering a broader spectrum of topics. They viewed IB courses as requiring substantial
preparation for teachers, but viewed their colleagues (both IB and non-IB teachers) as positive
about the experience. IB faculty reported that the programme had challenged them to become better teachers but had not increased their prestige. Those faculty who perceived their weaknesses as
relating to particular teaching strategies felt the IB DP helped address those weaknesses, while
faculty who struggled with a lack of time or classroom management skills did not. Most perceived
the programme to be highly challenging for students, as well as highly challenging to teach. They
also perceived teaching IB classes as very stressful, even though these are highly educated, highly
experienced teachers. The faculty felt the students needed more preparation for IB classes, particularly for the extended essay requirement. They perceived that students who chose not to enroll in
the programme wanted to emphasize their social lives more than their academic work. They felt
parents were generally supportive but also shared some IB DP students views that the amount of
the work interfered with the students social lives. Organization and time management skills, a
strong work ethic and a love of learning were perceived to be related to student success in the program. Student failure was associated by the teachers with laziness, procrastination or lack of time
management skills. Suggestions for improvement included providing more training in earlier
grades for the students.
Conducting this second study confirmed that both teachers and students perceive the IB DP as
challenging. The two groups also agreed on the benefits of the CAS and extended essay requirements, as well as how overwhelming the requirements can be for students. Both groups also
reported that some parents, while supportive of the programme overall, believe it interferes with
the students social lives. Results of the second study confirmed that the recommendations to

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increase communication with parents about programme goals and expectations, and to prepare
students better for entry into the programme, were warranted.

Study 3: Graduates perceptions

Given that students indicated that their major reasons for participating in the programme were to
gain admission to selective collegiate institutions and to attain advanced standing there, the research
team began to ask the question: How do the IB DP graduates perceive the programme upon or near
completion of their college careers? Perceptions of the programme in process might well be quite
different than perceptions held 4 or 5 years after high school graduation. To examine this question,
the research team launched a third study on graduates perceptions of the IB DP.

Participants
The participants in the study were drawn from the list of IB DP graduates of the school between the
years 20032006. The schools alumni association was contacted for addresses of all IB DP graduates. The majority of the IB DP students from the targeted graduation years were nearing the end
of their post-secondary careers or had enrolled in graduate or professional school. In all, 56 students were contacted by mail, with 28 (50 percent) responding to a survey sent to them.

Methodology
The survey instrument was designed to collect both demographic information and information
about students perceptions of the IB DPs curricular aims and objectives. Demographic information about gender, high school and college grade point averages (GPAs), credit hours awarded as a
result of being an IB DP graduate, and whether the student received advanced credit in college
were collected in the first portion of the survey. The second portion queried respondents about key
features of the IB DP as well as more perceived impacts and benefits resultant from IB DP participation. Those surveyed responded to 28 Likert type-scale statements regarding the curricular foundations of the program, specific traits of learners and academic behaviors. A final section of the
survey provided an opportunity for respondents to add any additional comments.

Results
Seventeen female (61 percent) and 11 (39 percent) male participants returned the survey. Six of the
respondents were in graduate school, nine were college seniors, five were juniors, seven were
sophomores and one was a freshman. On average the respondents had a 3.85 (4.00) high school
GPA, while in college the average GPA was 3.3 (4.0). Eleven of the graduates had participated in
honors courses at least once in college, and 25 of 38 had received advanced standing based on their
IB DP scores. The vast majority of the graduates (26 of 28) attended research-extensive universities with the remaining two attending national liberal arts colleges. Fifty percent received at least
15 hours of college credit for their IB DP coursework.
After enrolling in college, IB DP graduates rated the programme as increasing their international cultural awareness and improving their ability to find common themes within and across
material. Overall, they perceived they had a greater breadth and depth of knowledge, improved
creative and critical thinking skills, and improved oral and written communication skills. These
perceptions are congruent with the outcomes touted by the IB. The perceptions are also in line with

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those of students while enrolled in the programme, suggesting that graduates continue to see the
value of the IB DP beyond high school graduation.
Graduates who responded also rated the CAS component and extended essay as beneficial.
These findings are in contrast to the perceptions of students while enrolled in the IB DP. The latter
group of students felt stressed and overwhelmed by these components. While, as some respondents
commented, the essay and CAS component might have been better managed within high school,
the findings with respect to these two key components suggest hindsight might be a better judge of
their value.
Respondents in the study were neutral with respect to whether the IB DP had improved their
study habits, organizational skills or time management. This may reflect the feeling of some
respondents that they acquired survival skills as a result of participating in the IB DP skills that
were not consciously taught within the programme. Such a finding may suggest that IB DP coordinators and faculty may wish to give more attention to formal training in the area of study skills.
Overall, however, the vast majority of respondents felt the IB DP had contributed to their later
academic success and had made them a better student.
Since previous studies had indicated that students chose to enroll in the IB DP either to gain
entrance to a selective college or university and/or to attain advanced standing, it is worth noting
that all of the students in this study had enrolled in research-extensive or national liberal arts colleges. Further, the average number of college credits awarded upon entry to their post-secondary
institutions was 15 semester hours. For this group of students those goals were certainly achieved.
The results of this study provide the long-term perspective that the IB DP is successful in
achieving the students goals of admission to a selective post-secondary institution with advanced
standing. The results also reinforce the perceptions of the students when enrolled in the programme
that the IB DP prepares them to do high level work in college by improving their writing skills and
study habits, broadening and deepening their base of knowledge, and accenting critical and creative thinking skills.

Study 4: College and university perceptions

Following this select group of IB DP students provided valuable, if limited, information about their
perceptions and experiences with participation in the IB DP. However, we as researchers began to
ask: How do the colleges and universities perceive IB DP graduates? Is this a value-added program
from their perspective? The answers to those questions are important to stakeholders considering
investment in an IB DP programme. Parents need objective information about both the quality of
the programme and the long-term consequences of participation when choosing an educational
path for their high school students. Likewise, educators seek information about the value of the
programme both as a curricular option and a financial investment for the schools. Further, because
of data which links the offering of the IB, Advanced Placement and concurrent enrollment programs for high school students with the overall achievement of high school students in individual
states, research can provide information for policymakers within a state about whether to encourage school to adopt the IB DP as an option for increasing opportunities to attain advanced standing
in college and for raising the level of overall achievement among students. Finally, with the IBs
expressed concern that there is currently a dearth of valid and reliable knowledge on the valueadded effects of participation in the DP (IBO, 2008: 7), research specifically investigating college
and university perceptions of the DP is limited. One study conducted in Australia (Coates et al.,
2007) investigated general perceptions professors in higher education institutions in Australia and
New Zealand had concerning the DP, including strengths and weaknesses of the programme,

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cross-comparisons with other advanced forms of curricula, and student preparation as a result of
participating in the program. For all these reasons, this study proposed an investigation of postsecondary institutions perceptions toward the IB DP, with specific attention to the awarding of
credit based on a students performance within the programme. As researchers we were interested
in how such institutions awarded credit to incoming students for participation in an IB DP; that is,
how much credit was awarded and to what end.

Methodology
To investigate these questions, various qualitative methods were utilized to gather data from a
variety of sources. The first source of data included scholarly research and previously gathered
data from IB DP students and IB DP graduates. Next, data concerning university perceptions of the
IB DP were gathered via the guiding question instrument. Emerging themes and understandings
were then investigated with follow-up telephone or email interviews. As a final source of data,
websites, general catalogues and policy statements from universities and colleges in the sample
population were located and data was triangulated using these.
The researchers contacted higher education officials through their respective university
admissions offices. Follow-up telephone or email interviews took place at their convenience
through their respective university contact points (that is, office telephone numbers or email
addresses).

Instrumentation
The guiding question instrument was developed from initial concepts that arose from the literature
review and in specific regards to student perceptions and expectations. The instrument specifically
targeted directors or deans of admissions. These officials are the most knowledgeable about their
respective universities admission policies and practices. Question content included perceptions of
the DP curriculum quality and rigor, the number of DP graduate applicants and admissions into the
university, credit awarded for DP performance and recruitment of DP students and graduates.
Question format was varied and included dichotomous questions, contingency responses, scale
rating questions and several open response items. In total, the instrument comprised 28 questions.
The questioning instrument was then field tested with admissions officers from a division 1A
university, a technical university and a small liberal arts college as these types of institutions appear
in US News & World Reports Americas Top 50 Colleges. The field test sites were each a sample
of convenience. University admissions offices were contacted to set up an interview with an admissions officer. Each admissions officer was given the guiding question instrument. Officers from all
four universities provided feedback on question construction, clarity and purpose. All admissions
officers were of the opinion that information requested in the guiding question instrument could be
provided by any other admissions official. Each meeting lasted approximately 30 minutes.
Institutions were queried regarding their methods and procedures for awarding credit to incoming
students for prior academic performance. They were asked how credit awards were determined,
what limits on credits (if any) were established and what proportion of incoming students received
advanced credit. Further, institutions were asked specific questions about their perception of the
rigor and prestige of the IB DP, alone and in contrast to other types of standardized test performance. Finally, institutions were asked how their policies regarding advanced credit and the IB DP
have changed over the past 10 years, both with respect to the awarding of credit and to the recruitment of IB DP students.

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Sampling procedures
Purposeful sampling included the selection of 20 colleges and universities to examine specific
perceptions toward the DP and credit awards associated with DP achievement. The institutions
were determined by US News & World Reports 2009 list of Americas Best Colleges. The publication uses a specific methodology for calculating the rankings. Data collected includes 15 indicators of excellence as determined by higher education officials (US News & World Report, 2009:
43). The indicators are categorized, weighted and then cross-compared. Categories and weights
include: peer assessment (25 percent), retention (20 percent), faculty resources (20 percent), student selectivity (15 percent), financial resources (10 percent), graduation rate performance (5 percent) and alumni giving rate (5 percent). The publication further classifies universities into two
subsets, national and liberal arts universities. Each subset contained the publications top 50 universities. The national and liberal arts subsets were further divided into public and private university lists. However, this particular variable public or privately funded was not a factor of this
investigation.
The primary sample comprised US News & World Reports top 50 national universities and top
50 liberal art colleges for 2009. A sample size of 10 national universities and 10 liberal arts colleges
was determined to be adequate for this qualitative study. The sample population was selected randomly from the national university list and the liberal arts colleges list. Each list was manually
loaded into a random sample programme. Lists were treated as individual populations to ensure
equal representation between the two classification subsets. Next, 10 universities were randomly
selected from each population using the sampling analysis function within the data analysis tools
folder. It should be noted that if a university from the primary sample failed to reply, another university was randomly selected from those remaining on the list. This process was continued until
10 responses were received from each subset.
Participant consent was obtained in line with approved institutional review board standards
for the researchers home university. In addition, confidentiality and anonymity of data were
maintained.
The guiding instrument was then sent to the sample population. Upon return, responses from the
guiding question instrument were analyzed using constant comparative analysis. Emerging concepts from the guiding question instrument were further confirmed with a follow-up telephone
interview with an admissions official from five randomly selected national universities and five
liberal arts colleges in the sample population. Follow up questions were designed to clarify respondents answers. All national universities were interviewed via telephone, while two of the five liberal
arts colleges opted to complete the follow-up questions via email rather than via telephone.
Answers were recorded for future analysis. Each follow-up lasted approximately 23 minutes.
Finally, catalogs, websites and recruitment materials were examined to garner further information
relative to the institutions policies and practices regarding the IB DP.

Data analysis
Given the use of Glasers (1978) Grounded Theory as the primary methodology for this study, data
collection and analysis occurred simultaneously. Initial emergent codes for data included various
stakeholders perceptions of the DP (students, high school personnel, parents and higher education
personnel), programme rigor, college readiness and international education. Emergent categories
were established based on cross-comparison and analysis of coding relationships. With the emergence of both contextual categories and their relationships, short-answer and survey questions

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were developed to seek further information and validation of working theoretical positions. Data
from the guiding instrument was coded and simultaneously compared to previously coded data and
categorical frameworks. Emerging relationships and theories were further investigated with interviews from selected admissions office representatives. All data gathered from the guiding instrument and interviews was compared and analyzed according to established codes and categories. If
collected data represented new codes or categories, both were added to the framework as needed.
With further sorting and memoing of relationships, theoretical explanations for the phenomena of
university perceptions and actions were generated.
Codes, categories, themes, relationships and tentative explanations were tested by triangulating
the data with information and statistics found in follow-up interviews and in the print and digital
material available at each institution. Through the analysis of all data, a tentative theory was posed
to address the research questions.

Emerging understandings
When looking at the responses from both the national universities and liberal arts colleges, several key themes emerged from the data gathered from the guiding question instrument and information found in regards to the individual institutions. First, the practice and process of awarding
advanced credit for academic performance in high school seemed consistent with all in the
sample population. All except one liberal arts institution offered credit for achievement on DP
and Advanced Placement (AP) final assessments. Two other institutions, one national university
and one liberal arts college respectively, did not offer credit for achievement on some AP final
assessments. All also seemed to award credit or grant placement in more advanced coursework
through departmentally developed assessments. In regards to those defining and reevaluating the
criteria for credit awards, all respondents seem to indicate those decisions were made outside of
the admissions offices and by the individual departments. While the vast majority of the sample
population indicated those in charge of defining and evaluating the criteria for credit awards
were knowledgeable about the rigors of the DP and AP, two did not feel positively so.
Re-evaluation of the criteria for credit awards varied but most re-evaluated their criteria yearly.
Similar scores on both the DP and AP final assessments were generally offered the same amount
of credit across the sample population. National universities tended to award more credit than
liberal art colleges and did not seem to restrict the credit to general or elective credits as liberal
arts colleges did.
Second, benefits of a DP in terms of the amount of credit awarded for achievement seemed to
be impacted by the structure of the programme. Programme characteristics such as being offered
only in grades 11 and 12, the requirement of taking three higher level courses, and the requisite
TOK course impacted the total number of opportunities a DP student would have to take other
coursework for possible credit awards. Additionally, a DP final assessment can only be taken by
a student registered with the IB through an authorized IB DP school. The size of the DP within
the school, resources, courses offered, and financial support were all also factors that ultimately
impacted the credit awards a student could achieve. While this information was derived from
responses from liberal arts colleges and was specifically about the programme, it could be generally applied to any institution. However, the whole programme approach seemed to be highly
favorable and specifically mentioned by several liberal arts colleges and national universities.
Moreover, the whole programme approach and nature of the IB DP facilitated in presenting the
curriculum in an in-depth and interdisciplinary manner. Thus, the aspects of the IB DP were
viewed as both beneficial and inhibiting. Several liberal arts colleges also stated that aspects of

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the IB DP aligned with a liberal arts curriculum. Other noted general benefits associated with the
IB DP include external assessments, rigorous/challenging curriculum and preparation for university level work. The IB DP was viewed highly in terms of rigor and prestige. However, several liberal arts colleges also noted that, given the implementation and financial commitment
required for an IB DP, students hailing from schools without a programme would not be viewed
as less prestigious.
Finally, in considering how perceptions about the IB DP have changed over the last 10 years,
all respondents have seen an increase in both DP and AP applicants. Only one institution in the
sample population could specifically say when credit was awarded initially for achievement on
DP and AP final assessments. However, those responding to the question indicated credit had
been awarded for achievement on AP final assessments far longer than for DP. Again, one university no longer awarded credit for AP final assessments and several did not offer credit for specific
AP assessments. All in the sample population had actively recruited both DP and AP students over
the last 10 years.

Implications
Based on the information obtained in this study, what lessons can be learned by parents, educators
and policymakers about the perceptions top colleges and universities have of the IB DP?
First, both top national universities and top liberal arts colleges perceive the participation of
high school students in an IB DP to be beneficial to the students admission and awarding of
advanced credit. The institutions, through their admissions directors, report that the IB DP is perceived as a rigorous and excellent preparation for college-level work. Students can obtain advanced
standing through the awarding of credit based on their IB DP performance. Parents and students
seeking admission to selective institutions and/or seeking to reduce tuition costs by participation
may find the IB DP a vehicle for the attainment of such goals. Indeed, many of the institutions
indicated that they actively recruited students who had participated in an IB DP.
Second, because a substantial commitment is required on the part of the high school to offer
an IB DP, students abilities to complete an IB DP, as opposed to an AP program or other high
quality secondary programs, is more limited. Policymakers should recognize that the financial
resources of many school districts limit opportunities for students to acquire advanced coursework in high school, thus hindering students in those districts from gaining entrance to better
colleges and universities as well as from reaching higher levels of academic achievement within
high school.
Third, there is some indication that some institutions of higher education in the study are moving toward limiting how credit awarded through the DP or AP program may be applied toward an
undergraduate degree, both in terms of the maximum amount of credit granted and of whether the
credit may be used to meet requirements of the students major or degree. Whether this is an
attempt by post-secondary institutions to hold onto more tuition income or not, stakeholders
should be aware of the possible negative financial consequences for students, parents and governmental funding sources.
Fourth, these results reflect the experiences of students, teachers and university admissions
offices within the USA. Perceptions of equivalent groups of individuals in other countries may or
may not reflect similar experiences. Different university structures within other countries may
produce a different interface with the IB DP.

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Journal of Research in International Education 10(3)

Conclusion
After nearly 10 years of work researching the IB DP, what have we as researchers learned?
When we began this line of research, our focus was primarily on the success of the adaptation
of the programme within a single school. In that sense we approached the task as one of formative
assessment. What could we learn from the students themselves after the first year of implementation? Our findings lead us to conclude that the core elements of the DP particularly critical thinking, a global perspective, a challenging curriculum that stresses both breadth and depth of
knowledge, and improved writing skills were viewed by the students as key components that
added to the value of their education. The students concerns about the sometimes overwhelming
nature of the work, which they attributed in part to a lack of communication among various IB
teachers, as well as their concerns that their parents did not always understand the commitment the
DP required, led the research team not only to make specific recommendations for change to the
school but also to launch a second study of the teachers.
While the teachers largely supported the perceptions of the first-year students, their comments
in the second study also revealed important changes that they perceived the IB DP had had on their
development as professionals. They reported that the IB DP had challenged them to be better teachers. Particularly in areas that the IB DP emphasizes, such as writing and research, the teachers felt
the IB DP made them stronger teachers.
Of course, the first two studies were but snapshots of a program under development. As time
went on, larger questions emerged about whether the IB DP had the desired effects for students
who sought admission and advanced standing at prestigious universities. To answer that question, a third study following the first graduates of the IB DP was launched. Graduates were asked
whether they had indeed achieved their goals of getting into the college of their choice and how
much, if any, advanced credit they received for their participation in the IB DP. To a person, all
of the graduates landed in a major research university or national liberal arts college and were
granted college-level credit for their prior IB DP work. However, surprisingly, the advanced
credit awarded did not always translate into a shorter time to college graduation. Some of the
institutions granted credit but did not waive existing requirements, with the effect that IB DP
graduates simply enrolled in more advanced coursework while in college. Likewise, once the
students reflected on their college experience, they focused less on the goal of advanced standing
and more on how IB DP had prepared them for the rigors of the academic experience in college.
Because of this latter finding, we as researchers began to question whether colleges actively
sought IB DP graduates and how their admissions decisions were impacted by the knowledge
that a student was an IB DP graduate. Hence, a fourth and final study was undertaken to examine
these issues.
Results from the final study indicate that top colleges and universities perceive the IB DP as a
rigorous college preparation program; indeed, they actively recruit students with an IB Diploma.
As students in the earlier study reported, however, the post-secondary institutions did not necessarily bestow advanced standing on the students; that is, the IB DP was more an indication of a students likelihood of success at their institutions than a ticket to an accelerated graduation. The IB
DP was considered a good fit with the curriculum of the liberal arts institutions while the universities perceived the IB DP more in terms of its straight rigor.
All of the studies reflect the value of the IB DP for students not only while they are in high
school but also in terms of their chances of gaining admission to the college of their choice as
well as their success while in college. Based on this limited series of studies, the IB DP is indeed
good value.

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Culross and Tarver

Acknowledgement

This research was supported, in part, through a Louisiana State Board of Regents Support Fund (Contract No.
LEQSF(201011)-RD-ATL-02) grant to the first author.

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Biographical Notes
Rita Culross is the Jo Ellen Levy Yates Professor in the College of Education at Louisiana State
University LSU where she teaches in the Gifted Education Program.
Emily Tarver is an English Instructor II at the Louisiana State University Laboratory School.

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