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... the following results are based on students enrolled in the DP who graduat- ed in 2013 from Title I public high schools. Figure 4 shows that the highest percentage of DP exam takers in Title I schools are white (48%), followed by Hispanic (21%) and African American (13%), Asian (13%) and American Indian (1%). In addition, a third of the DP exam takers in Title I schools qualified for free or reduced-price meals. ...
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... U.S. schools offering IBs are diverse, including 36% private schools and 64% public schools, more than 30% of which are Title I eligible; more than 40% of students enrolled in IBDPs are students of Color and 16% are eligible for free or reduced meals (Gordon et al., 2015). At the secondary school level, referred to as the International Baccalaureate Diploma Program (IBDP), all students participate in a curriculum that emphasizes academic rigor to prepare students as lifelong learners who are inquisitive, knowledgeable, communicative, principled, caring, balanced, and reflective (IBO, 2019). ...
Using structural equation modeling, the current study analyzed data from 249 college students to examine how four aspects of ownership of learning (engagement in learning, self-direction, self-efficacy, and self-monitoring) predicted academic, social, and institutional adjustment to college. Results indicated the model was a good fit to the data overall, but that the three types of adjustment were predicted by different components. Implications of the findings for student affairs personnel are discussed.
... There has been a reported increase in the participation of low-income students in IB courses and programs, as well as the enrollment and one-year retention rate of DP candidates identified as low-income in four-year colleges after high school, matching the retention rate of their higher income peers (Caspary et al., 2015). In addition, approximately 60% of public schools in the United States with an IB program were Title I schools, reflecting an increase in availability and access to IB's rigorous program, specifically for students from socioeconomically disadvantaged backgrounds (Gordon, Vanderkamp, & Halic, 2015). ...
... When students have greater access to school counselors, they are likely to receive information about academic, college, and career information, an especially critical impact for students and families of underrepresented backgrounds who may have less social capital about pursuing postsecondary education (Bryan, Moore-Thomas, Day-Vines, & Holcomb-McCoy, 2011). In addition, research has shown that the IB program can be a way to close achievement and opportunity gaps for low-income students (Coca et al., 2012;Gordon et al., 2015;LaCour, York, Welner, Valladares, & Kelley, 2017). ...
Although the International Baccalaureate Organization (IBO) recognizes the importance of school counselors, there is limited guidance about the expectations and roles of school counselors in serving the diverse needs of students in IB schools. With the IBO’s movement toward a mission of “IB for All” to address equitable access to academic rigor, this also aligns with school counselors’ ethical responsibilities as advocates, collaborators, and leaders to promote access and equity for all students. The authors (a) highlight the work of one school counseling program that developed and implemented initiatives, using the U.S.-based ASCA National Model (ASCA, 2019a) as a framework, to increase access to the IB program for diverse students and families; and (b) articulate the potential roles of school counselors in promoting students’ academic, social and emotional, and postsecondary development and trajectories from grades nine through 12 in the IB Middle Years and Diploma Programs.
The Career-related Programme (CP) is an innovative education programme by the International Baccalaureate (IB). Designed to promote college and career readiness equally in the last two years of high school, the CP combines rigorous university preparatory coursework with targeted career-related studies. This study examines the patterns of higher education enrolment, destination and persistence of all CP graduates from high schools in the US between 2013 and 2015. The results indicate that CP graduates enrol in higher education at higher rates than do all high school graduates nationally and career and technical education concentrators specifically: 81% versus 68% versus 70%, respectively. They persist for 1 year at higher rates than do all high school graduates: 89% versus 72%, respectively. Results of logistic regression show that the number of IB exams and the completion of the CP certificate are significant predictors of postsecondary enrolment and that higher mean IB exam scores predict higher odds of a student attending a 4-year institution over a 2-year institution. The results suggest that students who engage in career and technical education alongside rigorous university preparatory coursework within the CP are well-prepared to succeed in higher education.
