ohio ib counselor workshop in cooperation with oaibws · ohio ib counselor workshop in cooperation...
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International Baccalaureate® · Baccalaureate International ® · Bachillerato Internacional ®
Marie Vivas
University Relations Manager
IB Americas
Ohio IB Counselor Workshop
in Cooperation with OAIBWS
• Welcome – Jim Velo, Treasurer OAIBWS
• Report from IBA – Marie Vivas, University Relations
Manager
• Marketing your IB Programme and Students – Marie Vivas
Today’s Agenda
Page 1
• What is recognition?
• Divided into two aspects:
• Governmental
• Institutional
Recognition
Page 2
• Access to university
• Create mobility between countries and educational
systems at all levels of the IB
• In many countries, provinces and states, universities rely
on official recognition from the government, and are
required to follow the governmental rules.
Governmental Recognition
Page 3
• Role of the university recognition teams is:
• Educate institutions about the IB (rigor, content, etc.)
• Approach them to establish MOUs, treaties with associations,
institution to institution, etc.
• Goal: students can obtain benefits such as:
• Direct entry without examinations
• Advanced standing
• Credits
• Scholarships
• Special opportunities (e.g. research opportunities,
fellowships, year abroad)
Institutional/University Recognition
Page 4
• Priority: have the DP accepted as a school leaving
certificate
• Many institutions have already accepted it as such, but
there are many institutions that are not familiar with the
DP, and might not know their national policy
• We work with ministries, states and provincial
governments on these issues
Institutional/University Recognition
Page 5
University Relations Team - IBA
Marie VivasAll US and Canadian Universities,
Ecuador Project, Associations URM,
CURC, outreach and assistance to
secondary school counselors and IB
Coordinators and to other regional
universities as needed
Bob PooleGovernment liaison for
all US States and
Canadian Provinces –
works closely with
Associations and is in
charge of data delivery
to states and provinces
Rachelle BernadelAdministrator – Works with
university stakeholders on
issues related to transcripts,
policies and IBIS related
concerns – manages blog,
GNL and social media -
prepares and updates
materials and presentations,
staffs conference booths.
1-5Universities
6-10 Universities
11-20 Universities
26-250 Universities
251+ Universities
Global University Recognition
Number of universities
with published
recognition policies in
the IB Information
System
Page 8
Top 25 IB Transcript Receiving Universities in
North America
99/21/2016
Percentage of Freshman IB Students enrolled in
Top 25 Liberal Arts and Research Institutions in
the US- Fall 2015
Current IBA InitiativesIB College Fairs
• 4 in 2012, 5 in 2013, 4 in 2014, 7 in 2015
• Ontario, Washington D.C., San Francisco, Dallas, Houston, Chicago,
Northern Virginia, Texas, Ohio, Wisconsin
Road Show
• In person visits to leading universities to promote better IB recognition
• 15 in 2012, 42 in 2013, 40 in 2014, 40 so far in 2015
Video Training Sessions
• Admissions Staff Presentations
• 7 in 2013, 5 in 2014, 8 in 2015
IBCP Campaign
• University Cover Letter
• First run university mailing – November 2013 – Second run Fall 2015,
University Visits 2015/2016
• Colgate University
• York University Glendon
Campus
• UC Denver
• Marquette University
• Valdosta State
• U of Wyoming
• U of Nevada Reno
• NJIT
• U Mass Amherst
• Quinsigamond CC
• Clark University
• University of Illinois Urbana
• Scripps College
• Cal Poly
• UIC
• U of Nebraska Lincoln
• U Conn
• City Colleges of Chicago
• Princeton
• Smith
• Amherst
• Mount Holyoke
• Williams
• Colleges of the Fenway
• University of Rochester
Page 11
Professional Conference Presentations -
2015/2016
• Western ACAC
Super Conference
• OACAC
• Potomac and
Chesapeake ACAC
• OURA
• TACAC
• PACAC
• NEACAC
• IACAC
• NACAC
Interactive Workshops for Universities
In-Service Training for New
Admissions Staff
• IB 101
• How are IB courses evaluated
and assessed
• Talking points for staff about the
IB
Workshop for Academic Leadership and/or Faculty
• Curricular concept
• Academic content and rigor
• Subject review cycle
• Research on the effect of the IB programme
Workshops for Administrative
Staff
This would include groups such as
registrars, financial aid and
scholarships, residential life, etc.
and would be tailored information
to the specific group.
Workshop for Recognition Policy
Makers
• A review of the current policy
• Best practice examples
• Suggestions for innovative
approaches to policy
• IB oriented college Fairs
• Research on the effect of the IB
programme
• Other IB material
Self-Guided Tutorials
• To provide comprehensive resources about IB recognition to all those who need it, we have been developing video presentations. Videos currently available on the IB website:
• http://www.ibo.org/en/digital-toolkit/country-specific-materials/
•
• IB 101
• Evaluating an IB File
• Videos still to be developed:
• How to Use an IB Recognitions Policy to Recruit Students
• Talking to Decision Makers at Universities
• We will also be making Spanish and French versions of each video tutorial.
College and University Relations Committee
(CURC) Members
Brown U, U of Michigan, USC, Stanford U, St. Mary’s College, U of Maryland, Morgan State, U of Rochester, Morgan State, DePaul, WIS, Parkdale HS, UBC, Princeton, U of Toronto
• Members are asked to serve as advisors to guide our work with institutions of higher education as we assist them in refining
• Best practices for recruiting IB students
• Improving IB recognition
• Ideas of ways for the IB to reach beyond admissions and enrollment managers
• Thoughts on practical approaches to accomplishing CURC’s goals
• Supporting Underserved Students
• Other conference presentations
• Quarterly meetings
• 2015/16 Activities
• Access Workshops
• Marketing your program and predicted grades brochures
• Community College and HBCU outreach
• Presented at the 2016 IB Conference of the Americas
• “Under Fire” - Recognition Update, Issues, and Concerns
• Admissions Case Study
• How to Apply to Canada, the UK and Europe
• Predicted Results/Unpredictable Outcomes
• Marketing your IB Students and Program (English/ Español)
• Supporting Underserved Students
CURC
Page 16
Higher Education Summit on
AccessSupporting Underrepresented, Low Income and Undocumented
Students
• Monday, July 14, 2014 at the IB Bethesda Global Centre
• Tuesday, January 6, 2015, at the Bethesda Global Centre
• Secondary schools, universities and education organizations
• Three panels – open conversation to learn what initiatives and resources
the IB could prepare in order to guide students, families and educators who
are navigating this process for the first time.
• We will only focus on the United States in this initial approach as this is
where our largest high need population is. As of 2012, for the Diploma
Programme, 45% of our IB World schools and 52% of our Candidate
schools are Title I schools.
Counselor Services
• College Counseling Sessions at IB Conference of the Americas
• Counselor Breakfasts: DC area, Long Island, Wisconsin, Denver,
Toronto, Illinois, California
• Good News Letter (1,600+ recipients)
• 2013: March, April, May, October, December
• 2014: February, April, June, October, December
• 2015: February, April, June, October, December
• Counselor Communications
• Facebook Group (over 900 members)
• University Relations Blog (2,700+ page hits)
University Admissions Blog
20
Partnerships with AIBWS• Associations are our eyes and ears in the region
• Gathering statistics and encouraging research
• Communicate the local needs and concerns to IB staff
• Sharing and building networks
• Laying the groundwork
• Maintain the relationships with local HEI’s
• We want to empower you (toolkit)
• Co-sponsor recognition events
• Minnesota – Counselor and Coordinator Round Tables 50 attendees, University Orientation
Seminar 12 universities
• South Carolina - Counselor and Coordinator Lunch 30 attendees
• Texas – College Fair 75 universities, 1000 students
• GIBS - Counselor Workshop 30 attendees
• Ontario - Counselor Breakfast 35 attended, School visit (Ridley College) OURA
• Rocky Mountain - Counselor Breakfast 28 attendees, UCD IB 101, Community College 101
• Wisconsin - Counselor Breakfast 25 attendees, College Fair, University IB 101 22 attendees,
Parent Session 30 attendees
• Ohio – Assisted in planning and promoting college fair, sent materials
• IBMA - Assisted in promoting college fair, sent materials
• Illinois - Counselor Breakfast 60 attendees , IACAC Session
• California - Counselor Breakfast, Presentations to the Office of the President of the UC
Collaboration with AIBWS:
Page 22
Higher Education Symposium
9/21/2016 24
IB Student Registry
What is the IB Student Registry?
9/21/2016 25
• The IB Student Registry (https://registry.ibo.org/) is an
interactive platform to connect students with the world’s
leading universities and colleges.
• Students profiles allow students to highlight their academic
and extracurricular involvement as well as test scores.
• Universities profiles showcase their recognition policies and
provide information about credits and scholarships offered.
• Through a subscription to the Registry, universities are able
to search and access student profiles.
Why should I
create a profile?• Find a specific
university destination
• Browse through credit
and award policies at
universities and
colleges that interest
you
• Showcase your IB
courses, marks and
other activities
9/21/2016 26
How do I Sign Up?
1. Visit https://registry.ibo.org/
2. Click ‘Sign Up’
3. Select ‘Student Account’
Research
Access to IB programmes
60% of all public
schools that
offered IB
programmes in the
US (2012-2013)
were designated
Title I.
© International Baccalaureate Organization, 2015
College enrollment outcomes
DP students from Title I schools
enroll in college at much higher
rates than the national averages.
© International Baccalaureate Organization, 2015
College enrollment outcomes
© International Baccalaureate Organization, 2015
• Low-income African
American DP students
from Title I schools have
the highest college
enrollment rate among
the racial/ethnic groups
in this study (84%),
while nationally the
college enrollment rate
of African American
students is the lowest
(57%).
Key points
• IB programmes have a substantial presence in Title I schools.
• Race/ethnicity and income of an IB student has limited effects on his or her college enrollment.
• African American DP students from Title I schools have the highest postsecondary enrollment rate among the
racial and ethnic groups in this study.
© International Baccalaureate Organization, 2015
Diploma Impact Studies
(1) ) Working to My Potential: Experience of CPS Students in the IB Diploma
Programme (2012)
(2) Postsecondary educational attainment of IB Diploma Programme candidates
from US high schools (2013)
(3) Performance in First College Courses of Florida IB Students (2011)
(4) Exploring the Benefits of the International Baccalaureate Extended Essay for
University Studies at the University of Virginia (2013)
Other studies can be found at:
http://www.ibo.org/research/policy/programmevalidation/
© International Baccalaureate Organization 2013
• Working to My Potential: The Experiences of Chicago
Public Schools Students in the IB Diploma ProgrammeChicago Postsecondary Transition Project at the University of Chicago, Consortium on Chicago School Research 2012
• Key Findings:
• Compared to a matched comparison group, DP students more likely to:
• go to college
• go to a selective college
• persist in college for at least two years.*
• DP students in college reported:
• feeling prepared to succeed and, indeed, excel in their coursework
• their strong academic skills, work ethic, motivation, time management and willingness to seek help as sources of strength in the transition to college-level work
• their preparation in the DP as the source of their success as college students.*Outcomes do not take into account IB exam or overall DP scores, suggesting that the benefits extend to all DP students, not just
those who earn the diploma.
Diploma Impact Study (1)
© International Baccalaureate Organization 2013
Diploma Impact Study (1)
College Attendance and Persistence: DP Students vs. Control Group
• ** = p-value< 0.01, * = p-
value<0.05, ~ = p-value<0.10
• Note: Students in this figure
graduated between 2003 and
2007. They represent all
students who enrolled in the
‘pre-IB’ programme in the 9th
grade and then enrolled in the
formal 11th grade DP, as well
as a set of matched students
with similar characteristics.
© International Baccalaureate Organization 2013
35
Demographics of IB in Chicago Public Schools
79% of CPS students
enrolled in DP courses
qualify for free or
reduced lunch
64 % of CPS students
enrolled in DP courses
are female
79%
21%Free/ReducedLunch
Non-reducedLunch
64%
36% Female
Male
Diploma Impact Study (1)
36
Demographics of IB in CPS High Schools
16% 2%
51%
18%
12%
1%
WHITE, NON-HISPANIC
MULTI
HISPANIC
BLACK, NON-HISPANIC
ASIAN
AMERICAN INDIAN
IB Students enrolled in DP courses
Diploma Impact Study (1)
Diploma Impact Study (2)Postsecondary educational attainment of IB Diploma Programme candidates from US high schools (2013)
Key Findings:1. Postsecondary enrollment
Overall, 92% of the DP candidates graduating from US high schools in 2005 enrolled in
US postsecondary institutions between May 2005 and November 2011 (Table 1). Seventy-
seven percent enrolled directly from high school (before 31 January 2006).
2. Postsecondary destinations
Overall, DP candidates enrolled at 487 four-year institutions in 49 US states (all except
North Dakota) and the District of Columbia immediately after graduation.
3. Retention rates at four-year institutions
The rate of first-year retention of DP students enrolled at four-year institutions was 98%,
while the rate of two-year retention was 97% of initial enrollment. By comparison, the first-year
retention rate at all U.S. four-year institutions was 75% (NCHEMS 2013).
4. Graduation rates at four-year institutions
Overall, 74% of the DP graduates who enrolled at four-year institutions graduated within
four years. These results account for student transfers across institutions. By comparison, at
the national level, 38% of the students who enrolled full-time at four-year institutions in 2004
graduated within four years (Knapp, Kelly-Reid, Ginder 2012a).
© International Baccalaureate Organization 2013
• Performance in First College Courses of Florida IB
Students Center for Education Policy, SRI International 2011
• Key Findings:
• A positive association was found between scores on an IB subject
exam and grades in their first college courses in that subject.
• Overall, 59% of students who scored a 6 or 7 on an IB exam earned an
A in their first college course in that subject.
• College course choice varied more by performance than level of IB
course.
• Higher-scoring students took more advanced classes.
• In the three sciences and Spanish, the level of exam didn’t matter much; it did matter in mathematics, English and French.
Diploma Impact Study (3)
© International Baccalaureate Organization 2013
0%
10%
20%
30%
40%
50%
60%
70%
1 2 3 4 5 6 7A B C D F
IB scores and university course grades for mathematics
Subject Level Performance in the University of Florida SystemThe data represent more than 20,000 IB candidates in the University of Florida system from 1995 to 2007.
Diploma Impact Study (3)
© International Baccalaureate Organization 2013
Diploma Impact Study (4)Exploring the Benefits of the International Baccalaureate Extended Essay for University Studies at the University of Virginia
(2013)
Key FindingsThe IB’s extended essay does have an effect on student’s research confidence and
willingness to engage in future research.
78% of the survey sample indicated that they intended to complete a graduate, doctoral or
other professional degree.
IB students were significantly more likely than former AP students to indicate they: felt prepared for college-level coursework involving research.
had executed a research project at UVA.
took pride in their research.
intended to conduct future research.
found their research skills to be important to future success.
Interviewees indicated the EE supported skills such as gathering and evaluating evidence,
time management and confidence in writing.
A statistically significant relationship existed between EE scores and college GPAs, after
controlling for background characteristics.
© International Baccalaureate Organization 2013
Diploma Impact Study (4)
4.2
4.2
4.4
4.2
4.3
3.7
3.7
4.3
3.9
4.1
4.2
4.0
4.0
3.6
3.5
4.1
1.0 2.0 3.0 4.0 5.0
I am satisfied with my research…
I anticipate using research skills in my…
Having good research skills is…
I would encourage other UVA…
I am proud of the work I produced for…
I will complete another research…
My research experience increased my…
My research experience interested me
AP
IB
IB and AP Alumni’s Perceptions of Excitement and Engagement with Conducting Research
© International Baccalaureate Organization 2013
• GENERAL INFORMATION
• International Baccalaureate Organization public website: http://www.ibo.org/
• Interpreting IB Transcripts: http://www.ibo.org/en/digital-toolkit/country-specific-materials/
• Diploma Validation Studies: http://www.ibo.org/en/about-the-ib/research/programme-impact-
research/programme-impact-studies/diploma-studies/
• Curriculum Briefs: http://www.ibo.org/en/university-admission/recognition-of-the-ib-diploma-by-countries-
and-universities/ib-recognition-resources-and-document-library/
• University Admissions Blog: http://blogs.ibo.org/universityadmissions/
• CONTACTS
• Regional Associations: http://www.ibo.org/en/contact-the-ib/associations-of-ib-schools/
• IB Answers: https://ibanswers.ibo.org/
Resources
© International Baccalaureate Organization 2013
Resources for Counselors
• Coming Soon:
• Professional development materials for counselors (Brochure, Toolkit and
workshops for counseling low-income students)
• Information on applying to universities in Europe and the UK
• Contacts:Marie Vivas, IBA
University Relations
Manager
301.202.3178
Rachelle Bernadel, IBA
University Relations
Administrator
301.202.3177
Questions?
Thank you for your attention
For additional information please contact me at
9/21/2016 44
International Baccalaureate® · Baccalaureate International ® · Bachillerato Internacional ®
Marie Vivas
University Relations Manager
IB Americas
Marketing your Programme and Students
How to show colleges what they want:
ContextSchool profile –
•When was IB instituted and why?
•How many IB students at the school/in grade 12?
•Proportion/number of full diploma students?
•Historical pass rate/average score?
•IB grade distribution last year?
•Which classes offered at HL?
•More than 3 HL allowed?
How to show colleges what they need:
Clarity
• Transcript –
• Identify IB (including HL/SL), AP, online, honors, dual
enrollment, etc.
• State whether IB adds point value to GPA/rank
• Clearly indicate whether student will earn full IB diploma
• Use counselor letter to highlight IB
• Especially challenging combo of courses, extra HLs
• EE topic or language
• CAS as it relates to character/personality
• Help educate admission officers who don’t know the IB
How can high schools market their IB
students?
School documents
• Transcript
• watermark
• special letterhead
• Stamp
• identify IB students through recommendation letter
Help IB students shine in their applications
Application tips
• Activity section – highlight CAS and EE
Essay & Interview tips
• TOK – did you change a belief
• EE – curiosity, independence, passion about a topic
• CAS – colloboration, service, character
• Bilingual education
• International perspective
• Help students see what makes the IB unique
Help IB students market themselves at
college
• Seek out Professor for class you want to get into
• Find out who sets IB credit policy at your university
• Utilize resources on IBO website:
http://www.ibo.org/recognition/resourcesanddocumentlib
rary/
• Get syllabi from your high school
Training counseling staff on the IB
• Elevator speech for greeting admissions officers about
your IB program
• Make sure that IB coordinator works with counselors to
understand the IB
• Quick tutorial on the IB: http://ibo.org/iba/
ResourcesGENERAL INFORMATION
International Baccalaureate Organization public website: http://www.ibo.org/
Interpreting IB Transcripts: http://www.ibo.org/diploma/recognition/guide/slidef.cfm
Diploma Impact Studies: http://www.ibo.org/research/policy/programmevalidation/diploma/
Resources and Documents: http://www.ibo.org/recognition/resourcesanddocumentlibrary/
University Admissions Blog: http://blogs.ibo.org/universityadmissions/
CONTACTS
IB Answers: https://ibanswers.ibo.org/
Marie Vivas, IBA University Relations Manager
(301) 202-3178
Rachelle Bernadel, IBA University Relations Administrator
(301) 202-3177
Leveraging Your IB
Experience!
IB and 21st Century Skills, Perfect Alignment
Key 21st century skills subjects
• English & language arts
• World languages
• Arts
• Mathematics
• Economics
• Science
• Geography
• History
• Government and Civics
IB Learners are College-Ready Learners!
21st Century skills• Interdisciplinary
Global awareness
Civic literacy
Environmental literacy
• Learning & innovation
Creativity
Critical thinking & problem solving
Communication & collaboration
• Information skills
Information literacy
Media literacy
Technology literacy
• Life & career skills
Flexibility & Adaptability
Initiative & Self Direction
Social & Cross-Cultural Skills
Source: P21: Partnership for 21st Century Learning
• Myth: If an IB student does not receive the full diploma,
universities look at that unfavorably and students feel “time
wasted.”
• Fact: Universities view students who have taken the programme
well prepared for campus life regardless of diploma status and this
influences holistic admissions decisions.
81%64% 58% 51%
22%
0%20%40%60%80%
100%
Admissions offices know
that grades in the most
challenging courses won’t
necessarily be as high as
What are admissions
offices looking for?Percentage of college
admission directors attaching
“considerable importance” to
the following factors
(Source: The State of College Admission, NACAC, 2014)
Program Research
DP students are more likely to enroll in college, to enroll in
selective colleges, and to perform better than their non-IB
peers.
57
71.0%
38.1%
53.3%
80.3%
57.0%
77.2%
0% 20% 40% 60% 80% 100%
Persisting at a college for twoyears
Attending a more selective college
Attending a four-year College
IB Diploma Students Comparison Group
Source: Consortium for Chicago School
Research, University of Chicago, 2012
What’s in it for you?
• When compared to a matched comparison group, IB students are 40% more likely to attend a four-year college and 50% more likely to attend a more selective college.
• IB students in four-year colleges are significantly more likely to persist in four-year colleges for two years.
Source: Working to my Potential, UChicago Consortium on School Research, 2012
Shining as a Diploma
Candidate…Activity section –
• Highlight CAS, EE and alignment to learning objectives
Personal statement & Interview Section—
• TOK – did you change a belief?
• EE – curiosity, independence, passion about a topic
• CAS – colloboration, service, character
• Interdisciplinary nature of courses and holistic nature
• Bilingual education
• International perspective
59
How to advocate for yourself once on
campus
1. Find out who sets IB credit policy at your university
2. Seek out professor for class you want to get into
3. Utilize resources on IBO website:
• Diploma Programme Subject Briefs
• HL/SL explanations
• Grade Descriptors
4. Obtain syllabi from your high school (internal
assessments, practice papers, presentations)
5. Have EE abstract readily available
Finding IB Scholarships
• Check universities websites
directly (calling admissions
offices are helpful too!)
• IB Community Blog
• Funding
Opportunities
Page 62
Top 25 IB Transcript Receiving Universities in
North America
639/21/2016
Percentage of Freshman IB Students enrolled in
Top 25 Liberal Arts and Research Institutions in
the US- Fall 2015
What is the IB Student Registry?
64
• The IB Student Registry (https://registry.ibo.org/) is an
interactive platform to connect students with the world’s
leading universities and colleges.
• Students profiles allow students to highlight their academic
and extracurricular involvement as well as test scores.
• Universities profiles showcase their recognition policies
and provide information about credits and scholarships
offered.
• Through a subscription to the Registry, universities are
able to search and access student profiles.
Why should I
create a profile?
• Find a specific
university destination
• Browse through credit
and award policies at
universities and
colleges that interest
you
• Showcase your IB
courses, marks and
other activities
65
How do I Sign Up?1. Visit https://registry.ibo.org/
2. Click ‘Sign Up’
3. Select ‘Student Account’
Keep Active in the Summer
Extended Essay
Summer Readings
Internal Assessments
FAFSA Preparation
Narrow down the list of colleges
66