Rampart High School International Baccalaureate Diploma Program Information Handbook

IB Coordinator (MYP/DP): B rian Herman DP Counselor: Andrea Lucero DP /EE Coordinator: Trisha Anthony DP/CAS Coordinator: Andrea MacFarlane DP Admin Asst: Brian Hutchison

January 2021 Table of Contents

Section 1: International Baccalaureate Organization

- IB Programmes - The IB Diploma Program - IB Diploma Programme: A Strong Predictor of Success in University - IB World Schools Data - IB Leaner Profile - IB Recognition - IB Americas

Section 2: IB Diploma Parent Pack

- What is an IB Education - How to make your IB credentials stand out in the University Process - Frequently Asked Questions about the Diploma Program - Key findings from research on the Diploma Program Core - Support Tips for DP Parents from DP Teachers/DP Teacher-Parents - What is the Extended Essay (EE) - What is Creatively, Activity and Service (CAS) - What is the Theory of Knowledge (ToK) Course

Section 3: University Acknowledgement of IB Diploma & Course

- Worldwide and United States Listing

Section 4: Rampart High School Specific IB Diploma Program Material

- History of the IB/DP at Rampart High School - RHS DP Course Offerings - RHS Diploma Program Course Flowchart

Section 1

International Baccalaureate Organization IB Programmes

What is an International Baccalaureate • develops effective approaches to teaching and (IB) education? learning – our programmes help students to develop the attitudes and skills they need for both academic An IB education is unique because of its rigorous and personal success academic and personal standards. IB programmes challenge students aged 3 to 19 to excel not only in their • works within global contexts – our programmes studies but also in their personal growth. increase understanding of languages and cultures We aspire to help schools develop well-rounded and explore globally significant ideas and issues students, who respond to challenges with optimism • explores significant content – our programmes offer and an open mind, are confident in their own identities, a curriculum that is broad and balanced, conceptual make ethical decisions, join with others in celebrating and connected. our common humanity and apply what they learn in real- Informed by values described in the IB Learner Profile, world, complex and unpredictable situations. IB learners strive to become inquirers, knowledgeable, Through our high-quality programmes of international thinkers, communicators, principled, open-minded, education, we aim to inspire a quest for learning caring, risk-takers, balanced, and reflective. These throughout life that is marked by enthusiasm and empathy. attributes represent a broad range of human capacities Our vision is to offer all students an IB education that: and responsibilities that go beyond intellectual • focuses on learners – our student-centred development and academic success. programmes promote healthy relationships, ethical responsibility, and personal challenge

ib world schools yearbook 2020 | 19 The IB Diploma Programme

Education for a better world The Diploma Programme: Preparing students for success in higher education and to be active participants in a global society What is an IB education? courses are taken at SL (150 teaching hours). SL courses ensure students are exposed to a range of disciplines that they might otherwise opt out of, and The IB continuum of international education for students aged 3 to 19 years HL courses allow students to spend more time with subjects they are more old is unique because of its academic and personal rigour. We challenge interested in by exploring options in addition to the SL core curriculum. In this students to excel in their studies and in their personal development. We aim sense, all DP courses, regardless of whether they are SL or HL, are integral to to inspire a love of learning throughout life that is marked by enthusiasm and the programme. Students can study and take examinations in English, French empathy. The IB aspires to help schools develop well-rounded students who or Spanish. Two courses are classified as interdisciplinary, meaning that they respond to challenges with optimism and an open mind, are confident in satisfy the requirements of more than one subject group. their own identities, make ethical decisions, join with others in celebrating our common humanity and are prepared to apply what they learn in real-world, • Literature and performance (studies in language and literature subject group complex and unpredictable situations. and the arts subject group) Approaches to teaching and learning • Environmental systems and societies (individuals and societies subject group and sciences subject group) IB programmes are taught by teachers who explicitly help students learn how to develop the attitudes and skills they need for both academic and personal In addition to disciplinary and interdisciplinary study, the DP features three success. core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills. Approaches to teaching There are six key pedagogical principles that underpin all IB programmes. The Diploma Programme core Teaching in IB programmes is: The extended essay (EE) requires students to engage in independent • based on inquiry research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies EE option allows students to • focused on conceptual understanding focus on a topic of global significance, which they examine through the lens of • developed in local and global contexts at least two DP subjects. • focused on effective teamwork andcollaboration Theory of knowledge (TOK) develops a coherent approach to learning • differentiated to meet the needs of all learners that unifies the academic disciplines. In this course on critical thinking, • informed by assessment (formative and summative). students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction. Approaches to learning Creativity, activity, service (CAS) emphasizes helping students to develop This area develops essential skills that include skills of behaviour and emotional their own identities in accordance with the ethical principles embodied management, skills that allow the student to monitor their own effectiveness in the IB mission statement and the IB learner profile. CAS complements a in their learning and skills that allow them to process information effectively challenging academic programme in a holistic way, providing opportunities (often called “study skills” in a school environment). Although these skills may for self-determination, collaboration, accomplishment and enjoyment. It be in use when developing a certain natural ability or talent, they are different involves students in a range of activities alongside their academic studies from both ability and talent themselves because proficiency in any skill can be throughout the DP. The three strands of CAS are creativity (exploring and increased through the deliberate use of techniques and strategies, feedback extending ideas leading to an original or interpretive product or performance), and challenge. Skills are therefore highly teachable. activity (physical exertion contributing to a healthy lifestyle) and service Teaching and learning in the Diploma Programme (DP) therefore (collaborative and reciprocal engagement with the community in response to incorporates the development of: an authentic need). • thinking skills Assessment • communication skills Students take written examinations at the end of the programme, which are • social skills marked by external IB examiners. Students also complete assessment tasks in • self-management skills the school, which are either initially marked by teachers and then moderated • research skills. by external moderators or sent directly to external examiners. The grades Although these are presented as distinct categories, there is some overlap awarded for each course range from 1 (lowest) to 7 (highest). Students can and close connections between them. These categories should be seen as also be awarded up to three additional points for their combined results on interrelated, as well as linking closely with the attributes highlighted in the IB TOK and the EE. The diploma is awarded to students who gain at least 24 learner profile. IB students work to become inquirers, knowledgeable, thinkers, points, subject to certain minimum levels of performance across the whole communicators, principled, open-minded, caring, risk-takers, balanced and programme and to satisfactory participation in the CAS requirement. The reflective. highest total that a DP student can be awarded is 45 points. Assessment is criterion-related, which means student performance is measured against What is the IB Diploma Programme? specified assessment criteria based on the aims and objectives of each subject’s curriculum, rather than the performance of other students taking the The IB Diploma Programme is an academically challenging and balanced same examinations. programme of education, with final examinations, that prepares students aged 16 to 19 for success at university and in life beyond. It has been designed to Research address the intellectual, social, emotional and physical well-being of students. Whether conducted in collaboration with the IB or independently, research The programme has gained recognition and respect from the world’s leading generally suggests that an IB education has a positive impact on schools, universities. students and teachers. Research plays a central role in the development, quality assurance and assessment of impact of the IB programmes and The curriculum services. The IB conducts research in two key areas: programme impact DP students must choose one course from each of five subject groups research, which investigates the implementation and impact of IB delivering a breadth of knowledge and understanding in language programmes, and programme development research, which supports the and literature, individuals and societies, the sciences and mathematics. development review of all programme curriculum and pedagogy. Research Furthermore, students must also choose either an arts course from the arts conducted both by the IB and external bodies show the DP curriculum and group or a second course from one of the other subject groups. DP courses assessment compares favourably to other qualifications. To review latest can be taken at higher level (HL) or standard level (SL). At least three, and not research on the DP visit www.ibo.org/research. more than four, are taken at HL (240 teaching hours), while the remaining MA PROG PLO RAM DI M IB S IN LANG E UDIE UAG ST LITERAT E AND URE

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Diploma Programme subject groups Sciences -- Biology Studies in language and literature -- Chemistry -- Language A: literature—55 languages offered -- Computer science -- Language A: language and literature—17 languages offered -- Design technology -- Literature and performance (SL only) (also the arts subject group)— -- Environmental systems and societies (SL only) (also individuals 3 languages offered and societies subject group) Language acquisition -- Physics -- Language B—23 languages offered -- Sports, exercise and health science (SL only) -- Language ab initio (SL only)—12 languages offered Mathematics -- Classical languages—2 languages offered - Mathematics Application & Interpretation HL Individuals and societies - Mathematics Application & Interpretation SL -- Business management - Mathematics Analysis and Approaches HL -- Economics - Mathematics Analysis & Approaches SL -- Environmental systems and societies (SL only) (also sciences The arts subject group) -- Dance -- Geography -- Film -- Global politics -- Literature and performance (also studies in language and -- History literature subject group) -- Information technology in a global society -- Music -- Theatre -- Philosophy -- Visual arts -- Psychology -- Social and cultural anthropology Diploma Programme courses online -- World religions (SL only) Students can enroll in a range of authorized DP courses online offered via their IB World School. Perceptions of university officials What do university admission officials and IB graduates say about the DP?

“It’s the most secure foundation available for successful college graduation.” Jonathan Burdick, Dean of College Admission, University of Rochester, USA

“This is an invaluable experience for a liberal arts education that emphasizes critical thinking.” Madhavi Menon, Director, Center for Studies in Gender and Sexuality and Professor of English, Ashoka University, Harayana, India

“When I entered my new college environment, my experience in IB gave me the foresight to understand the power of hard work and pushing through difficulty.” Alumnus Rachon Sweiss received his IB diploma from Granada Hills Charter High School in 2015.

“Learning in an IB environment involves critical thinking and depth of understanding, skills that are invaluable to making informed decisions in higher education and the workplace.” –Alumnus Byron Dolon received his IB diploma from the Shanghai American School, China.

The IB mission statement The International Baccalaureate 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 programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Learn more about the process of becoming an IB World School at www.ibo.org/become or email [email protected].

• Become an IB student • Teach at an IB World School • Become an IB World School • Volunteer or work for the IB

Support our mission and join the IB community at www.ibo.org

© International Baccalaureate Organization 2017

The words ‘INTERNATIONAL BACCALAUREATE®’, ‘BACCALAURÉAT INTERNATIONAL®’, ‘BACHILLERATO INTERNACIONAL®’ and ‘IB®’ are registered trademarks of the International Baccalaureate Organization and may not be used as (or as part of ) a product or publication name, company name or registered domain name without the express written permission of the International Baccalaureate Organization. 978-1-78832-060-3 DP0027 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® IB Diploma Programme: A strong predictor of success in university Recent research on the performance of students in the IB Diploma Programme

By 2014, more than 1 million International Baccalaureate (IB) students will have participated in the IB Diploma Programme, and more than 120,000 Diploma Programme students will be entering university each year. IB students represent a broad range of nationalities from nearly 140 countries and reflect diverse experiences and perspectives, which they apply to their learning in the Diploma Programme. These experiences, in combination with the emphasis on international- mindedness and academic rigour of the Diploma Programme, provide students with a unique set of skills, attitudes and perspectives for success in university and life in the 21st century.

www.ibo.org Academic strength of students and IB World Schools

Taking into account extensive research and analysis of the IB Diploma Programme and IB students in higher education, the highest score on the diploma is equivalent to 720 points on the United Kingdom’s (UK) Universities & College Admissions Service (UCAS) tariff. In a separate analysis, UCAS found that over 70% of IB students gain offers for entry to higher education, and the vast majority of students attend Russell Group universities.

These findings are complemented by other studies that support the rigour and strength of IB programmes as preparation for university. Research confirms IB students are prepared for university

A study by the Education Policy Improvement Center (EPIC) confirmed that IB students have the knowledge and skills for success during their first year of university study. EPIC aligned the Knowledge and Skills for University Success, a set of standards endorsed by 28 leading research universities, with the standards of the IB Diploma Programme.

“The IB standards demonstrate a very high degree of alignment with the Knowledge and Skills for University Success (KSUS) standards in all subject areas. In addition, many of the individual IB standards are at a level more advanced than entry-level college courses.” David Conley and Terri Ward, Educational Policy Improvement Center, Eugene, Oregon, USA

EPIC findings EPIC’s model of expectations for university The IB Diploma Programme is exceptionally strong EPIC identified four main components in the areas of key cognitive strategies, problem for university preparedness. solving, critical thinking, analysis, research and writing skills. Through the IB languages curriculum Key cognitive strategies describe the ways of and the core components, including the extended thinking that are necessary for university-level essay and theory of knowledge, IB students develop work. the ability to interpret, analyse, think critically and present arguments. They learn to question Key content knowledge refers to the need and reflect on what they know. They also learn to for students to master writing skills, algebraic research, write and present what they have learned. concepts, key foundational content and “big The IB curriculum meets or exceeds the standards ideas” from core subjects in order to meet for key content knowledge. IB students, in many university expectations. cases, go beyond what is required for success. According to findings from the study, mathematics Academic behaviours consist largely of study skills and self-monitoring. Examples include and science standards are exceptionally strong with time management, awareness of one’s current many standards going beyond what students are level of mastery and the selection of learning expected to know in their first year of university. strategies. Through the preparation for the IB assessments and participation in the Diploma Programme, IB students Contextual skills and awareness, or “campus also learn academic behaviours and contextual skills refers to the understanding of knowledge”, that allow them to adapt well to university courses university admissions processes, university and campus life. The IB Diploma Programme culture, tuition and financial aid and university- encourages the development of the attitudes and level academic expectations. habits of mind that encourage emotional maturity, responsibility and interpersonal skills. Recent studies on IB Diploma Programme graduates in university confirm that they perform well and have significantly higher grade point averages (GPAs) and higher graduation rates than students who did not complete the IB Diploma Programme. Scores on IB assessments are also a significant predictor of performance in university. Approximately 65% of the students in the Diploma Programme are in state schools. Research also shows that, regardless of an IB student’s background or socio- economic status, they do exceptionally well at university and in most cases perform significantly better than their peers who did not participate in the IB Diploma Programme. Student performance measured by critical thinking, not rote memorization IB assessments are curriculum-based. The depth and breadth of the programme provides students with exposure to an academically challenging curriculum that emphasizes the use of a variety of assessments, including an emphasis on written essays that reflect students’ ability to write, think critically, look at issues from all sides and present arguments based on evidence to support their point of view. The IB assessment tasks evaluate students’ ability to think and process what they know, rather than assessing rote learning skills.

“Curriculum-based achievement tests are the fairest and most effective assessments for college admissions and have important incentive or signaling effects for our K–12 schools as well: They help reinforce a rigorous academic curriculum and create better alignment of teaching, learning and assessment all along the pathway from high school to college.” Richard C. Atkinson, president emeritus, University of California, and Saul Geiser, University of California, Berkeley, Center for Studies in Higher Education, Reflections on a Century of College Admissions Tests, April 2009 Universities around the world say IB students are ‘well prepared’

In a survey of 150 university faculty and admissions staff from the UK, the IB Diploma Programme was rated higher than other qualifications based on the breadth of the curriculum; development of critical thinking, time-management and communication skills; and motivation of the students.

• 97% were satisfied the Diploma Programme prepares students for university. • 96% favoured a broad curriculum of the type IB offers. • 57% felt the Diploma Programme offers an advantage to students as preparation for higher education.

Similarly, a survey of 160 university faculty and admissions staff from Australia and New Zealand showed that 77% of respondents indicated that the IB Diploma Programme prepares students well for university.

Motivated and enthusiastic learners perform well and complete their degrees

According to data from the National Student Percentage of students graduating with a bachelor’s Clearinghouse, a data source for students in degree in the University of California system within postsecondary institutions in the United States (US), six years students who receive the IB diploma are 38% more 100% likely to graduate from university with a degree than 80% other students in higher-education institutions. Some 90% 88% of IB diploma students received a bachelor’s 60% 81% degree within six years or less, and international IB 40% diploma students attending US schools showed similar 20% graduation rates (86%) compared to a rate of 58% for 0% all students. The strong performance of IB diploma IB Diploma Programme students UC comparison group students in university is consistent for IB students Source: University of California Office of the President (UCOP) data, regardless of whether they attended state or private 2000–2002, IB analysis. schools or the socio-economic status of the student. Analysis of IB students in Florida yielded similar Percentage of students graduating with a bachelor’s results. The performance of IB Diploma Programme degree within six years students on their IB assessments showed a positive correlation with their performance in university. Among 100% 1,911 IB students entering into the State University 80% 88% System of Florida in 2000 and 2001, 70% earned a 60% 86% bachelor’s degree within four years and 84% earned 40% 58% a bachelor’s degree within six years. The grade point 20% average of this group was 3.4 (out of a possible 4.0). 0% Percentage of IB students graduating with a Students receiving the International students All students IB diploma receiving the IB diploma bachelor’s degree from the State University studying in the US System of Florida Source: Integrated Postsecondary Education Data System (IPEDS) 100% of National Center for Education Statistics, National Student 80% Clearinghouse, IB analysis, based on data obtained for students taking 84% exams in May 2000 and May 2001. 60% 70% 40% Within the University of California system from 2000– 20% 2002, IB diploma students showed higher graduation 0% rates than a matched comparison group of students Within 4 years Within 6 years of similar backgrounds and achievement levels. They also had higher GPAs, both at the end of their first Source: Integrated Postsecondary Education Data System (IPEDS) of National Center for Education Statistics, National Student year and upon graduation. Furthermore, scores on the Clearinghouse, IB analysis, based on data obtained for students taking IB diploma were strong predictors of performance in exams in May 2000 and May 2001. university, and a 1-point increase in the IB exam score was associated with a corresponding increase in GPA of up to .38 points or approximately 10%. “IB students are terrific learners. They’re inquisitive and don’t just question what they’re learning, but why.” Martha Piper, former president, University of British Columbia, Canada

The University of British Columbia also conducted an extensive study of the performance of IB students during their first year. Based on the research, performance on the IB diploma, as measured by the score, was a strong predictor of success at the University of British Columbia, where students with scores in the 27–30 point range perform the same as straight-A students out of Canadian provinces’ high school curriculum.

IB students are more engaged learners

In 2009, the High School Survey of Student Levels of social engagement

Engagement (HSSSE) by Indiana University’s IB students Non-IB students Center for Evaluation and Education Policy Overall 9.2 surveyed some 40,000 high school students across 7.9 12th Grade 9.2 three broad dimensions of student engagement: 6.9 9.2 academic, social/behavioural and emotional. 11th Grade 7.6 Responding to questions about the amount of 9.2 10th Grade 8.3 time spent studying, engagement in classroom 9.1 9th Grade 8.2 discussions and the types of academic tasks they 0 2 4 6 8 10 do inside and outside of the classroom, IB students showed significantly higher levels of academic Source: High School Student Engagement Among IB and Non-IB engagement compared to students within the same Students in the United States: A Comparison Study, a report by school and to those in the larger survey population. International Baccalaureate, and analysis of 2009 HSSSE Results, Center for Evaluation and Education Policy, Indiana University. Levels of academic engagement Through the focus on challenging academic IB students Non-IB students content and the key cognitive strategies in the 40.3 Overall 39.9 Diploma Programme, IB diploma students are able 40.5 12th Grade 35.6 to demonstrate the ability to think critically and to 40.6 apply concepts across disciplines and subjects. In 11th Grade 35.9 10th Grade 40.2 university courses, they show intellectual initiative, 37.3 emotional maturity and self-management skills, 9th Grade 40 37.5 qualities that lead them to stand out from 33 34 35 36 37 38 39 40 41 their peers.

Source: High School Student Engagement Among IB and Non-IB Students in the United States: A Comparison Study, a report by International Baccalaureate, and analysis of 2009 HSSSE Results, Center for Evaluation and Education Policy, Indiana University.

“We’re looking for students who are engagers-- students who are maximizing opportunities in and out of the classroom. What’s very unique about IB is that through its curriculum it allows students to be able to satisfy the requirements of the types of students that we’re looking for.” Dr Kedra Ishop, vice provost and director of admissions, University of Texas at Austin, USA For more information on these findings and the latest research on IB student performance, visit the research section on the IB website, http:// www.ibo.org/research.

International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization.

© International Baccalaureate Organization 2010 About the IB

Figure 2: IB World Schools Total number of IB World Schools: 5,183 in 158 countries (as of November 2019). Breakdown by regions

Africa, Europe, Middle East 97 countries 1,257 Authorized schools Asia Pacific 28 countries 941 Authorized schools Americas 33 countries 2,985 Authorized schools Total 158 countries 5,183 Authorized schools

Does not include European Platform schools. Includes MYP Partner Schools. Breakdown by programmes

PYP MYP DP CP Total Africa, Europe, Middle East 425 328 1,011 86 1,850 Asia Pacific 528 242 610 21 1,401 Americas 836 792 1,815 146 3,589 Total 1,789 1,362 3,436 253 6,840

*As of November 2019 Does not include European Platform schools nor MYP Partner Schools.

As of November 2019, the four IB programmes are taught in 158 countries.

Figure 3: Growth of the four IB Programmes

6,000

5,000

4,000

3,000

Number of Programmes 2,000

1,000

1970 1980 1990 2000 2010 2018

Does not include European Platform nor MYP Partner Schools

ib world schools yearbook 2020 | 15 IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help toIB create a betterlearner and more peaceful world. profile As IB learners we strive to be:

We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories, as research. We know how to learn independently and with others. well as the values and traditions of others. We seek and evaluate a We learn with enthusiasm and sustain our love of learning range of points of view, and we are willing to grow from the throughout life. experience.

We develop and use conceptual understanding, exploring We show empathy, compassion and respect. We have a knowledge across a range of disciplines. We engage with issues commitment to service, and we act to make a positive dierence and ideas that have local and global signi cance. in the lives of others and in the world around us.

We use critical and creative thinking skills to analyse and take We approach uncertainty with forethought and determination; responsible action on complex problems. We exercise initiative in we work independently and cooperatively to explore new ideas making reasoned, ethical decisions. and innovative strategies. We are resourceful and resilient in the face of challenges and change. We express ourselves con dently and creatively in more than one language and in many ways. We collaborate eectively, We understand the importance of balancing dierent aspects of listening carefully to the perspectives of other individuals and our livesintellectual, physical, and emotionalto achieve groups. well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people We thoughtfully consider the world and our own ideas and everywhere. We take responsibility for our actions and their experience. We work to understand our strengths and weaknesses consequences. in order to support our learning and personal development.

The IB learner pro le represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

3 IB Recognition

The IB works with the higher education community to • reasoning, communication and collaboration skills support IB students in getting the recognition they have essential for teamwork. earned, as well as to examine and further develop our • fluency in a second language and global cultural programmes to make sure we continue to offer the best awareness, giving them an edge in our increasingly preparation for university studies and life beyond. The IB connected world. prepares students to thrive in an ever-evolving world by nurturing the skills and attitudes they need to lead happy A number of online resources focusing on recognition of IB and successful lives. The programmes are designed to be innovative from the ground up, which means they’re programmes are available on www.ibo.org. These include always ready to match the educational needs of today. information about IB programmes, research and evidence into the effectiveness of IB programmes, support in policy Through our programmes, students develop: development, and information on where and how the IB is recognized around the world. The purpose is to increase • social, leadership and self-efficacy skills. understanding of the IB’s aims and the unique aspects of • critical thinking and problem-solving skills students each of its programmes, their assessment and the way need to thrive in the future. they prepare students for further education.

ib world schools yearbook 2020 | 37 Americas

Some facts about this region methodology, the IB Educator network allows the IB to make key achievements globally. IB Americas includes IB World Schools in 33 countries The IBEN department within the IB manages the network and territories in Central, North and South America. IB of educators, professionals who are highly experienced World Schools in the Americas are state/public, private, in IB pedagogy and leadership, by recruiting, training, independent, charter, international, parochial, and secular. and assigning them to events requested by other IB They serve a broad and diverse range of students in urban, departments in support of school development (leading suburban and rural communities. As of November 2019, workshops, visiting and consulting schools, etc.). Research there were 6,840 IB programmes worldwide, more than half has shown that educators who belong to the IBEN have (3,589) of which are located in the Americas region. access to up-to-date resources prior to general launch of the documents, show greater commitment and engagement The IB Educator Network (IBEN) with the IB and their school, have greater opportunities to master core IB concepts, improve and practice andragogy The IB Educator Network (IBEN) holds a critical position and pedagogy, understand assessment strategies in depth within the IB, by collaborating with IB educators from 164 and develop professional status. countries who perform a variety of roles (e.g. workshop The IB Educator Network is key in the development and leader, consultant, school visit team leader, field growth of international mindedness and the IB mission. representative, etc.) on behalf of the IB. With a peer-to-peer ib americas

ib world schools yearbook 2020 | 489 IB Americas

Professional development in the Latin America Private universities in Latin America have expressed Americas region great enthusiasm in partnering with the IB to recognize In 2020, over 30,000 educators in the Americas region will the competencies and personal qualities the DP and CP attend IB professional development workshops, either graduates possess. As such, several agreements have been ib americas ib in their schools or at one of our regional events. On-site signed and/or updated considering not only the full Diploma workshops offer the opportunity to provide a variety of points, but also the core components. In the past year, IB trainings to teachers from the same school, as an in-school has signed Memorandums of Understandings (MOUs) with workshop, or to teachers within a school community, as a universities in Argentina, Brazil, Peru, Mexico, and Colombia. district/cluster event. The IB Leadership and IB Education workshop series will United States be offered throughout 2020 at our regional, in-school, and In the US, most universities accept the IB Diploma as a district/cluster events. IB Leadership workshops provide school leaving credential and will grant advanced standing aspiring and experienced leaders with learning focused for IB courses as part of the Diploma Programme, as part on leadership in an international context. IB Education of the Career-Related Programme, or through standard workshops are appropriate for all educators at any point in or higher individual courses. Over 1,000 universities have their journey as lifelong learners. These workshops engage published recognition policies including all of the Ivy League participants in provocative learning experiences around institutions and most highly selective institutions. challenging ideas central to the IB’s mission to make the There has been a growing trend in institutions world a better place through education. using the full diploma to satisfy state/national testing requirements. As universities recognize the holistic nature of IB programmes, lobbying with state and government University recognition institution systems remain a high priority. In the Americas region, more and more universities are In the past year, close to 100 higher education institutions deciding to accept IB credentials and recognize the rigor and have worked with IB staff through webinars and in-person depth of our programmes. In professional associations such trainings to establish or improve their IB recognition policies as National Association of College Admission Counseling to attract these top students. (NACAC), International Association of College Admission Counseling (Int’l ACAC), and many of their affiliates, the IB Canada Diploma is regarded as the gold standard that combines All universities in Canada accept the IB Diploma as a school high academic achievement with the reflection and leaving credential and some of the top institutions award personal growth that come from the Learner Profile. advanced standing for higher level courses. The two

490 | ib world schools yearbook 2020 IB Americas

highest transcript receiving universities in the world are the The full listing of the current Associations of IB World University of Toronto and the University of British Columbia. Schools in the Americas region see in Appendix 4 ‘IB In the province of Quebec, students who complete Associations Around the World’, page 673. the Middle Years Programme and complete the national requirements will obtain the Quebec Diploma of Secondary Studies which qualifies them for higher education studies. IB research Key findings from research in the IB Americas region:

Associations of IB World Schools in the 1. Utilizing a mixed-methods case study, an Americas investigation explored the perceptions of Associations of IB World Schools are independent administrators, teachers and students within organizations established under the Guidelines of four PYP schools in Colombia. Student interviews Associations of the IB. The members are commonly identified teachers as the primary drivers of their IB Candidate and IB World Schools. Groupings in the positive learning experiences. In an accompanying Associations are based on geographically relevant survey, 89.3% of PYP students indicated that they communities to support IB World Schools as well as schools enjoyed being a student at their school while over new to the IB in the region. 90% reported that they were proud to be a student of Associations, who are independent of the IB, support their school (Lester and Lochmiller 2015). member schools through advocacy and by: 2. Within a large school district in the United States • providing current information on the local and (US), researchers investigated the impact of MYP regional context, e.g. what is happening in education, participation on high school course enrollment and achievement. The findings indicated that former changes affecting the schools in their association, MYP students were 34% more likely than non- feedback, advisory capacity, a platform for MYP students to take at least one DP or Advanced collaboration and IB research. Placement (AP) exam in high school. Furthermore, • disseminating updates and seeking advice from MYP enrollment significantly increased the likelihood the IB about core IB services such as professional of earning at least one “college-ready” score1 on development (PD), school services, government and a college preparatory exam (by 39%) (Wade and university recognition. Wolanin 2015). • providing professional development in association 1 A “College-ready” score is defined in this study as a three or with the IB, when a separate agreement is in place. higher on an AP exam or a four or higher on a DP exam. ib americas

ib world schools yearbook 2020 | 491 IB Americas Americas

3. A study in Costa Rica, Argentina (Buenos Aires) Conferences and events and Peru explored the impacts of the DP on students Over 1,700 people attended the 2019 IB Global Conference and teachers in state schools. Students in all three in New Orleans, Louisiana, USA from 18-21 July. The 2020 countries reported highly positive views of the DP IB Global Conference will be held in Toronto, Ontario, overall. In particular, students cited the programme Canada from 23-26 July. The annual conference is an as helpful in developing research, critical thinking opportunity for members of the IB community to discuss and other key skills. Most teachers reported that best practices with colleagues, participate in engaging the DP had reinvigorated their passion for teaching. breakout sessions, and listen to stimulating keynote In particular, teachers emphasized features of the

ib americas ib speakers who address some of the big questions facing the DP such as curricular style, promotion of thinking education community today. skills, openness to learning, and feedback from IB examiners (Beech et al 2018). 4. In a large-scale quantitative study, researchers The IB alumni network investigated the postsecondary outcomes of DP The IB Alumni Network is a resource for IB graduates students in the US. Findings showed that, in 2013, around the world. The network links graduates from 82.2% of all DP students enrolled in university IB World Schools in 153 countries to support their immediately after high school. This compares future studies and careers. By connecting with the IB, favorably to the US national average for immediate former students have the opportunity to participate enrollment of 66% (2013). DP students were also more in research, support development efforts and speak likely to persist at university (continuing on to their at our events. These graduates are also supporting second year) compared to students nationally (88.1% educators and parents in understanding the impact of and 80% respectively in 2013). Lastly, in comparison an IB education from a student’s perspective. To see to the 2011 national four-year graduation rate (41.1%), how graduates are supporting IB programmes, visit DP students had higher four-year graduation rates ibo.org/programme-stories and connect with us at (56.3% in 2013) (Pilchen et al 2019). ibo.org/alumni. 5. IB Research conducted a study to examine the higher education pathways of all CP graduates in the US from 2013 to 2015. The study found that 81% of CP Contact graduates enrolled in university sometime after secondary school, with 76% enrolling immediately. IB Global Centre Washington DC Additionally, 79% of students who enrolled in higher 7501 Wisconsin Avenue, Suite 200 West education chose four-year over two-year colleges, Bethesda, Maryland, 20814 United States compared to 64% of students nationally. Regarding university persistence, 89% of CP graduates who Main: +1 301 202 3000 enrolled in university came back for a second year Web: www.ibo.org/en/iba (Mack et al 2017).

492 | ib world schools yearbook 2020 Section 2

International Baccalaureate Parent Pack PARENT PACK What is an IB education?

IB’s mission and philosophy The IB’s four programmes

At the centre of an International Baccalaureate (IB) education are students aged 3 to 19 with unique learning styles, strengths and challenges. The IB focuses on each student as a whole per- son. Thus, IB programmes address not only cognitive develop- In the Primary Years Programme (PYP), the IB’s youngest stu- ment but social, emotional and physical well-being. The aim is dents learn about and use knowledge, concepts and skills from to develop inquiring, knowledgeable and caring young people a variety of subjects to explore six transdisciplinary themes and with adaptable skills to tackle society’s complex challenges and begin to develop the attributes of the learner profile. who will help to make it a better, more peaceful world.

Validating the efficacy of the IB’s four programmes are research and more than 45 years of practical experience. IB programmes emphasize learning how to learn and teaching students to val- ue learning as an essential, integral part of their everyday lives. The Middle Years Programme (MYP) is a challenging framework The IB promotes the development of schools that: that encourages students to make practical connections • inspire students to ask questions, pursue personal aspira- between their studies and the real world and culminates in a tions, set challenging goals and develop the persistence to personal project. Students who complete the MYP are well-pre- achieve those goals pared to undertake the IB Diploma Programme. • develop knowledgeable students who make reasoned eth- ical judgments and acquire the flexibility, perseverance and confidence they need in order to bring about meaningful change • encourage healthy relationships, individual and shared responsibility and effective teamwork. In the final two years of high school, students can choose to enter either: Measuring Outcomes • the Diploma Programme (DP), a curriculum which emphasiz- es both breadth and depth of knowledge. The DP is made To measure what students have learned and to monitor their up of six subject groups and a core, comprising theory of progress, IB teachers use a range of assessment strategies knowledge (TOK), creativity, activity, service (CAS) and a re- including formative assessments that provide ongoing feed- search paper of up to 4,000 words, the extended essay (EE); back that can be used by instructors to develop their teaching • or, the Career-related Programme (CP). The CP is combines and by students to identify their strengths and weaknesses, and two IB diploma courses with school-based, career-related target areas that need improvement. Teachers use summative study. It equips students to pursue further education or to assessments which are internationally benchmarked for older enter their chosen career path immediately. students, and are criterion-referenced. This means students are measured against a set of agreed upon learning outcomes rather than graded on a “bell curve” as in norm-referenced assessments.

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©International Baccalaureate Organization 2015 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® How to make your IB credentials stand out in PARENT PACK the university application process

As an International Baccalaureate (IB) student, you are dis- 2. Consider universities that accept individual portfolios: tinctive and will bring a unique set of attributes to whatever Some universities allow students to submit individual port- university or college that you ultimately attend. The chal- folios of work. The DP and CP programmes place emphasis lenge is to how to bring those qualities, in addition to grades on the development of a student’s abilities over time. IB and standardized test scores, to the attention of admissions students will have amassed a significant body of work in officers. Have you considered how best to describe your high their personal portfolios and in the MYP personal project. school achievements in your university application? Portfolio-based applications allow admission officers to understand how an IB student is reflective and critical in IB Diploma (DP) and Career-related Programme (CP) students: their work. • know how to do independent research 3. Nail the interview: DP students give multiple presenta- • have a demonstrated foreign language skill tions over their two-year course work. The confidence and • contribute a global perspective to current events experience they develop in these public speaking oppor- • have given back to their communities through tunities will translate into a big advantage when interview- volunteerism and community service ing for university admission, internships and work. Don’t • study the language, history and arts of diverse cultures, forget to mention your creativity, activity, service (CAS) and approach problems from multiple perspectives project in addition to your academic credentials. • have above-average time management skills and are exceedingly well-prepared for the rigour of college-level 4. Recommendation letters that pack a punch: The rec- coursework. ommendation letter remains a pivotal component of the application package. When soliciting recommendation let- Additionally, DP students take a year-long course to develop ters that stand out, consider providing your teachers with critical thinking, analysis, and explore ways of knowing (theo- an easy-to-reference profile of your high school history be- ry of knowledge (TOK)), while CP students bring work-related yond academics. Include your extended essay topic, your experience and a career-specific set of skills to their university personal project topic, your CAS project, foreign language application or resume. abilities, participation in any international programmes of study, extra-curricular activities and course workload. Five more ways to emphasize your IB 5. Show your global perspective: IB students have a strengths: strong sense of their cultural identity, and respect the values and differences of other cultures. Trained to think 1. Highlight your advanced writing skills: Completing globally and act locally, IB students are required to partic- multiple essays comes easily to IB students given the em- ipate in civic engagement through a community service phasis the programme places on self-reflection and writ- project that ties into some aspect of their coursework. ten expression. IB students can capitalize further on this by using the interdisciplinary model of learning to respond to admissions questions from multiple perspectives.

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©International Baccalaureate Organization 2015 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® PARENT PACK

Frequently asked questions about the Diploma Programme

What is the Diploma Programme? Creativity, activity, service (CAS) CAS is an experiential learning component of the DP. Students The Diploma Programme (DP) is a curriculum framework complete a wide variety of extracurricular, community service designed by the International Baccalaureate (IB) for students and athletic options to fulfill this requirement. in the last two years of high school. Extended essay IB students graduating with the IB diploma are able to study The extended essay introduces students to the demands at universities all around the world, often with advanced and rewards of independent work. Emphasis is placed on credit. Students report that their involvement with the IB has doing personal research and communicating ideas effective- given them the tools needed to succeed at college. In par- ly in order to write a 4,000-word essay in an area of personal ticular, students comment on their sense of preparedness, interest. self-confidence, research skills and their ability to manage their time. Even more important, they have developed a How do colleges and universities view the sense of the world around them and their responsibility to it. Diploma Programme?

Diploma Programme students study six subjects (three The DP is internationally recognized as representing one of at standard level and three at higher level) over two years the highest standards in university preparatory education. and complete three additional requirements: the theory of More than 1,000 colleges and universities in North America knowledge (TOK), the extended essay and at least 150 hours have recognition policies on how they weigh it in admis- of CAS—creativity, activity and service tasks outside of the sions, advanced standing, college credit and scholarships. classroom. In addition to these requirements, students must earn a minimum of 24 points out of a possible 45 points on A list of colleges and universities that grant credit, schol- the final assessments which are externally marked and mod- arships and/or advanced standing for DP diplomas and erated by the IB, in order to receive an IB diploma. certificates is available at www.ibo.org.

Theory of knowledge (TOK) TOK is an interdisciplinary course designed to help students question and understand how they know what they know. Students study how individuals from various disciplines view the world in order to develop their own ways of thinking. By stimulating analysis of knowledge across disciplines, TOK seeks to help students make sense of school and the world.

ibo.org What kind of student is a good candidate for What’s the difference between the diploma the DP? and certificates?

The DP is a rigorous course of study for motivated students. Not all students choose to take the full course load leading That said, prior academic success is less an indicator of ability to a diploma. Instead, some take a few DP courses in areas to earn the diploma than are a student’s determination to do where they have a particular interest or strength, similar his or her best, willingness to be organized in order to com- to honours and Advanced Placement classes. Certificates plete the work while leading a full, balanced life, and a strong are awarded on a course-by-course basis to students who commitment to learning in and beyond the classroom. choose not to do the full programme. Students who satis- factorily complete a DP course earn a certificate and may be Do DP students have time for anything be- eligible for university credit. yond academics? How does the IB DP differ from other uni- Absolutely. Most successful Diploma Programme students versity-preparatory programs such as Ad- lead very full lives. They are often members of athletic teams vanced Placement and Cambridge? and involved in a wide range of activities. Time management and organization are key skills the IB develops in students. The IB DP is a two-year comprehensive curriculum with a culminating set of externally graded final exams. IB, Advanced Are IB programmes considered “gifted” Placement (AP) and other college-preparatory curriculums like programmes? Cambridge are all university preparatory, academically rigor- ous programmes. There are important differences, however, in The IB does not control how schools designate their Diploma the content and exams. The DP is a cohesive and comprehen- Programme. In some instances, schools choose to designate sive programme, not a collection of individual courses as is the the programme as selective enrolment via application or as a case with Advanced Placement. The most important distin- magnet programme. In other cases, the programme is open guishing factor is the core of the Diploma Programme (CAS, to any student. TOK and extended essay).

Do DP teachers receive special training? Can you give a specific example of how the DP prepared students for college? All DP teachers receive professional development in the IB’s approaches to teaching and approaches to learning from A 2012 study by the Consortium for Chicago School Re- certified IB workshop leaders. This is a requirement for IB search found that Diploma Programme students who World Schools implementing the DP. graduated from 12 Chicago public schools were more likely to attend college, attend a selective college and persist in Does implementing an IB programme mean college for 2 years than a matched comparison group. Addi- tional studies on programme impact are available at my child’s school will not teach local or na- www.ibo.org/research tional standards such as the Common Core? How can I learn more about the IB and DP? The IB is committed to making sure that students in IB • Visit the IB website at www.ibo.org programmes meet and exceed local or national standards. • Attend school meetings and events With the implementation of any IB programme, schools • Speak with your school’s DP coordinator are required to examine their curriculum carefully to • Speak with your child’s DP classroom teachers. ensure that there is alignment with local, state or national standards. More information on the IB and the Common Core is available at www.ibo.org. Key findings from research on the Diploma Programme (DP) core

The International Baccalaureate (IB) Global Research department collaborates with universities and independent research institutions worldwide to produce rigorous studies examining the impact and outcomes of the IB’s four programmes. This resource provides a brief overview of key findings from recent research on the DP core, which includes theory of knowledge (TOK), the extended essay and creativity, activity, service (CAS). Theory of knowledge (TOK) development for them, as it has enhanced their own critical thinking as well as understanding of content and In theory of knowledge, students reflect on the nature of connections across disciplines (Bergeron and knowledge and on how we know what we claim to know. Rogers 2016). • A study in Australia explored IB alumni and current DP students’ ratings of their critical-thinking abilities. Extended essay Quantitative results indicated gains in the use of critical- The extended essay is an independent, self-directed piece of thinking skills between the two successive years of the research, culminating in a 4,000-word essay. DP. Additionally, second-year DP students reported a A series of studies explored student experiences with the significantly greater likelihood of using a range of critical- extended essay in the United States, the United Kingdom thinking skills (Cole, Gannon, Ullman and Rooney 2014). and Canada. Perceived TOK Mean score (SD) Comparison of means • A study at the University of Virginia (UVA) in the United outcome (Year 11–12) States explored how the experience of completing Critical-thinking Year 11: t = 3.79 the extended essay prepares students for university- skills 4.23 (1.25) p < .001 level research and academic success. In comparison to Advanced Placement (AP) students, former DP students Year 12: were more likely to report that they: felt prepared for 4.50 (1.27) university coursework involving research; had executed a research project at UVA; were proud of their research; Note: n = 1,242 intended to conduct future research; and found their research skills to be important to future success. Several Table 1: Mean differences in students’ perceived outcomes of TOK study, of these differences were statistically significant (Inkelas, by year cohort. Swan, Pretlow and Jones 2012). • Examining the longer-term impacts of the DP on 4.1 My research experience interested me* students, a global study reported the perspectives of 4.3 a diverse group of alumni from 20–63 years of age. DP My research experience increased my 3.5 desire to do further research 3.7 AP alumni reported that in the years following completion I will complete another research project as an 3.6 IB 3.7 of the DP, they were able to more fully appreciate the undergraduate at UVA 4.0 benefits of participating in theory of knowledge, as one I am proud of the work I produced for my 4.3 former student explained: “You know, I benefited more research project* I would encourage other UVA students to pursue 4.0 from [TOK] after I did it than when I was doing it … and I research projects as a part of their educational 4.2 probably now get more out of thinking about the things that experience 4.2 were presented at that time than I did when I was a student Having good research skills is important for my 4.4 future career or profession there” (Wright 2015). 4.1 I anticpate using research skills in my profession 4.2 3.9 • TOK teachers from across the world offered their I am satisfied with my research experience* 4.2 perceptions of the impact and implementation of TOK 1.0 2.0 3.0 4.0 5.0 in IB World Schools. The teachers believed that the main benefits of TOK for students are the ability to critically Note: * indicates statistical significance, p <.05 (Bonferroni adjustment evaluate information and to recognize and reflect on was used to adjust for potential Type 1 errors). personal assumptions. The teachers also strongly agreed that teaching TOK has provided valuable professional Figure 1: IB and AP alumni’s perceptions of engagement with research.

For more information, please contact [email protected] or visit http://www.ibo.org/research. Key findings from research on the Diploma Programme (DP) core

• Another study investigated the high school research • A study in Argentina, Canada and the United States experience of former DP students at two universities in explored the implementation and impacts of CAS. the United Kingdom. DP graduates reported that they Both students and coordinators reported a range of enjoyed and valued their extended essay experience and impacts of student participation in CAS, including believed it helped them to develop their critical- and helping students to: develop an ethic of service; become independent-thinking skills (Wray 2013). more caring, open-minded and reflective; and develop more self-confidence and maturity (Billig 2013). • The final study in this series explored the impact of the extended essay on student success at a university in • Investigating the “academic civic-mindedness” Canada. DP graduates indicated higher ratings than of DP students in the United States, student and their non-IB peers on self-regulated inquiry learning teacher interviews indicated that the frequent and were also less likely to view learning primarily as use of discussions, debates, presentations, writing memorization. Former DP students perceived a number assignments and teamwork in DP classes helps of benefits of the extended essay, including developing students to develop the skills that are necessary for enhanced organization, reading, writing and analytic civic engagement. Furthermore, in comparison with a skills (Aulls and Lemay 2013; Aulls and Peláez 2013). nationally representative sample of 12th grade students, DP students scored higher on 9 out of 10 items that Creativity, activity, service (CAS) tested their knowledge of US government structure, In creativity, activity, service (CAS), students complete a functioning and history (Saavedra 2014). project related to these three strands.

• A Jeff Thompson Award winner conducted a study on DP core the use of reflection within CAS in six IB World Schools in Turkey. The findings suggested that all of the schools were encouraging reflection before, during and after CAS activities, as outlined in the Creativity, activity, service guide, and that schools were “moderately successful” in providing feedback on student reflections. The author, however, also recommended that schools require fewer but more authentic reflections, use varied forms of reflection and allow flexibility in the timing of reflections 6% (Perry 2015). 80%

10%

References

Aulls, MW and Lemay, D. 2013. Exploring the learning benefits and outcomes of the IB extended essay in pre- Inkelas, KK, Swan, A, Pretlow, J and Jones, J. 2012. Exploring the benefits of the International Baccalaureate paring students for university studies in Canada. Montreal, Quebec, Canada. Department of Educational extended essay for university study at the University of Virginia. Charlottesville, Virginia, USA. Center for and Counselling Psychology, McGill University. Advanced Study of Teaching and Learning in Higher Education, University of Virginia.

Aulls, MW and Peláez, S. 2013. Exploring the learning benefits and outcomes of the IB extended essay in Perry, S. 2015. Executive summary: Improving the reflection process: A multi-case study of CAS implementa- preparing students for university studies in Canada: Student perceptions of the impact of the Diploma tion in six IBDP schools. Bethesda, Maryland, USA. International Baccalaureate Organization. Programme and the extended essay on the academic demands of first year in university. Montreal, Quebec, Canada. Department of Educational and Counselling Psychology, McGill University. Saavedra, AR. 2014. Academic civic-mindedness and model citizenship in the International Baccalaureate Diploma Programme. Bethesda, Maryland, USA. International Baccalaureate Organization. Bergeron, L and Rogers, L. 2016. Teaching the theory of knowledge course in International Baccalaureate World Schools. Bethesda, Maryland, USA. International Baccalaureate Organization. Wray, D. 2013. Student perceptions of the value of the International Baccalaureate extended essay in prepar- ing for university studies. Coventry, UK. University of Warwick. Billig, SH. 2013. Impact of participation in CAS on students’ civic-mindedness and civic engagement. Denver, Colorado, USA. RMC Research Corporation. Wright, K. 2015. International Baccalaureate programmes: Longer-term outcomes. Bethesda, Maryland, USA. International Baccalaureate Organization. Cole, DR, Gannon, S, Ullman, J and Rooney, P. 2014. Theory of knowledge (TOK): Exploring learning out- comes, benefits and perceptions. Bethesda, Maryland, USA. International Baccalaureate Organization.

For more information, please contact [email protected] or visit http://www.ibo.org/research.

©International Baccalaureate Organization 2016 ForInternational the full Baccalaureate® studies | Baccalauréat or for more International® information, | Bachillerato Internacional® please visit: http://www.ibo.org/research, or contact [email protected]. 12 Support Tips for DP Parents from DP Teachers/DP Teacher-Parents

• Your child will find his/her own path and as a parent, you have to let him/her find it on their own.

• Encourage solid time management and self-advocacy

• Don’t feed into the myths of IB

• Help your student determine where to put his/her focus and energy and that may require putting limits on: the number of activities to be involved in, hours to work, time to stay up

• Encourage student to capitalize on activities and projects to get the most out of the program (CAS can be a great bridge to activities in and out of school)

• Know your own child- strengths, weaknesses, learning style, passions, etc

• Be on the same page as a family about why your student is in the program

• There is a consistency to the work – there are times where the workload is heavier or lighter, but there is a consistency to the work throughout the year

• Be more of a guard rail than a driver.

• The next two years can be dramatic. Acknowledge the challenges but try not to feed the drama. Stay positive.

• Support, support, support. Make time for long conversations. Let them teach you what their world is becoming. Listen.

• This may be the most challenged that you’ve been as a parent. Be the reed that bends in the wind but doesn’t break.

What is the Extended Essay (EE)

The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects for those taking the IB diploma, or a subject that a course student has a background in. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (an appropriately qualified member of staff within the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is mandatory that all students undertake three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay

Key features of the extended essay

• The extended essay is externally assessed and, in combination with the grade for theory of knowledge, contributes up to three points to the total score for the IB Diploma. • The extended essay process helps prepare students for success at university and in other pathways beyond the Diploma Programme. • The extended essay is a piece of independent research on a topic chosen by the student in consultation with a supervisor in the school. • It is presented as a formal piece of sustained academic writing containing no more than 4,000 words accompanied by a reflection form of no more than 500 words. • It is the result of approximately 40 hours of work by the student. • Students are supported by a supervision process recommended to be 3–5 hours, which includes three mandatory reflection sessions. • The third and final mandatory reflection session is the viva voce, which is a concluding interview with the supervising teacher.

Rampart High School Timeline Spring of 11th Grade - Topic selected, mentor assigned, research and composition begins.

Fall of 12th Grade - Composition and revision is completed with support from mentors.

Mentorship for the Extended Essay Mentorship for the Extended Essay begins in the spring of the 11th grade, when each Anticipated IB Diploma Candidate is assigned a teacher to guide him/her through the process. The selected teacher will not be one of the student’s classroom teachers. By definition, the Extended Essay is an extra-curricular, independent research paper; thus, the responsibilities of composition and communication lie primarily on the shoulders of the student. Strong Extended Essay candidates keep steady communication with their mentors via email, telephone, and scheduled meetings. When the students reconvene in the fall of the 12th grade, the revision process winds to its conclusion by early fall.

What is Creativity, Activity and Service (CAS)

CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend the personal and interpersonal learning of students. The CAS programme formally begins at the start of the Diploma Programme (Grade 11) and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service.

CAS is organized around the three strands of creativity, activity and service defined as follows.

• Creativity — exploring and extending ideas leading to an original or interpretive product or performance • Activity — physical exertion contributing to a healthy lifestyle • Service — collaborative and reciprocal engagement with the community in response to an authentic need

As a shining beacon of our values, CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes, and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment, and enjoyment.

CAS enables students to enhance their personal and interpersonal development. A meaningful CAS that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for that provide students with opportunities to explore their interests and express their passions, personalities Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment, and enjoyment.

CAS enables students to enhance their personal and interpersonal development. A meaningful CAS programme is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual student has a different starting point and different needs and goals. A CAS programme is, therefore, individualized according to student interests, skills, values and background.

The school and students must give CAS as much importance as any other element of the Diploma Programme and ensure sufficient time is allocated for engagement in the CAS programme. The CAS stages offer a helpful and supportive framework and continuum of process for CAS students.

Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, students reflect on their CAS experiences and provide evidence in their CAS portfolios of achieving the seven learning outcomes. What is Creativity, Activity and Service (CAS)

The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity and service.

All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections; it is not formally assessed.

Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome.

Students engage in CAS experiences involving one or more of the three CAS strands. A CAS experience can be a single event or may be an extended series of events

Ideas for CAS Experiences (Just Some Examples…)

Creativity

• Arts & Creative Writing • Debate Team • Musical Performances • Model UN • Yearbook

Activity

• Individual & team sports • Hiking & outward bound • Yoga & meditation • Expeditions • Physical exertion

Service

• Volunteering • Peer tutoring • Social entrepreneurship • Community improvement • Habitat for Humanity What is the Theory of Knowledge (ToK) Course

ToK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element which all Diploma Programme students undertake and to which all schools are required to devote at least 100 hours of class time. ToK and the Diploma Programme subjects should support each other in the sense that they reference each other and share some common goals. The ToK course examines how we know what we claim to know. It does this by encouraging students to analyze knowledge claims and explore knowledge questions. A knowledge claim is the assertion that “I/we know X” or “I/we know how to Y”, or a statement about knowledge; a knowledge question is an open question about knowledge. A distinction between shared knowledge and personal knowledge is made in the ToK guide. This distinction is intended as a device to help teachers construct their ToK course and to help students explore the nature of knowledge.

* RHS Juniors with take ToK class during the second semester and Seniors will take the class during the first semester.

How is ToK structured?

As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, ToK is composed almost entirely of questions.

The most central of these is "How do we know?", while other questions include:

• what counts as evidence for X? • what makes a good explanation in subject Y? • how do we judge which is the best model of Z? • how can we be sure of W? • what does theory T mean in the real world? • how do we know whether it is right to do S?

Through discussions of these and other questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.

Assessment of ToK

The TOK course is assessed through an oral presentation and a 1,600-word essay.

The presentation assesses the ability of the student to apply ToK thinking to a real-life situation, while the essay takes a more conceptual starting point. For example, the essay may ask students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used.

What is the Theory of Knowledge (ToK) Course

What is the significance of ToK?

TOK aims to make students aware of the interpretative nature of knowledge, including personal ideological biases – whether these biases are retained, revised or rejected.

It offers students and their teachers the opportunity to:

• reflect critically on diverse ways of knowing and on areas of knowledge • consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.

In addition, ToK prompts students to:

• be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge • recognize the need to act responsibly in an increasingly interconnected but uncertain world.

ToK also provides coherence for the student, by linking academic subject areas as well as transcending them. It therefore demonstrates the ways in which the student can apply their knowledge with greater awareness and credibility.

Section 3

University/College Acknowledgement of IB Diploma and Courses University Acknowledgement

The IB Diploma is a passport to higher education. The following list contains the names of the universities Universities around the world welcome the unique that according to IB records have a stated IB recognition characteristics of IB Diploma Programme students policy. This list is not necessarily complete as other and recognize the way in which the programme helps universities may recognize the IB Diploma but have not to prepare students for higher education. IB students alerted the IB to their recognition policy. routinely gain admission to some of the best universities Please note that this listing is accurate as of 2019. For in the world. Most of these institutions have established more information, please see the University policy index recognition policies for the IB Diploma Programme. at ibo.org/university-admission/recognition-of-the-ib- diploma-by-countries-and-universities

ANTIGUA AND BARBUDA Curtin University University of New South Wales (UNSW) Deakin University University of Notre Dame Australia University of Health Sciences Antigua Edith Cowan University (Sydney) Flinders University University of South Australia ARGENTINA Griffith University University of Southern Queensland Escuela Superior Técnica del Ejército International College of Hotel University of Tasmania (UTAS) Argentino Management University of Technology Sydney ESEADE – Instituto Universitario International College of University of the Sunshine Coast Instituto Tecnológico de Buenos Aires Management, Sydney University of Western Australia (ITBA) James Cook University University of Western Sydney Instituto Universitario CEMIC La Trobe University University of Wollongong International Buenos Aires Hotel & Macquarie University Victoria University Restaurant School (IBAHRS Melbourne Institute of Business and William Angliss Institute Lincoln University College Technology Ott College Murdoch University AUSTRIA Pontificia Universidad Católica Queensland Institute of Business and Innsbruck Medical University Argentina Technology Johannes – Kepler – Universität Linz Universidad Abierta Interamericana Queensland University of Technology Karl – Franzens Universität Graz Universidad Argentina de la Empresa QUEENSLAND UNIVERSITY OF Leopold – Franzens – Universität Universidad Austral TECHNOLOGY Innsbruck Universidad Blas Pascal Raffles College of Design and Technische Universität Graz Universidad de Belgrano Commerce Universität Wien (University of Vienna) Universidad de San Andrés Royal Melbourne Institute of University of Applied Sciences Wiener Universidad del CEMA Technology (RMIT) Neustadt Universidad del Salvador SkillsTech Australia Webster University – Vienna campus Universidad del Salvador – Campus Southern Cross University “Nuestra Señora del Pilar” Southern Queensland Institute of Universidad Favaloro TAFE AZERBAIJAN Swinburne University of Technology Universidad Maimónides Khazar University Universidad Siglo 21 Sydney Institute of Business and Universidad Torcuato Di Tella Technology (SIBT) TAFE Queensland Brisbane BAHRAIN The Australian National University RCSI – Medical University of Bahrain AUSTRALIA The Bremer Institute of TAFE Academy of Design Australia The University of Adelaide Australian Catholic University The University of New South Wales BELGIUM Australian Defence Force Academy The university of Notre dame Australia Facultés Universitaires Saint – Louis Australian National University The University of Queensland Ghent University (Universiteit Gent) Billy Blue College of Design The University of Sydney International Management Institute Blue Mountains Hotel School (Leura Tropical North Queensland Institute (IMI) Campus) of TAFE Universite Catholique de Louvain Bond University University of Adelaide Université de Liège Campion College Australia University of Ballarat Université Libre de Bruxelles Central Queensland University University of Canberra Universiteit Antwerpen (University of Charles Darwin University University of Melbourne Antwerp) Charles Sturt University (CSU) University of New England

ib world schools yearbook 2020 | 679 5. University Acknowledgement

Universteit Antwerpen – RUCA Kwantlen Polytechnic University University of Ottawa Vesalius College v.z.w. Lakehead University University of Ottawa – Faculty of Lakeland College – Alberta Medicine Langara College University of Prince Edward Island BOSNIA AND Laurentian University University of Regina HERZEGOVINA McGill University University of Saskatchewan University of Sarajevo McGill University – Faculty of University of St. Michael’s College Medicine University of the Fraser Valley McMaster University University of Toronto BRAZIL Medicine Hat College University of Victoria FIA Business School Memorial University of University of Waterloo Pontificia Universidade Catolica de Newfoundland University of Western Ontario – Sao Paulo Mount Allison University Western University Pontifícia Universidade Catolica do Mount Royal University University of Windsor Paraná Mount Saint Vincent University University of Winnipeg Nipissing University Vancouver Island University BULGARIA Nova Scotia Agricultural College Western University Nova Scotia College of Art and Design Wilfrid Laurier University American University in Bulgaria Ontario College Application Service York University (OCAS) CAMBODIA Prairie Bible College Queen’s University CHILE Panha Chiet University Quest University Canada Pontificia Universidad Católica de Red Deer College Chile CANADA Rocky Mountain College – Calgary Universidad Adolfo Ibañez Universidad Andrés Bello Acadia University Royal Military College of Canada Universidad Católica de Valparaíso Alberta College of Art & Design Ryerson University Universidad Central de Chile Algonquin College Saint Mary’s University – Halifax Universidad de Artes, Ciencias y Ambrose University College Sheridan College Comunicación, UNIACC Bishop’s University Simon Fraser University Universidad de La Serena Bishop’s University St. Francis Xavier University Universidad de Viña del Mar Booth University College St. Jerome’s University Universidad del Bío – Bío Brandon University St. Mary’s College – Alberta Universidad del Desarrollo Brescia University College St. Paul University Universidad Diego Portales Brock University St. Thomas University Universidad Finis Terrae Camosun College – Interurban Campus St. Thomas University – Fredericton Universidad Gabriela Mistral Camosun College – Lansdowne Taylor University College & Seminary Universidad Internacional SEK Chile Campus The University of British Columbia Universidad La República Canadian Mennonite University Thompson Rivers University Universidad Mayor Canadian Merit Scholarship Foundation Trent University Universidad Metropolitana de Cape Breton University Trinity Western University Ciencias de la Educación Capilano University Tyndale University College & Seminary Universidad San Sebastián Carleton University Université de Moncton Universidad Técnica Federico Santa Centennial College Université de Montréal María College of New Caledonia Université de Saint – Boniface Concordia University Université du Québec a Montréal Concordia University – Montréal Université Laval CHINA Concordia University College of Alberta University of Alberta University of British Columbia New York University Shanghai Dalhousie University Raffles Design Institute (Shanghai) DeVry Institute of Technology – University of British Columbia University of Calgary Shanghai International Studies Calgary University Douglas College University of Guelph University of King’s College The University of Nottingham École Polytechnique de Montréal Ningbo, China Faculte Saint – Jean of the University University of Lethbridge University of Manitoba University of Michigan – Shanghai of Alberta Jiao Tong University Joint Institute Glendon College University of Manitoba – Faculty of Grant MacEwan University Medicine HEC Montréal University of New Brunswick (all COLOMBIA campuses) Huron University College Colegio de Estudios Superiores de University of Northern British Columbia King’s University College – Alberta Administración University of Ontario Institute of King’s University College – Ontario Escuela de Ingeniería de Antioquía Technology

680 | ib world schools yearbook 2020 5. University Acknowledgement

Instituto de Ciencias de la Salud Universidad Internacional SEK Ecuador Université de Franche – Comté Politécnico Grancolombiano Universidad San Francisco de Quito Université de Paris VII Pontificia Universidad Javeriana Universidad Santa María de Chile – Université de Paris X Nanterre Universidad Antonio Nariño Campus Guayaquil Université Joseph Fourier Grenoble I Universidad de Bogotá Jorge Tadeo Universidad Tecnológica Ecotec Université Panthéon – Assas Paris II Lozano UNIVERSIDAD TECNOLOGICA Université Pierre Mendes France Universidad de la Sabana EMPRESARIAL DE GUAYAQUIL Grenoble II Universidad del Norte de Barranquilla University of Poitiers Universidad del Rosario – Bogotá, Colombia EGYPT Universidad EAFIT The American University in Cairo GERMANY Universidad Externado de Colombia ACCADIS Bildung GmbH Universidad ICESI EL SALVADOR Albert – Ludwigs – Universität Universidad Pontificia Bolivariana Freiburg Universidad Albert Einstein Ausländerstudienkolleg (ASK) Universidad Dr. José Matías Delgado Konstanz COSTA RICA Universidad Tecnológica Bard College Berlin, A Liberal Arts Universidad de Costa Rica University gGmbH Universidad Internacional de las ESTONIA Bayerische Julius – Maximilians – Américas Universität Würzburg Tallinn University Bucerius Law School/Hochschule für Tallinn University of Technology (TUT) Rechtswissenschaften CZECH REPUBLIC Tartu Ülikool Christian – Albrechts – Universität zu Anglo – American University Kiel University of Economics, Prague FIJI Eberhard – Karls – Universität University of Ostrava Tübingen University of the South Pacific University of South Bohemia Fachhochschule Hannover (FHH) Univerzita Karlova (Charles Frankfurt School of Finance and University in Prague) FINLAND Management Åbo Akademi Freie und Hansestadt Hamburg DENMARK Hanken School of Economics Friedrich – Schiller – Universität Jena Globe Business College Munich Aalborg University Helsinki Metropolia University of Applied Sciences Hochschule Konstanz University of Aarhus University Applied Sciences (HTWG) Business Academy Aarhus Helsinki School of Economics and Business Administration HTW Berlin – Hochschule für Technik Business Academy Aarhus, University und Wirtschaft Berlin of Applied Sciences Helsinki University of Technology North Karelia University of Applied Humboldt – Universität zu Berlin Business Academy Copenhagen IUBH School of Business and North Sciences Tampere University of Technology Management Copenhagen Business School Jacobs University IT University of Copenhagen University of Eastern Finland University of Helsinki (Helsingin Jacobs University Bremen Metropolitan University College Johann Wolfgang Goethe – Roskilde University yliopisto) University of Jyväskylä Universität Frankfurt The Royal Danish School of Pharmacy Karlsruhe University of Applied The Technical University of Denmark University of Kuopio University of Oulu Sciences The University of Copenhagen Munich Business School – MBS University of Southern Denmark University of Tampere University of Turku Ruprecht – Karls – Universität University of Vaasa Heidelberg DOMINICAN REPUBLIC Technische Universität Hamburg – Harburg Instituto Tecnológico de Santo Domingo FRANCE Technische Universität München ECAM Lyon Touro College Berlin ECUADOR Grenoble Graduate School of Universitaet des Saarlandes Blue Hill College Business (GGSB) Universität der Künste Berlin Pontificia Universidad Católica del Institut National des Sciences Universität Hamburg Ecuador Appliquées de Lyon Universität zu Köln Universidad Casa Grande Institut Paul Bocuse University of Applied Management Universidad de Especialidades NEOMA Business School University of Applied Sciences Espíritu Santo (UEES) Sciences Po Würzburg – Schweinfurt Universidad de las Américas The American University of Paris WHU – Otto Beisheim School of Universidad del Pacífico – Escuela de univeristé de poitiers Management Negocios Université de Bretagne Occidentale

ib world schools yearbook 2020 | 681 5. University Acknowledgement

GHANA All India Institute of Medical Sciences National Institute of Open Schooling (AIIMS) National Law School of India Ashesi University Amity University University University of Science and Technology Andhra University Nirma University of Science & Anna University Technology, Gandhinagar GREECE Association of Indian Universities Osmania University American College of Thessaloniki (ACT) Bangalore University Punjab University, Chandigarh The American College of Greece Bharathidasan University Rajiv Gandhi University of Health University of Patras Birla Institute of Technology & Sciences, Karnataka Science (Pilani) Russell Square International College BML Munjal University Shiv Nadar University GUATEMALA Centre for Environmental Planning Sri Venkateswara College, affiliated Universidad del Valle de Guatemala and Technology (CEPT) University, to University of Delhi Universidad Francisco Marroquín Ahmedabad St Xavier’s College Universidad Rafael Landívar Christ University Symbiosis International University Council of Architecture The Maharaja Sayajirao University of D. Y. Patil Vidyapeeth, Pune Baroda HONG KONG Delhi Technological University (formerly Universal Business School City University of Hong Kong Delhi College of Engineering) University of Calcutta HKU SPACE – Centre for Degree Dhirubhai Ambani Institute of University of Delhi Programmes Information and Communication University of Hyderabad Hong Kong Baptist University Technology University of Kerala Hong Kong Design Institute FLAME – Foundation for Liberal University of Madras Hong Kong Institute of Vocational AndManagement Education University of Mumbai Education (IVE), VTC Guru Gobind Singh Indraprastha Vellore Institute of Technology (VIT) Hong Kong Shue Yan University University Visvesvaraya Technological Hong Kong University of Science and HR College of Commerce & Economics University (VTU) Technology affiliated to University of Mumbai Lingnan University IILM – Institute of Integrated Raffles School of Continuing Learning in Management INDONESIA Education, Hong Kong Indian Institute of Science Gandhi Institute of Business and Technological and Higher Education Indian Institute of Science Education Technology Institute of Hong Kong (THEi), VTC and Research (IISER) Institut Teknologi Harapan Bangsa – The Chinese University of Hong Kong Indian Institute of Space Science & International Program The Hong Kong Academy for Technology, Thiruvananthapuram MIBT Indonesia Performing Arts Indian Institute of Space Science and Universitas Pelita Harapan The Hong Kong Institute of Education Technology The Hong Kong Polytechnic Indian Institutes of Technology University Indian School of Business and IRELAND The Hong Kong University of Science Finance(ISBF) National College of Ireland and Technology Indraprastha Institute of Information National University of Ireland (NUI), Tung Wah College Technology Galway University of Hong Kong International Institute of Information National University of Ireland (NUI), Technology, Hyderabad Maynooth Jadavpur University Royal College of Surgeons in Ireland HUNGARY Jawaharlal Nehru University University College Cork Eszterházy Károly College K C College, affiliated to University of University College Dublin Janus Pannonius University Mumbai University of Dublin – Trinity College McDaniel College Budapest KIIT University (Kalinga Institute of Nemzetközi Üzleti Föiskola Industrial Technology) (International Business School) Kishinchand Chellaram College (K C ISRAEL Pecs University Medical School College, affiliated to University of Hebrew University of Jerusalem Semmelweis University of Medicine Mumbai) Interdisciplinary Center (IDC) Herzliya University Medical School of Debrecen Kurukshetra University Technion – Israel Institute of Lady Shri Ram College for Women Technology affiliated to University of Delhi Tel Aviv University ICELAND Maharashtra State Board of Secondary University of Iceland and Higher Secondary Education Mizoram Board of School Education ITALY Narsee Monjee Institute of Accademia Italiana Florence INDIA Management studies Bocconi University Ahmedabad University National Institute of Design ESCP Europe Business School 682 | ib world schools yearbook 2020 5. University Acknowledgement

Humanitas University Ferisu Joshigakuin Daigaku (Ferris Hosei Daigaku (Hosei University) John Cabot University University) Hyogo Kenritsu Kango Daigaku Libero Instituto Universitario Carlo Fukui Daigaku (Fukui University) (College of Nursing Art and Sci Cattaneo Fukui Kenritsu Daigaku (Fukui Hyogo Kyoiku Daigaku (Hyogo Lorenzo de’ Medici Prefectural University) University of Teacher Education) The American University of Rome Fukuoka Daigaku (Fukuoka Ibaraki Kirisutokyo Daigaku (Ibaraki Università Cattolica del Sacro Cuore University) Christian College) Universitádegli Studi Firenze Fukuoka Joshi Daigaku (Fukuoka International Christian University Women’s University) International College of Liberal Arts Fukuoka Kenritsu Daigaku (Fukuoka (Yamanashi Gakuin University) JAPAN Prefectural University) Ishikawa Prefectural University Aichi Gakuin Daigaku (Aichi Gakuin Fukushima Kenritsu Ika Daigaku Iwate Prefectural University University) (Fukushima Medical University) Iwate University Aichi Gakusen Daigaku (Aichi Fukuyama City University Jissen Joshi Daigaku (Jissen Gakusen University) Future University Hakodate Women’s University) Aichi Kenritsu Daigaku (Aichi Gakushuin Daigaku (Gakushuin Jochi Daigaku Ichigaya Kyampasu Prefectural University) University) Jochi Daigaku Yotsuya Kyampasu Aichi Kenritsu Kango Daigaku (Aichi Gifu Keizai Daigaku (Gifu Keizai Josai Daigaku (Josai University) Prefectural College of N University) Josai Kokusai Daigaku (Josai Aichi Kyoiku Daigaku (Aichi University Gufu Daigaku (Gifu University) International University) of Education) Gunma Daigaku (Gunma University) Joshi Bijutsu Daigaku (Women’s Ajia Daigaku (Asia University) Gunma Prefectural College of Health College of Fine Arts) Akita Daigaku (Akita University) Sciences Kagawa Daigaku (Kagawa University) Akita Prefectural University Gunma Prefectural Women’s University Kagoshima Daigaku (Kagoshima Aomori Koritsu Daigaku (Aomori Hakuo Daigaku (Hakuoh University) University) Public College) Hamamatsu Ika Daigaku (Hamamatsu Kagoshima Joshi Daigaku Aoyama Gakui Gakuin Daigaku University School of Medici (Kagoshima Women’s College) (Aoyama Gakuin University) Hannan Daigaku (Hannan University) Kanagawa Daigaku (Kanagawa Asahi Daigaku (Asahi University) Heisei Kokusai Daigaku (Heisei University) Asahikawa Daigaku (Asahikawa International University) Kanagawa University of Human University) Hijiyama Daigaku (Hijiyama University) Services Asahikawa Ika Daigaku (Asahikawa Himeji Dokkyo Daigaku (Himeji Kanazawa College of Art Medical College) Dokkyo University) Kanazawa Daigaku (Kanazawa Atomi Gakuen Joshi Daigaku (Atomi Himeji Kogyo Daigaku (Himeji University) College) Institute of Technology) Kanoya Taiiku Daigaku (National Azabu Daigaku (Azabu University) Hirosaki Gakuin Daigaku (Hirosaki Institute of Fitness and Spo Baika Joshi Daigaku (Baika Women’s Gakuin College) Kansai Daigaku (Kansai University) College) Hirosaki University Kansai Gaikokugo Daigaku (Kansai Baiko Jo Gakuin Daigaku (Baiko Jo Hiroshima Daigaku (Hiroshima Gaidai University) Gakuin University) University) Kanto Gakuin Daigaku (Kanto Gakuin BBT University Hiroshima Jogakuin Daigaku University) Beppu Daigaku (Beppu University) (Hiroshima Jogakuin University) Kassui Joshi Daigaku (Kassui Bukkyo Daigaku (Bukkyo University) Hiroshima Joshi Daigaku (Hiroshima Women’s University) Bunkyo Daigaku (Bunkyo University) Women’s University) Kawamura Gakuen Joshi Daigaku Chiba Daigaku (Chiba University) Hiroshima Kenritsu Daigaku (Kawamura Gakuen Woman’s Univ, Chiba Keizai Daigaku (Chiba Keizai (Hiroshima Prefectural University Keiai Daigaku (Keiai University) University) Hiroshima Kogyo Daigaku (Hiroshima Keio Gijuku Daigaku (Keio University) Chiba Prefectural University of Institute of Technology) Keio University Shonan Fujisawa Health Sciences Hitotsubashi Daigaku (Hitotsubashi Campus Chubu Daigaku (Chubu University) University) Keisen Jogakuen Daigaku (Keisen Chuo Daigaku (Chuo University) Hokkaido Daigaku (Hokkaido Jogakuen College) Chuo Gakuin Daigaku (Chuogakuin University) Keiwa Gakuen Daigaku (Keiwa College) University) Hokkaido Joho Daigaku (Hokkaido Kinjo Gakuin Daigaku (Kinjo Gakuin Daito Bunka Daigaku (Daito Bunka Information University) University) University) Hokkaido Kyoiku Daigaku (Hokkaido Kinki Daigaku (Kinki University) Denki Tsushin Daigaku (The University of Education, K Kitami Kogyo Daigaku (Kitami University of Electro Hokkaido Tokai Daigaku (Hokkaido Institute of Technology) Communications) Tokai University) Kitasato Daigaku (Kitasato University) Dokkyo Daigaku (Dokkyo University) Hokkaigakuen Daigaku (Hokkai – Kobe Daigaku (Kobe University) Doshisha University Gakuen University) Kobe Gakuin Daigaku (Kobe Gakuin Ehime Daigaku (Ehime University) Hokusei Gakuen Daigaku (Hokusei University) Gakuen University) ib world schools yearbook 2020 | 683 5. University Acknowledgement

Kobe Geijutsu Koka Daigaku (Kobe Mejiro Daigaku (Mejiro University) Okayama Kenritsu Daigaku Design University) Mie Daigaku (Mie University) (Okayama Prefectural University) Kobe Jogakuin Daigaku (Kobe Miyazaki Daigaku (Miyazaki Okayama University College) University) Okinawa Kokusai Daigaku (Okinawa Kobe Kokusai Daigaku (Kobe Miyazaki Koritsu Daigaku (Miyazaki International University) International University) Municipal University) Okinawa Prefectural College of Nursing Kobe Shoka Daigaku (Kobe University Momoyama Gakuin Daigaku (St. Okinawa Prefectural University of Arts of Commerce) Andrew’s University) Osaka City University Kobe Shosen Daigaku (Kobe Morioka Daigaku (Morioka College) Osaka Daigaku (Osaka University) University of Mercantile Marine) Muroran Kogyo Daigaku (Muroran Osaka Denki Tsushin Daigaku (Osaka Kobeshi Gaikokugo Daigaku (Kobe Institute of Technology) Electro – Communication Uni City University of Foreign S Musashi Daigaku (Musashi University) Osaka Furitsu Daigaku (Osaka Kochi Daigaku (Kochi University) Musashi Kogyo Daigaku (Musashi Prefecture University) Kochi University of Technology Institute of Technology) Osaka Gaikokugo Daigaku (Osaka Kokugakuin Daigaku (Kokugakuin Nagaoka Gijutsu Kagaku Daigaku University School of Foreign Studies) University) (Nagaoka University of Osaka Joshi Daigaku (Osaka Kokushikan Daigaku (Kokushikan Technology) Women’s University) University) Nagasaki Daigaku (Nagasaki Osaka Kogyo Daigaku (Osaka Komazawa Daigaku (Komazawa University) Institute of Technology) University) Nagoya Gakuin Daigaku (Nagoya Osaka Kokusai Daigaku (Osaka Konan Daigaku (Konan University) Gakuin University) International University) Koshien Daigaku (Koshien University) Nagoya Institute of Technology Osaka Kyoiku University Kumamoto Daigaku (Kumamoto Nagoya Shiritsu Daigaku (Nagoya City Otaru Shoka Daigaku (Otaru University) University) University of Commerce) Kumamoto Kenritsu Daigaku Nagoya University, International Otemon Gakuin Daigaku (Otemon (Prefectural University of Programs Gakuin University) Kumamoto) Nakamura Gakuen Daigaku Otsuma Joshi Daigaku (Otsuma Kushiro Public University of Economics (Nakamura Gakuen University) Women’s University) Kwansei Gakuin University Nanzan Daigaku (Nanzan University) Ou Daigaku (Ohu University) Kyorin Daigaku (Kyorin University) Nara Joshi Daigaku (Nara Women’s Prefectural University of Hiroshima Kyoritsu Joshi Daigaku (Kyoritsu University) Puru Gakuin Daigaku (Pool Gakuin Women’s University) Nara Prefectural University University) Kyoto Daigaku (Kyoto University) Nara Sangyo Daigaku (Nara Sangyo Reitaku Daigaku (Reitaku University) Kyoto Gaikokugo Daigaku (Kyoto University) Rikkyo Daigaku (Rikkyo University) University of Foreign Studies Naruto Kyoiku Daigaku (Naruto Rissho Daigaku (Rissho University) Kyoto Gakuen Daigaku (Kyoto University of Education) Ritsumeikan Asia Pacific University Gakuen University) National Fisheries University Ritsumeikan Daigaku (Ritsumeikan Kyoto Kogei Sen’i Daigaku (Kyoto Nihon Daigaku (Nihon University) University) Institute of Technology) Nihon Fukushi Daigaku (Nihon Ruteru Gakuin Daigaku (Japan Kyoto Prefectural University of Fukushi University) Lutheran College) Medicine Niigata College of Nursing Ryukyu Daigaku (University of the Kyoto Seika Daigaku (Kyoto Seika Niigata Daigaku (Niigata University) Ryukyus) University) Niigata Sangyo Daigaku (Niigata Ryutsu Kagaku Daigaku Kyoto Tachibana Joshi Daigaku Institute of Technology) Saga Daigaku (Saga University) (Kyoto Tachibana Women’s Unive Niimi College Saga Ika Daigaku (Saga Medical School) Kyushu Daigaku (Kyushu University) Nippon Bunri Daigaku (Nippon Bunri Saitama Prefectural University Kyushu Geijutsu Koka Daigaku University) Saitama University (Kyushu Instutute of Design) Nippon Veterinary and Life Science Sanno Daigaku (Sanno College, Isehara) Kyushu Kogyo Daigaku (Kyushu University Sapporo City University Institute of Technology) Nishinippon Kogyo Daigaku Sapporo Daigaku (Sapporo University) Kyushu Sangyo Daigaku (Kyushu (Nishinippon Instutute of Technolo Sapporo Kokusai Daigaku (Sapporo Sangyo University) Notorudamu Seishin Joshi Daigaku Kokusai University) Kyushu Tokai Daigaku (Kyushu Tokai (Notre Dame Seishin Univers Seigakuin Daigaku (Seigakuin University) NUCB University) Maebashi Institute of Technology Obihiro Chikusan Daigaku (Obihiro Seikei Daigaku (Seikei University) Matsuyama Shinonome Joshi Daigaku University of Agriculture Seinan Gakuin Daigaku (Seinan (Matsuyama Shinonome Colle Obirin Daigaku (Obirin University) Gakuin University) Meiji Daigaku (Meiji University) Ochanomizu University Seisen Joshi Daigaku (Seisen University) Meiji Gakuin Daigaku (Meiji Gakuin Oita Daigaku (Oita University) Seishin Joshi Daigaku (University of University) Oita University of Nursing and Health the Sacred Heart) Meijo Daigaku (Meijo University) Sciences Seitoku Daigaku (Seitoku University) Meikai Daigaku (Meikai University) Senshu Daigaku (Senshu University) 684 | ib world schools yearbook 2020 5. University Acknowledgement

Setsunan Daigaku (Setsunan University) Tokyo Gakugei Daigaku (Tokyo Wako Daigaku (Wako University) Shibaura Kogyo Daigaku (Shibaura Gakugei University) Waseda Daigaku (Waseda University) Institute of Technology) Tokyo Joshi Daigaku (Tokyo Woman’s Yamagata University Shiga Daigaku (Shiga University) Christian University) Yamaguchi Daigaku (Yamaguchi Shiga Kenritsu Daigaku (The Tokyo Junshin Joshi Daigaku (Tokyo University) University of Shiga Prefecture) Junshin Women’s Univ.) Yamaguchi Prefectural University Shikoku Daigaku (Shikoku University) Tokyo Kasei Daigaku (Tokyo Kasei Yamanashi Daigaku (Yamanashi Shimane Daigaku (Shimane University) University) University) Shimonoseki Shiritsu Daigaku Tokyo Kasei Gakuin Daigaku (Tokyo Yamanashi Ika Daigaku (Yamanashi (Shimonoseki City University) Kasei Gakuin University) Medical University) Shinshu Daigaku (Shinshu University) Tokyo Kasei Gakuin Tsukuba Joshi Yamanashi Prefectural University Shitennoji Kokusai Bukkyo Daigaku Daigaku Yokkaichi Daigaku (Yokkaichi University) (International Buddhist Un Tokyo Keizai Daigaku (Tokyo Keizai Yokohama Kokuritsu Daigaku Shizukoka Kenritsu Daigaku University) (Yokohama National University) (University of Shizuoka) Tokyo Kogei Daigaku (Tokyo Yokohama Shiritsu Daigaku Shizuoka Daigaku (Shizuoka University) Polytechnic University) (Yokohama City University) Shizuoka University of Art and Culture Tokyo Kogyo Daigaku (Tokyo Shotoku Gakuen Gifu Kyoiku Daigaku Institute of Technology) Shujitsu Joshi Daigaku (Shujitsu Tokyo Kokusai Daigaku (Tokyo JORDAN Women’s University) International University) Ministry of Education Shukutoku Daigaku (Shukutoku Tokyo Medical and Dental University The University of Jordan University) Tokyo Nogyo Daigaku (Tokyo Soai Daigaku (Soai University) University of Agriculture) Soka Daigaku (Soka University) Tokyo Noko Daigaku (Tokyo KENYA Sophia University University of Agriculture and Strathmore University Sugiyama Jogakuen Daigaku Technology) University of Nairobi (Sugiyama Jogakuen University) Tokyo Seitoku Daigaku (Tokyo Surugadai Daigaku (Surugadai Seitoku University) KOREA, REPUBLIC OF University) Tokyo Shosen Daigaku (Tokyo Suzuka Kokusai Daigaku (Suzuka University of Mercantile Marine) Ghent University Global Campus International University) Tokyo Suisan Daigaku (Tokyo Korea Advanced Institute of Science Takachiho Shoka Daigaku (Takachiho University of Fisheries) and Technology (KAIST) University) Tokyo Toritsu Daigaku (Tokyo Seoul National University Takasaki Keizai Daigaku (Takasaki Metropolitan University) Yonsei University City University of Economics) Tokyo University of Foreign Studies Takushoku Daigaku (Takushoku Tokyo University of Science (Tokyo LEBANON University) Rika Daigaku) American University College of Tamagawa Daigaku (Tamagawa Tottori Daigaku (Tottori University) Science and Technology University) Toyama Daigaku (Toyama University) American University of Beirut Teikyo Daigaku (Teikyo University) Toyama Ika Yakka Daigaku (Toyama University of Balamand Tenri Daigaku (Tenri University) Medical and Pharmaceutical Tezukayama Daigaku (Tezukayama Toyo Daigaku (Toyo University) University) Toyo Eiwa Jogakuin Daigaku (Toyo LESOTHO The University of Tokyo Eiwa Women’s University) National University of Lesotho Tohoku Gakuin Daigaku (Tohoku Toyohashi Gijutsu Kagaku Daigaku Gakuin University) (Toyohashi University of Tohoku Geijutsu Koka Daigaku Technology) LITHUANIA (Tohoku University of Art and Truro & Penwith College Vilnius University Design) Tsukuba Daigaku (University of Tohoku University Tsukuba) Tokai Daigaku (Tokai University) Tsukuba Kokusai Daigaku (Tsukuba MALAYSIA Tokoha Gakuen Daigaku (Tokoha – International University) Heriot – Watt University Malaysia Gakuen University) Tsukuba University of Technology Manipal International University Tokoha Gakuen Hamamatsu Daigaku Ueno Gakuen Daigaku (Ueno Gakuen Monash University Malaysia (Tokoha – Gakuen Hamamatsu University) Newcastle University Medicine University) University of Fukui Malaysia Tokushima Daigaku (The University University of Hyogo Sunway University of Tokushima) University of Nagasaki Universiti Tenaga Nasional Tokyo Daigaku (The University of Tokyo) Utsunomiya Daigaku (Utsunomiya University College of Technology Tokyo Gaikokugo Daigaku (Tokyo University) Sarawak University of Foreign Studies Wakayama Daigaku (Wakayama University of Malaya University) University of Reading Malaysia ib world schools yearbook 2020 | 685 5. University Acknowledgement

MALTA University of Otago Universidad Peruana Cayetano Heredia University of Waikato Universidad Peruana de Ciencias American University of Malta Victoria University of Wellington Aplicadas University of Malta Universidad Privada del Norte Universidad Ricardo Palma MAURITIUS NICARAGUA Universidad San Ignacio de Loyola Ave María College of the Americas African Leadership University Universidad Americana (UAM) Charles Telfair Institute Universidad Centroamericana de PHILIPPINES Nicaragua Ateneo de Manila University MEXICO Universidad Nacional Autónoma de De La Salle University Benemérita Universidad Autónoma Nicaragua, León Enderun Colleges de Puebla Southville International School and Escuela Bancaria y Comercial, S.C. NORWAY Colleges Instituto Tecnológico y de Estudios The University of the Philippines BI Norwegian Business School Superiores de Monterrey University of Santo Tomas Høgskulen i Volda Universidad Autónoma de Baja NHH Norwegian School of Economics California Norwegian School of Management POLAND Universidad de las Américas, Puebla The Norwegian University of Science Kasimir Pulaski Technical University Universidad de Monterrey (UDEM) and Technology (NTNU) of Radom University of Bergen Medical University of Gdansk NETHERLANDS University of Oslo Poznan University of Technology Delft University of Technology University of Stavanger Technical University of Lodz Eindhoven University of Technology University of Tromsö Technical University of Lublin TUE The Catholic University of Lublin Erasmus University Rotterdam PAKISTAN University of Gdansk HAS University of Applied Sciences University of Lodz Aga Khan University Hogeschool InHolland Warsaw University of Technology Lahore University of Management Leiden University Wroclaw University Sciences Leiden University College The Hague Nyenrode Business Universiteit PORTUGAL Open University of the Netherlands PANAMA Escola Superior de Design (IADE) Rotterdam Business School, Rotterdam Universidad Santa María La Antigua Instituto Superior Técnico (IST) University of Applied Sciences Universidade Católica Portuguesa Rotterdam Business School/ Rotterdam University PARAGUAY Rotterdam School of Management, Universidad Americana QATAR Erasmus University Universidad Católica “Nuestra University of Calgary – Qatar The Hague University of Applied Señora de la Asunción” Sciences Universidad Columbia del Paraguay University College Groningen Universidad del Norte RUSSIAN FEDERATION University College Maastricht Lomonosov Moscow State University University College Utrecht Plekhanov Russian Academy of University of Amsterdam PERU Economics University of Groningen Escuela Naval del Perú University of Nijmegen Instituto Peruano de Publicidad University of Twente Pontificia Universidad Católica del SINGAPORE Utrecht University Perú Curtin Singapore VHL University of Applied Sciences The Pontifical Catholic University of East Asia Institute of Management Wageningen Agricultural University Peru (EASB) Webster University the Netherlands Universidad Científica del Sur James Cook University (JCUS) Wittenborg University of Applied Universidad de Lima KAPLAN Singapore Sciences Universidad de Piura Management Development Institute Universidad de San Martín de Porres of Singapore (MDIS) Universidad ESAN National Institute of Education NEW ZEALAND Universidad Femenina del Sagrado National University of Singapore Auckland University of Technology Corazón (UNIFE) PSB Academy Campus Lincoln University Universidad Nacional Agraria La Molina SIM Global Education Massey University Universidad Nacional de Ingeniería Singapore Institute of Management University of Auckland Universidad Nacional Federico Singapore Institute of Technology University of Canterbury Villarreal Singapore Management University 686 | ib world schools yearbook 2020 5. University Acknowledgement

Singapore University of Technology SWITZERLAND Cardiff University & Design City University AGSB – The American Graduate Yale – NUS College Colchester Institute School of Business Courtauld Institute of Art Ecole hôtelière de Lausanne Coventry University Ecole polytechnique fédérale de SLOVENIA De Montfort University Lausanne University of Ljubljana Heriot – Watt University Eidgenössische Technische Hult International Business School Hochschule Zürich (ETH Zürich) Imperial College London FHNW Pädagogische Hochschule SOUTH AFRICA Keele University Franklin University Switzerland Rhodes University Kent Institute of Art and Design Glion Institute of Higher Education University of Cape Town King’s College London Hochschule für Gestaltung & Kunst University of Johannesburg Kingston University Luzern University of Natal Lancaster University International University in Geneva(IUG) University of Port Elizabeth Leeds Beckett University Les Roches Global Hospitality Education University of South Africa (UNISA) Liverpool Hope University Universität Basel University of Witwatersrand Liverpool John Moores University Universität Bern London Metropolitan University Universität Freiburg / Université de London School of Economics and Fribourg SPAIN Political Science Universitat Luzern ESADE Business School Loughborough University EU Business School Universität Zürich Manchester Metropolitan University IE University Université de Genève Middlesex University La Salle Campus Barcelona – Ramon Université de Lausanne Napier University Llull University Université de Neuchâtel New College of the Humanities Saint Louis University – Madrid University IFM Northumbria University Campus Webster University Geneva Nottingham Trent University Toulouse Business School – Oxford Brookes University Barcelona THAILAND Oxford University Queen’s University Belfast UIC Barcelona (Universitat King Mongkut’s Institute of Regent’s University London Internacional de Catalunya) Technology Ladkrabang Richmond, The American Universidad Camilo Jose Cela Raffles Design Institute (Bangkok) Universidad Carlos III de Madrid International University in London Universidad Católica San Antonio de Robert Gordon University Murcia – UCAM TURKEY Royal Free Hospital School of Medicine Universidad Europea de Madrid Middle East Technical University Royal Holloway University of London University Ceu Cardenal Herrera – Northern Cyprus Campus School of Pharmacy Valencia Özyegin University SOAS University of London University of Navarra St George’s, (University of London) St. Bartholomew’s & Royal London UNITED ARAB EMIRATES School Medicine & Dentistry SWAZILAND American University of Sharjah Staffordshire University University of Swaziland Dubai Aerospace Enterprise University Suffolk New College French Fashion University Esmod Swansea Institute of Higher Education Heriot – Watt University, Dubai Swansea University SWEDEN Campus The Royal Veterinary College Chalmers University of Technology Middlesex University Dubai The University of Aberdeen Göteborg University MODUL University Dubai The University of Cambridge Handelshögskolan i Stockholm RAK Medical and Health Sciences The University of Edinburgh Högskolan i Skövde University The University of Reading Högskolan Väst (University West) The Emirates Academy of Hospitality University College London Karolinska Institutet Management University of Bath Linköpings universitet University of Bedfordshire University of Birmingham Lund University UNITED KINGDOM The Royal Institute of Technology University of Bradford Umeå University Aberystwyth University University of Brighton (formerly University of Skövde Amity University [IN] London Brighton Polytechnic) University of Stockholm Anglia Ruskin University University of Bristol University of Buckingham Uppsala University Aston University Bangor University University of Buckingham, Faculty of Brunel University International Studies Cardiff Metropolitan University University of Central Lancashire ib world schools yearbook 2020 | 687 5. University Acknowledgement

University of Chester American Medical College Beloit College University of Chichester Application Service (AMCAS) Bemidji State University University of Derby American River College Benedictine College University of Dundee American University Bennett College University of Durham American University in Cairo – US Bennington College University of East Anglia Office Bentley University University of East London American University of Paris – Berea College University of Edinburgh US Office Berklee College of Music University of Essex Amherst College Berry College University of Exeter Anderson University – Indiana Bethany College – Kansas University of Glamorgan Andrews University Bethany College – West Virginia University of Glasgow Angelo State University Bethany Lutheran College University of Greenwich – Avery Hill Anne Arundel Community College Bethany University – Santa Cruz University of Huddersfield Antioch College Bethel College – Mishawaka University of Hull Appalachian State University Bethel College – North Newton University of Kent Arcadia University Bethel University – St. Paul University of Leeds Arizona State University Bethune – Cookman University University of Leicester Arizona State University – – Tempe Biola University University of Liverpool Arizona Western College Birmingham – Southern College University of Reading Arkansas Tech University Blue Ridge Community College University of Salford Armstrong Atlantic State University Bluffton University University of Sheffield Art Institute of Atlanta Bob Jones University University of South Wales, Newport Art Institute of California – Los Boise State University University of Southampton Angeles Boston College University of St Andrews Art Institute of California – Orange Boston University University of Stirling County Bowdoin College University of Strathclyde Art Institute of Fort Lauderdale Bowling Green State University University of Surrey Art Institute of Pittsburgh Bradford College University of Sussex Art Institute of Washington Bradley University University of the West of England, Asbury University Brandeis University Bristol Ashford University Brenau University University of Ulster Ashland University Brevard College University of Wales, Lampeter Atlantic Union College Brevard Community College – Cocoa University of Warwick Auburn University – Auburn campus Campus University of Westminster Augsburg College Brewton – Parker College University of Winchester Augustana College – Illinois Bridgewater College University of Wolverhampton Augustana College – South Dakota Bridgewater State University University of York Austin College Brigham Young University – Hawaii Unviersity of Sussex Austin Community College Brigham Young University – Idaho Warrington Collegiate Institute Averett University Brigham Young University – Utah West Herts College Avila University Brigham Young University – Hawaii AZTransfer (collective effort of all AZ Brown University public universities and community Bryan College UNITED STATES colleges) Bryant University Abilene Christian University Azusa Pacific University Bryn Mawr College Academy of Couture Art Babson College Bucknell University Adams State University Baldwin Wallace University Buena Vista University Adelphi University Ball State University Butler University Agnes Scott College Baptist College of Florida Cabarrus Collee of Health Sciences Albany College of Pharmacy and Bard College Cal Poly Pomona Health Sciences Barnard College Caldwell University Albion College Barry University California College of the Arts Albright College Barton College California Institute of Technology Alfred University Bastyr University California Institute of the Arts Allegheny College Bates College California Lutheran University Alliant International University Baylor University California Polytechnic State Alma College Beach College University, San Luis Obispo Alverno College Belhaven University California State University – Alvin Community College Bellarmine University Bakersfield American International University in Bellevue College California State University – Chico London – Boston Belmont Abbey College California State University – Belmont University Dominguez Hills 688 | ib world schools yearbook 2020 5. University Acknowledgement

California State University – East Bay Clarkson University Cooper Union for the Advancement California State University – Fresno Clearwater Christian College of Science & Art California State University – Clemson University Corban University Fullerton Cleveland Institute of Art Corcoran College of Art & Design California State University – Long Cleveland Institute of Music Cornell College Beach Coastal Carolina University Cornell University California State University – Los Coe College Cornell University – College of Angeles Coker College Engineering California State University – Colby College Cornell University – School of Hotel Northridge Colby – Sawyer College Administration California State University – Colgate University Cottey College Sacramento College for Creative Studies Covenant College California State University – San College of Charleston Creighton University Bernardino College of Eastern Utah Crossroads College California State University – San College of Idaho, The Crown College Marcos College of Mount St. Joseph CUNY – Queens College California State University – College of Mount St. Vincent Culver – Stockton College Stanislaus College of New Jersey Curry College California State University, Fullerton College of Notre Dame of Maryland D’Youville College California State University, Long College of Saint Benedict – Saint Dallas Baptist University Beach John’s University Dallas Christian College Calvin College College of Saint Elizabeth Dana College – Nebraska Campbell University College of Santa Fe Dartmouth College Canisius College College of St. Scholastica Davidson College Capital University College of the Atlantic Daytona State College Cardinal Stritch University College of the Holy Cross De Anza College Carleton College College of William and Mary Defiance College Carlow University College of Wooster Delaware Valley College Carnegie Mellon University Collin College – Central Park Campus Delta College Carroll College Colorado Christian University Denison University Carroll University Colorado College DePaul University Carson – Newman University Colorado Community College System DePauw University Carthage College Colorado Mesa University Dickinson College Case Western Reserve University Colorado Mountain College Doane College Catawba College Colorado School of Mines Dominican University Catholic University of America Colorado State University Dominican University – River Forest Cedar Crest College Colorado State University – Fort Dominican University of California Cedarville University Collins Dordt College Centenary College of Louisiana Colorado State University – Pueblo Drake University Central College Columbia College Drew University Central Methodist University Columbia College – Chicago Drexel University Central Piedmont Community College Columbia College – Columbia, MO Drury University Central Texas College Columbia College – South Carolina Duke University Central Washington University Columbia College Chicago Duquense University Centre College Columbia University – Columbia Duquesne University Chaminade University of Honolulu College Undergraduate Admission Earlham College Champlain College Columbia University – Fu Foundation East Carolina University Chapman University School of Engineering East Tennessee State University Charleston Southern University Columbus State Community College Eastern Connecticut State University Chatham University Columbus State University Eastern Kentucky University Chemeketa Community College Community College of Baltimore Eastern Michigan University Chicago State University County – Essex Eastern Oregon University Chowan University Concordia College Eastern Washington University Christian Brothers University Concordia College – Moorhead Eckerd College Christopher Newport University Concordia College – New York Edgewood College Citadel, The – Military College of Concordia University – Chicago El Centro College South Carolina Concordia University – Irvine Elizabethtown College Claremont McKenna College Concordia University – Nebraska Elmhurst College Clarion University of Pennsylvania Concordia University – Portland Elmira College Clark Atlanta University Concordia University – St. Paul Elms College Clark University Connecticut College Elon University Clarke College Converse College ib world schools yearbook 2020 | 689 5. University Acknowledgement

Embry – Riddle Aeronautical Georgia State University Illinois College University – Daytona Beach Germanna Community College Illinois Institute of Technology Emerson College Gettysburg College Illinois State University Emmanuel College – Boston Golden Gate University Illinois Wesleyan University Emory and Henry College Gonzaga University Indian River State College Emory University Gordon College – Georgia Indiana University – Purdue Emporia State University Gordon College – Massachusetts University at Indianapolis Endicott College Goshen College Indiana University – Purdue Erskine College Goucher College University Fort Wayne Eureka College Grace College and Seminary Indiana University – South Bend Evangel University Graceland University Indiana University Bloomington Evergreen State College Grand Canyon University Indiana Wesleyan University Fairfield University Grand Valley State University Iona College Fashion Institute of Technology – Greensboro College Iowa State University SUNY Grinnell College Iowa State University of Science and Ferris State University Grossmont College Technology Ferrum College Grove City College Ithaca College Flagler College Guilford College Jacksonville University Flathead Valley Community College Gulf Coast State College James Madison University – Kalispell Gustavus Adolphus College John Brown University Florida Atlantic University – Boca Gwynedd Mercy University John Carroll University Raton Hamilton College John Jay College of Criminal Justice Florida Atlantic University – Wilkes Hamline University (City University of New York) Honors College Hampden – Sydney College Johns Hopkins University Florida College Hampshire College Johnson & Wales University – Florida Gulf Coast University Hampton University Charlotte Florida Institute of Technology Hanover College Johnson & Wales University – Denver Florida International University Hardin – Simmons University Johnson & Wales University – North Florida Memorial University Harding University Miami Florida Scholarships Harford Community College Johnson & Wales University – Florida Southern College Hartwick College Providence Florida State College at Jacksonville Harvard University Johnson C. Smith University Florida State University Harvey Mudd College Judson University – Illinois Fordham University Hastings College Juniata College Fordham University (all campuses) Haverford College Kalamazoo College Fort Hays State University Hawaii Pacific College Kansas State University Francis Marion University Hawaii Pacific University Kansas Wesleyan University Franciscan Missionaries of Our Lady Heidelberg University Kaplan University University Hendrix College Keene State College Franciscan University of Steubenville High Point University Kennesaw State University Franklin and Marshall College Hillsborough Community College – Kent State University Franklin College Brandon Campus Kentucky Wesleyan College Franklin Pierce University Hillsdale College Kenyon College Fresno Pacific University Hillsdale Free Will Baptist College Kettering University Friends University Hiram College King College Front Range Community College – Hobart and William Smith Colleges King’s College – Pennsylvania Westminster Campus Hofstra University Knox College Frostburg State University – Hollins University Kutztown University of Pennsylvania Maryland Holy Names University La Salle University Furman University Hood College La Sierra University Gardner – Webb University Hope College Lafayette College Geneva College Hope International University LaGrange College George Fox University Houghton College Laguna College of Art and Design George Mason University Houston Baptist University Lake City Community College George Washington University Howard Community College – Lake Forest College Georgetown College Maryland Lander University Georgetown University Howard University LaRoche College Georgia Baptist College of Nursing of Humboldt State University, a Lasell College Mercer University California State University Campus Lawrence Technological University Georgia College and State University Huntingdon College Lawrence University Georgia Institute of Technology Huntington University Lebanon Valley College Georgia Southern University Hutchinson Community College Lee University 690 | ib world schools yearbook 2020 5. University Acknowledgement

Lees – McRae College Massachusetts College of Art and Missouri University of Science and Lehigh University Design Technology Lehman College – The City University Massachusetts College of Pharmacy Missouri Western State University of New York and Health Sciences – Boston Molloy College Lenoir – Rhyne University Massachusetts Institute of Monmouth College Lesley University Technology Monmouth University LeTourneau University Master’s College, The Monroe Community College – Lewis and Clark College Mayville State University Rochester Lincoln Memorial University McDaniel College Montana State University Billings Linfield College McMurry University Montana State University Bozeman Linfield College – McMinnville Menlo College Montgomery College – Rockville Linfield College – Portland Mercer University Montreat College Lipscomb University Mercyhurst University Moody Bible Institute Livingstone College Meredith College Moravian College Loma Linda University Merrimack College Morehouse College Lone Star College – CyFair Messiah College Morgan State University Lone Star College – Kingwood Methodist University Mount Holyoke College Lone Star College – Montgomery Metropolitan Community College – Mount St. Mary’s College – Los Lone Star College – North Harris Blue River Angeles Lone Star College – Tomball Metropolitan Community College – Mount St. Mary’s University – Long Island University – Global Longview Emmitsburg Long Island University at Riverhead Metropolitan Community College – Mount Union College Long Island University – C.W.Post Maple Woods Mountain Empire Community College Campus Metropolitan Community College Muhlenberg College Longwood University – Omaha Multnomah Bible College and Biblical Loras College Metropolitan Community College – Seminary Louisburg College Penn Valley Muskingum College Louisiana State University – Baton Metropolitan State University – St. N.C. Wesleyan College Rouge Paul National American University – Rapid Loyola Marymount University Metropolitan State University of City Loyola University – Chicago Denver Nazareth College of Rochester Loyola University – Maryland Miami Dade College NCAA – Eligibility Center Loyola University Chicago Miami University of Ohio Nebraska Wesleyan University Loyola University Maryland Michigan State University New College of Florida Loyola University New Orleans Michigan Technological University New England College Luther College Mid – America Nazarene University New Jersey Institute of Technology Lynchburg College Middle Georgia State College New Mexico Highlands University Lynn University Middle Tennessee State University New York Film Academy Lyon College Middlebury College New York Institute of Technology Macalester College Midwestern State University New York University MacMurray College Millersville University New York University – Tisch School Macon State College Milligan College of the Arts Madonna University Millikin University Newberry College Manchester College Mills College Niagara University Manhattan College Millsaps College Norfolk State University Manhattanville College Milwaukee School of Engineering North Carolina Agricultural and Marian University – Indiana Minerva Schools at KGI Technical State University Marietta College Minneapolis College of Art and Design North Carolina State University Marist College Minneapolis Community and North Central College Marlboro College Technical College North Central University Marquette University Minnesota State University – North Dakota State University Mars Hill College Moorhead North Dakota University System Mars Hill University Minnesota West Community and North Greenville University Marshall University Technical College North Hennepin Community College Mary Baldwin College Mississippi College North Park University Maryland Institute College of Art (MICA) Mississippi Colleges and Universities Northeastern University Marymount California University Mississippi State University Northern Arizona University Marymount Manhattan College Missouri Southern State University Northern Illinois University Marymount University – Joplin Northern Kentucky University Maryville College Missouri State University Northern Michigan University Marywood University Missouri University of Science & Northern Virginia Community College Technology – Alexandria ib world schools yearbook 2020 | 691 5. University Acknowledgement

Northern Virginia Community College Pittsburg State University Saint Mary’s University of Minnesota – Annandale Pitzer College Saint Michael’s College Northern Virginia Community College Point Loma Nazarene University Saint Paul College – Minnesota – Manassas Point Park University Saint Vincent College Northern Virginia Community College Pomona College Salem College – Medical Ed. Campus Portland State University Salem – Teikyo University Northern Virginia Community College Prairie View A&M University Salisbury University – Woodbridge Presbyterian College Salt Lake Community College Northland College Prince George’s Community College Salve Regina University Northwest Christian University Princeton University Sam Houston State University Northwest Missouri State University Principia College Samford University Northwest Nazarene University Providence College San Diego State University Northwest University Purdue University, West Lafayette San Diego State University – Imperial Northwestern University Queens University of Charlotte Valley Campus Notre Dame de Namur University Quincy University San Francisco Art Institute Oakland University Quinnipiac University San Francisco State University Oberlin College Radford University San Jacinto College Occidental College Ramapo College of New Jersey San Joaquin Delta College Oglethrope University Randolph College – Lynchburg San Jose State University Ohio Dominican University Randolph – Macon College – Ashland Santa Clara University Ohio Northern University Reed College Santa Fe College Ohio State University Regent University Sarah Lawrence College Ohio University Regis College Savannah College of Art and Design Ohio Valley University Regis University – Atlanta Ohio Wesleyan University Rensselaer Polytechnic Institute Savannah College of Art and Design Okaloosa – Walton Community Rhodes College – Savannah College Rice University Schiller International University Oklahoma Baptist University Rider University School of the Art Institute of Chicago Oklahoma Christian University Ringling College of Art and Design School of the Museum of Fine Arts Oklahoma City University Ripon College Schreiner University Oklahoma State University Roanoke College Scripps College Old Dominion University Robert Morris University Seattle Pacific University Olin College of Engineering Roberts Wesleyan College Seattle University Olivet Nazarene University Rochester Institute of Technology Seminole State College – Sanford Oral Roberts University Rockford University Campus Oregon Institute of Technology Rockhurst University Seton Hall University Oregon State University Rocky Mountain College – Billings Sewanee – University of the South Otis College of Art & Design Roger Williams University Shaw University Ottawa University – Kansas Rollins College Shenandoah University Ouachita Baptist University Roosevelt University Shepherd University Oxford College of Emory University Rose – Hulman Institute of Shimer College Pace University – Pleasantville Technology Shorter University Pacific Lutheran University Rosemont College Siena College Pacific Union College Rowan University Sierra Nevada College Pacific University Russell Sage College Simmons College Palm Beach Atlantic University Rutgers – The State University of Simpson College Palm Beach State College New Jersey Skidmore College Palomar College Rutgers – The State University of Slippery Rock University Paradise Valley Community College New Jersey Smith College Park College (see Park University) Rutgers University – – Newark Soka University of America Park University Sacred Heart University South Dakota School of Mines and Pasco – Hernando State College – Saginaw Valley State University Technology West Campus Saint Anselm College South Dakota State University Paul Smith’s College Saint Augustine’s University South Georgia College Pennsylvania State University – Saint Edward’s University South University – Pittsburgh University Park Saint Joseph’s University Southeast Missouri State University Pensacola Junior College Saint Louis University Southeastern Louisiana University Pepperdine University Saint Louis University – MO Southeastern University Pfeiffer University Saint Martin’s University Southern Adventist University PharmCAS Saint Mary’s College of California Southern Connecticut State University Piedmont College Saint Mary’s College – Notre Dame Southern Illinois University – Pine Manor College Saint Mary’s College of California Carbondale 692 | ib world schools yearbook 2020 5. University Acknowledgement

Southern Methodist University SUNY – New Paltz Trinity College Southern Nazarene University SUNY – Purchase College Trinity International University Southern New Hampshire University SUNY – Ulster County Community Trinity University Southern Oregon University College Troy University Southern Polytechnic State University SUNY – University at Albany Truman State University Southern Utah University SUNY – University at Buffalo Tufts University Southern Vermont College SUNY Adirondack Tulane University Southern Virginia University SUNY Cortland Tulsa Community College Southwest Baptist University SUNY OSWEGO (State University of Tusculum College Southwest Minnesota State University New York at OSWEGO) UCBerkekey Southwestern Assemblies of God Suffolk University Union College University Sul Ross State University – Alpine Union College – Kentucky Southwestern College – California Susquehanna University Union College – New York Southwestern University Swarthmore College Union University Spelman College Sweet Briar College United States Air Force Academy Spring Arbor University Syracuse University United States International Spring Hill College Tabor College University St Mary’s College – Indiana Tacoma Community College United States Military Academy St. Andrews Presbyterian College Tallahassee Community College United States Naval Academy St. Andrews University Tarleton State University University at Albany – – SUNY St. Bonaventure University Taylor University – Fort Wayne University of Advancing Technology St. Catherine University Taylor University – Indianapolis University of Akron St. Cloud State University Taylor University – Upland University of Alabama St. Edward’s University Teikyo Post University University of Alabama – Tuscaloosa St. John Fisher College Temple University University of Alabama at Birmingham St. John’s College Tennessee Technological University University of Alabama in Huntsville St. John’s College – Maryland Texas A&M University – College University of Alaska – Anchorage St. John’s College – New Mexico Station University of Alaska – Fairbanks St. John’s University – Queens Texas A&M University – Commerce University of Alaska Southeast – Campus Texas A&M University – Corpus Juneau St. Johns College Christi University of Alaska Southeast – St. Joseph’s College – Brooklyn Texas A&M University – Galveston Ketchikan Campus Texas A&M University – Kingsville University of Arizona St. Lawrence University Texas A&M University – Commerce University of Arizona – Tucson St. Mary’s College of Maryland Texas Christian University University of Arkansas St. Mary’s University – San Antonio Texas Lutheran University University of Arkansas at Fayetteville St. Mary’s University – Texas Texas State University University of Arkansas at Little Rock St. Norbert College Texas State University San Marcos University of Baltimore St. Olaf College Texas Tech University University of California – Berkeley Stanford University Texas Wesleyan University University of California – Davis State University of New York – Texas Woman’s University University of California – Irvine Brockport The College of Saint Rose University of California – Los Angeles State University of New York College The Evergreen State College University of California – Merced at Plattsburgh The George Washington University University of California – Office of State University of New York The New School the President Polytechnic Institute The New School for Liberal Arts – University of California – Riverside Stephen F. Austin State University Eugene Lang College University of California – San Diego Stephens College The New School – Social Research University of California – San Stetson University The University of New Mexico Francisco Stonehill College The University of Southern Mississippi University of California – San Stony Brook University The University of Texas at Austin Francisco, School of Dentistry SUNY – Alfred State College The University of Texas at San University of California – Santa Cruz SUNY – Binghamton University Antonio University of California – – Merced SUNY – Buffalo State College The University of Tulsa University of California, Berkeley SUNY – College at Brockport Thomas More College University of California, Irvine SUNY – College at Cortland Tiffin University University of California, Office of the SUNY – College at Fredonia Toccoa Falls College President SUNY – College at Geneseo Tougaloo College University of California, Santa SUNY – College at Old Westbury Towson University Barbara SUNY – College at Oneonta Transylvania University University of California – – Riverside SUNY – College at Oswego Trevecca Nazarene University University of Central Florida SUNY – Maritime College Trinity Christian College University of Central Missouri

ib world schools yearbook 2020 | 693 5. University Acknowledgement

University of Central Oklahoma – University of Missouri – Columbia University of South Carolina – Edmond University of Missouri – Kansas City Columbia University of Charleston University of Missouri, Columbia University of South Carolina – University of Chicago University of Mobile Lancaster University of Cincinnati University of Montana University of South Carolina – University of Colorado at Boulder University of Montana – Montana Salkehatchie University of Colorado at Colorado Tech University of South Carolina – Springs University of Montevallo Upstate University of Colorado Denver University of Mount Olive University of South Florida University of Connecticut University of Nebraska – Omaha University of South Florida – St University of Dallas University of Nebraska – Lincoln Petersburg University of Dayton University of Nebraska – Omaha University of South Florida – Tampa University of Delaware University of Nevada – Las Vegas University of Southern California University of Denver University of Nevada – Reno University of Southern Indiana University of Dubuque University of New Hampshire University of Southwestern Louisiana University of Evansville University of New Haven University of St. Francis University of Florida University of New Mexico University of St. Francis – Illinois University of Georgia University of New Mexico – University of St. Mary University of Georgia – Athens Albuquerque University of St. Thomas – Minnesota University of Hartford University of New Orleans University of St. Thomas – St. Paul University of Hawaii – Hilo University of North Carolina at Asheville University of St. Thomas – Houston University of Hawaii – Manoa University of North Carolina at Chapel University of St. Thomas – Minnesota University of Hawaii – Manoa Hill University of Tampa University of Houston University of North Carolina at University of Tennessee – University of Idaho Charlotte Chattanooga University of Illinois at Chicago University of North Carolina at University of Tennessee – Knoxville University of Illinois at Urbana Greensboro University of Texas – Pan American Champaign University of North Carolina at University of Texas – Dallas University of Illinois at Urbana – Pembroke University of Texas at Arlington Champaign University of North Carolina at University of Texas at Austin University of Indianapolis Wilmington University of Texas at Dallas University of Iowa University of North Carolina University of Texas at El Paso University of Kansas Greensboro University of Texas at San Antonio University of Kentucky University of North Carolina School of University of Texas at Tyler University of Louisville the Arts University of Texas of the Permian University of Maine University of North Dakota Basin University of Maine at Fort Kent University of North Florida University of The Sciences in University of Maine at Orono University of North Georgia Philadelphia University of Mary Washington University of North Texas University of Toledo University of Maryland University of Northern Arizona University of Tulsa University of Maryland – Baltimore University of Northern Colorado University of the Arts County University of Northern Iowa University of the Pacific University of Maryland – University University of Northwestern – St. Paul University of the South – Sewanee College University of Notre Dame University of Utah University of Maryland, College Park University of Oklahoma – Norman University of Vermont University of Massachusetts University of Oregon – Eugene University of Virginia University of Massachusetts – University of Pennsylvania University of Virginia’s College at Wise Boston University of Pittsburgh University of Washington University of Massachusetts – – University of Pittsburgh – McGowan University of Washington – Seattle Lowell Institute of Regenerative Medicine University of Washington – Tacoma University of Memphis University of Portland University of Washington Bothell University of Miami University of Puget Sound University of West Alabama University of Michigan University of Redlands University of West Florida University of Michigan – Ann Arbor University of Rhode Island University of West Georgia University of Michigan – Dearborn University of Richmond University of Wisconsin – Eau Claire University of Michigan – Flint University of Rochester University of Wisconsin – Green Bay University of Minnesota – Crookston University of San Diego University of Wisconsin – HELP University of Minnesota – Duluth University of San Francisco Program University of Minnesota – Morris University of Scranton University of Wisconsin – La Crosse University of Minnesota, Twin Cities University of South Alabama University of Wisconsin – Madison University of Mississippi University of South Carolina – University of Wisconsin – Milwaukee University of Missouri Beaufort University of Wisconsin – Oshkosh

694 | ib world schools yearbook 2020 5. University Acknowledgement

University of Wisconsin – Parkside Western International University – University of Wisconsin – Richland Arizona University of Wisconsin – River Falls Western Kentucky University University of Wisconsin – Stevens Western Michigan University Point Western Oregon University University of Wisconsin – Stout Western Texas College University of Wisconsin – Whitewater Westminster College University of Wisconsin – Madison Westminster College – Salt Lake City University of Wisconsin – Superior Westmont College University of Wyoming Whatcom Community College Universityof Detroit Mercy Wheaton College Ursinus College Wheaton College – Illinois Utah State University Wheaton College – Massachusetts Utah Valley University Wheeling Jesuit University Utica College Whitman College Valdosta State University Whittier College Valencia College – all campuses Whitworth University Valencia College – East Campus Wichita State University Valparaiso University Widener University Vanderbilt University Willamette University Vanguard University of Southern William Jessup University California William Jewell College Vassar College William Peace University Villanova University William Smith College Virginia Commonwealth University William Woods University Virginia Military Institute Williams College Virginia Polytechnic Institute & State Wingate University University Winona State University Virginia State University Winston – Salem State University Virginia Wesleyan College Winthrop University Virginia Western Community College Witman College Viterbo University Wittenberg University Wabash College Wofford College Wagner College Worcester Polytechnic Institute Wake Forest University Wright State University Warner Pacific College Xavier University Warren Willson College Xavier University – Cincinnati Washingotn and Lee University Xavier University of Louisiana Washington & Jefferson College Yakima Valley Community College Washington and Lee University Yale University Washington College Young Harris College Washington State University Youngstown State University Washington State University – Pullman Washington University in St. Louis URUGUAY Wayland Baptist University – Phoenix Universidad Católica del Uruguay Campus Universidad de la República Wayne State University Universidad ORT Uruguay Webster University Wellesley College VENEZUELA Wesleyan College Wesleyan College – Macon Instituto Experimental de Tecnología Wesleyan University y Agricultura Wesleyan University – Middletown Universidad Tecnológica del Centro – West Chester University UNITEC West Chester University of Pennsylvania ZIMBABWE West Texas A&MUniversity University of Zimbabwe West Virginia University West Virginia Wesleyan College Western Carolina University Western Illinois University

ib world schools yearbook 2020 | 695 Section 4

Rampart High School IB Diploma Program Material International Baccalaureate Diploma Program History at Rampart High School

The IB Diploma Program began at Rampart High School in the Fall of 1998 and graduated its first IB/DP class in the spring of 2000.

Rampart High School DP prepares students for effective participation in a rapidly evolving and increasingly global society as they gain:

· In-Depth Academic Knowledge · International-Mindedness & Lifelong Learning · Cultural Awareness…Learn a Second Language · Student Led Inquiry Based Learning · Community Involvement & Experiential Education · Integrity, Honesty, Compassion & Fairness; Learner Profile in Action · Personal and Interpersonal Development through Creativity, Activity and Service

- Average of 75 Juniors and Seniors

- 16 IB/DP Course Offerings

- 86% RHS students receive IB Diploma (10-year average) (Worldwide: +/- 79%) o 89% in 2020

- Average Total Points: 29 out of 42 (2020)

- Average Assessment Score: 4.7 (0-7 scale) (2020)

RHS DP Course Offerings 2021-2022 SY

Group 1 Language A English Lang & Lit – HL

Group 2 French – SL / HL Language B Spanish – SL / HL Chinese – SL / HL ** Please note: Lang B is a two-year course regardless of SL or HL level

Group 3 History of the Americas (11th grade only...meets CDE requirement) Individuals & Societies 20th Century World History – SL / HL (12th grade only) Psychology – SL Business Management - SL Group 4 Biology – SL / HL Experimental Science Chemistry – SL / HL Environmental System & Societies - SL ** Please note: Biology or Chemistry is a two-year course regardless of SL

Group 5 Math Applications and Interpretation - HL Math Math Applications and Interpretation – SL

Group 6 Film – SL / HL The Arts* Visual Art & Design – SL / HL Theatre Arts – SL / HL

** Please note: All Group 6 courses are two-year courses regardless of SL or HL ** Group 6 requirement can also be fulfilled by taking a second Group 2, 3 or 4 subject

GROUP 11TH GRADE 12TH GRADE MISCELLANEOUS

1 DP English A: Lang and Lit HL I...... (2 year) DP English A: Lang and Lit HL II Juniors can test in the following courses: - DP Psychology SL 2 DP Language B: French I...... (2 year) DP Language B: French II...... (2 year) - DP Business Management SL DP Language B: Spanish I ...... (2 year) DP Language B: Spanish II...... (2 year) - DP Environmental System & Societies SL DP Language B: Chinese I...... (2 year) DP Language B: Chinese II...... (2 year) - DP Math Applications and Interpretation SL

No DP courses can be completed via DP History of Americas ...... (2 year, continues in 20th CWH) DP 20th Century World History SL or HL...... HL pre-reqt is HOA Independent Study DP Psychology SL...... (1 year; if taken Jr yr Group 3 reqt fulfilled) DP Psychology SL ...... (can be taken Sr yr if not Jr yr) 3 * Based on Teacher Recommendation DP Business Management SL...... (1 year; if taken Jr yr Group 3 reqt fulfilled) DP Business Management SL. .... (can be taken Sr Yr if not Jr yr) U.S. History or AP U.S. History

IB DIPLOMA REQUIREMENTS DP Biology I HL ...... (2 year) DP Biology II SL or HL • 6 IB Exams in 6 different subject areas; Standard Level (SL) exams or Higher Level DP Chemistry I HL ...... (2 year) DP Chemistry II SL or HL 4 (HL) exams; three SL and three HL or two SL and four HL exams must be taken; two SL DP Environmental Sys & Soc SL .... (1 year; if taken Jr yr Group 4 reqt fulfilled) * DP Environmental Sys & Soc SL..(can be taken Sr Yr if not Jr Yr) exams may be taken in the junior year (see above). DP Math Applications and Interpretation HL I ...... (2 year) DP Math Applications and Interpretation HL II • Creativity / Action / Service (CAS) 5 DP Math Applications and Interpretation SL…………(1 year; pre-reqt is MYP DP Math Applications and Interpretation SL • Extended Essay (EE) Algebra II; if taken Jr yr • Theory of Knowledge (TOK) Group 5 reqt fulfilled) Please note: The information on this form MYP Algebra II……..(will take DP Math Apps and Interpretation SL Sr yr) is subject to change as IB course curriculums are revised.

DP Visual Art Design I DP Visual Art Design II IB/DP EXAMS TO BE TAKEN DP Theatre I DP Theatre II 6 DP Film I DP Film II Language A English HL

Language B HL SL Individuals & or substitute an additional course from Group 2, 3, or 4 or substitute an additional course from Group 2, 3, or 4 HL SL Societies Experimental HL SL Sciences Maths HL SL TOK Taken 2nd Semester Taken 1st Semester The Arts or HL SL Elective Extra Exam HL SL

SY 2021-22 CAO: 1 Dec 20 RHS IB/DP Schedule Planning Document

GRP 11th GDE / 1st Sem 11 GDE / 2nd Sem 12th GDE / 1st Sem 12 GDE / 2nd Sem 1 English A: Lang & Lit HL English A: Lang & Lit HL English A: Lang & Lit HL English A: Lang & Lit HL

2

3

4

5

6

OPEN ToK ToK OPEN

Higher Level Test _English A: Lang & Lit_ Standard Level Test ______(optional) ______

Questions on DP program, scheduling or courses, please contact one of the following individuals

Mrs. Andrea Lucero (DP Counselor, College & Career Counselor)…Counseling Office or [email protected] Mr. Brian Herman (IB Coordinator)…Room 401 or [email protected] Mr. Brian Hutchison (DP Admin Assistant)…Room 401 or [email protected]