DISSERTATION A STUDY OF THE OUTCOMES OF AN INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM EDUCATION Submitted by Cori Hixon School of Education In partial fulfillment of the requirements For the Degree of Doctor of Philosophy Colorado State University Fort Collins, Colorado Fall 2017 Doctoral Committee: Advisor: Donna Cooner Heidi Fredrickson Pam Coke Gene Gloeckner Copyright by Cori D. Hixon 2017 All Rights Reserved ABSTRACT A STUDY OF THE OUTCOMES OF AN INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM EDUCATION The International Baccalaureate Diploma Program is noted by universities and researchers as one of high academic rigor and standards (Culross & Tarver, 2011; Taylor & Porath, 2006); however, students enrolled in IBDPs often cite high levels of perceived stress and lack of social interaction as a result of the rigor (Shaunessy & Suldo, 2010). Anecdotally, parents and educators question the value of an IB education if it puts the mental and social well- being of the child at risk, and yet, there is research supporting the claim that participation in an IBDP prepares students with the knowledge and academic and non-academic skills required to be successful in post-secondary pursuits including university or work force readiness (Bergeron, 2015; Conley, 2008, 2010). Thus, this study addresses the problem between the benefits and risks of an IB education by examining alumni perceptions of the role of the DP in preparing them for post-secondary pursuits. Surveying 20 alumni from the graduating classes of 2006-2014 at Poudre High School in Fort Collins, CO, provided data to examine the outcomes of participation in the IBDP and to measure the quality and effectiveness of the PHS program. The results of this study will provide information for the existing IBDP at PHS to refine, revise, and develop the program with the goal of increasing student enrollment by providing information on the outcomes of an IB education to incoming students and families. ii A phenomenological approach was taken with this qualitative study because it explored the reflections and lived experiences of participants. Participants’ lived experiences in the PHS IBDP and their perceptions of how those experiences impacted their post-secondary pursuits helped to explain what the experience of IBDP was like. The descriptions of alumni experiences and the ways in which those experiences informed other aspects of their life, shed light on the essence of the program itself and the outcomes of participation in that program. Analysis of the data revealed a) participants felt well prepared for post-secondary pursuits, b) influence of the core components was significant but not direct, c) participants felt that overall the program was of value with long term benefits, and d) high levels of stress discussed in the literature were not a major concern for participants in this study. This study was limited by the fact that it was one site in a middle class school district with a consistently high diploma pass rate. Additionally, the DP is housed within the larger comprehensive high school creating a cohort of like-minded learners. iii ACKNOWLEDGEMENTS I would like to thank the Poudre High School International Baccalaureate alumni and current staff and students for their willingness to participate in this study and for their dedication to teaching and learning. I’d also like to thank my advisor, Donna Cooner, who encouraged me each step of the way and calmed my anxieties and self-doubt again and again. I also need to thank my family for their undying support and unconditional love. Peyton and Ainsley, you never doubted that I would finish the paper. Thank you for the countless times you allowed me go to my room and write while you entertained yourselves. To my parents, who always believed in me and never missed a moment to brag, and my sister who always supports my crazy adventures and understands my idiosyncrasies. And finally, I must acknowledge my husband who never let me quit, never doubted my abilities, and always reminded me of my own strength. I would not have started this or finished it without your support and love. iv DEDICATION This paper is dedicated to my mom, Carol Ann Hixon, who always wanted a PhD of her own. Mom, you inspired me to start this and your unconditional belief in my abilities allowed me to complete it. Thank you for being a part of this process, encouraging me to build castles in the air, and helping me put the foundations under them. v TABLE OF CONTENTS Abstract ......................................................................................................................................................... ii Acknowledgements…...……………………………………………………………………………………iv Dedication…………………………………………………………………………………………………..v List of Tables ................................................................................................................................................ x List of Figures .............................................................................................................................................. xi Chapter One: Introduction ........................................................................................................................... 1 Background to the Problem ...................................................................................................................... 1 Problem Statement .................................................................................................................................... 3 Purpose of This Study ............................................................................................................................... 4 Significance of This Study ........................................................................................................................ 4 Researcher’s Perspective .......................................................................................................................... 7 Research Questions ............................................................................................................................... 8 Delimitations ............................................................................................................................................. 8 Limitations ................................................................................................................................................ 8 Chapter Two: Literature Review................................................................................................................ 10 International Baccalaureate Program ...................................................................................................... 10 History of International Baccalaureate................................................................................................ 10 Core Components ................................................................................................................................ 13 Existing Research and Studies on International Baccalaureate Education ............................................. 19 Benefits ............................................................................................................................................... 19 Limitations .......................................................................................................................................... 27 Alumni Studies........................................................................................................................................ 36 Research on College Readiness .............................................................................................................. 40 Defining College Ready ...................................................................................................................... 40 Indicators of Readiness ....................................................................................................................... 41 Predictors of Readiness ....................................................................................................................... 42 Why College Readiness Matters ......................................................................................................... 44 vi What Makes a Student College Ready? .............................................................................................. 45 Summary and Implications ..................................................................................................................... 47 Chapter Three: Methodology ..................................................................................................................... 49 Context of Study ..................................................................................................................................... 49 Demographics & Culture ........................................................................................................................ 49 International Baccalaureate at Poudre High School................................................................................ 51 Research Design...................................................................................................................................... 52 Research Questions ............................................................................................................................. 53 Participants .........................................................................................................................................