IB BOOSTERS

(Last updated 09/12/07.)
I. What is IB?
      a) What is the IB Diploma Program?
      b) What is the IBO? (International Baccalaureate Organization)
      c) What does the IBO do today?
      d) How can I learn more?

II. Why Enroll in IB?
      a) What are the advantages of enrolling in an IB Program?
      b) How does the IB Diploma Program compare with The College Board’s Advanced Placement (AP) Program, another pre-university program common in the US?
      c) Is the Diploma Program only for honors or gifted students?
      d) What do colleges and universities think about the Diploma Program?
      e) Does taking difficult courses improve my chances for scholarships and admission to universities?
      f) Does an IB Diploma allow students to go abroad for university?

III. What Are The Requirements for the IB Diploma?
      a) Group 1, Language A1
      b) Group 2, Second Language
      c) Group 3, Individuals and Societies
      d) Group 4, Experimental Sciences
      e) Group 5, Mathematics and Computer Science
      f) Group 6, The Arts
      g) What is the Theory of Knowledge (TOK) Course?
      h) What is the Extended Essay?
      i) What is CAS?
      j) What are Internal & External Assessments?
     k) What are the conditions for awarding the IB Diploma?

IV. What preparation do students need prior to Junior Year to succeed?
a) What courses should students be taking prior to their Junior year?
b) When should students begin planning for IB diploma?

V. How is the IB Program at West Morris Mendham High School Organized and Run?
      a) Why does West Morris Mendham High School have an IB Program?
      b) How many students enroll & complete the IB diploma (conversely, how many take some IB tests but not earn the diploma)?
      c) How do IB Courses compare to AP courses?
      d) Should IB candidates take some AP exams also?
      e) What is the average daily homework load of an IB student?
      f) Do students that participate in athletics, band, or other extra-curricular activities succeed in IB?
      g) What fees and costs will students pay? & Is there assistance for low-income students?
      h) When are the exams?
      i)What do students do Senior year after their exams and before the end of school?
      k) Can Special Needs Students participate?
      l) What IB courses & exams are offered at WMMHS?
      m) How do IB courses affect GPA & Class Rank?
      n) What significant deadlines are published already?
      o) What scores have WMMHS students earned on past exams?
      p) When and how will students & colleges learn their scores?
      q) Where can I get more information?

I. What is IB?

a) What is the IB Diploma Program?
The International Baccalaureate program at West Morris Mendham High School is a comprehensive, rigorous two-year curricula with globalized standards as set by the International Baccalaureate Organization, an international body. In addition to intellectual rigor, breadth and depth of study, critical thinking and high academic standards, the program emphasizes the ideals of international understanding, responsible citizenship and lifelong learning. Students must pass standardized IB exams in order to earn the IB Diploma.
The IB Diploma is recognized by colleges and universities around the world. Among North American colleges and universities, the IB Diploma is recognized as a superior high school education.typically providing the most rigorous courses at that student's high school.. Many colleges and universities recognize IB test scores either for college credit or advanced placement.

The IB Diploma Program requires students to:

It emphasizes the importance of logical thought, research, and forceful writing skills.
It challenges its participants to attain new levels of intellectual performance by having them assume responsibility for independent thinking and learning.
It gives students an international perspective and involves them in an interdisciplinary approach to education.
It offers the opportunity to gain credit or advanced college standing at major colleges and universities in the United States and abroad.
Successful IB candidates have taken the most demanding courses at WMMHS, a positive factor in college admissions.
Students weighted GPA may be higher.
Students with high ability that is not reflected in multiple choice questions benefit from minimal weight on these questions
Students grow as they perform the required creativity, action, and service requirements.
Moving among IB schools can ease transitions for mobile families.
Students develop a sense of the world around them, their responsibility to it, and the skills with which to embrace the complexities of life.

The IBO often employs a variety of phrases to describe these traits and abilities: “learning how to learn,” “life-long learners,” “critical and compassionate thinkers,” and “informed participants in local and world affairs.”

Students with IB Diplomas, who now attend universities, report that their involvement with IB has given them the tools needed to succeed at university and to make the most of their post-secondary education. In particular, students comment on their sense of preparedness, their self-confidence, their research and writing skills, their ability to manage their time, and their willingness to be actively engaged in their own learning.

b) How does the IB Diploma Program compare with The College Board’s Advanced Placement (AP) Program, another pre-university program common in the US?

Both Programs provide students with rich and challenging curricula. Both Programs enjoy national and international college and university recognition. AP offers a choice of demanding courses culminating in exams (or portfolios). IB is an integrated curriculum requiring study in 6 areas that trains students to think critically about learning, to question what they are being taught, and to strive to improve in all academic areas.

Other differences include:

IB has two extra requirements outside of the standard course load, Theory of Knowledge class and Extended Essay. IB may therefore be considered the more demanding curriculum.
The AP score (1-5) is based on a single exam in May. Between 20% and 50% of the IB course score is based on Internal Assessments, course work graded by the WMMHS teacher (with some samples checked by an IB examiner). The remaining 50% - 80% is based on an exam given (or portfolio submitted) in May.
Although both IB and AP exams have both multiple choice and free response sections, IB scores place less weight on the multiple choice section.
AP exams are taken in one sitting, usually three hours in length. IB exams, which may be more than three hours, are usually in two different sittings.^c
Research, written, and oral communication are emphasized in IB.

One researcher who compares the IB and AP in Chemistry in response to a report by the NRC points to the benefits of the Theory of Knowledge class and the Extended Essay. Responding to this research report, a former Chief Examiner for IB and former Chief Reader for AP said,

the largest single difference between the IB Diploma Programme (DP) and the Advanced Placement (AP) [is] the syllabus details of the two programmes.
The DP chemistry syllabus is very detailed and is broken down according to topics, sub-topics, and assessment statements, and each question can be linked to one (or more) assessment statement. Therefore, DP teachers know exactly what they should teach for the exam. The AP syllabus, on the other hand, is far less detailed, consisting only of a list of topics and sub-topics. When AP exams are assembled, there are no assessment statements to provide a limit for questions, which often require students to apply their knowledge of a topic to new situations.
There are differences in both syllabus coverage and emphasis between the various examination papers in the two programmes.^d

The College Board and the IBO have recently (November 2002) issued a joint publication, “IB & AP” which compares and contrasts both Programs. A copy can be found on the AP website. ^e

c) Is the Diploma Program only for honors or gifted students?

Not as designed by the IBO which permits IB-authorized schools to implement their programs in ways that will best meet their local needs. This means that one will see a wide variety of student enrollment patterns in IB programs. Many schools see the IB Diploma as a way to address the needs of gifted and honors students; these schools tend to have selection criteria (such as grade point average, standardized test scores, teacher recommendations, essays, etc.) for admission to their IB Diploma Programs.Other schools allow any willing student to attempt the IB Diploma Program.

At WMMHS, Honors/IB courses are designed to provide the challenge, rigor, and creative opportunities for those students who are academically gifted. All IB courses are IB/Honors level with one exception: Students may study Discrete Math at the Advanced level in preparation for a Standard Level IB Exam.

The emphasis on writing in the IB curriculum suggests students who are successfully studying humanities courses at the Honors level are well prepared for the IB Diploma Program. Some students take Standard Level Math Studies and Environmental Science IB exams. These students may never take any Honors Math and no other Honors Science courses.

d) What do colleges and universities think about the Diploma Program?

Colleges and universities view the IB Diploma Program as providing outstanding preparation for university work. Additionally, many of the more selective institutions have established policies that recognize the work students have done. Some universities also offer scholarships to IB graduates. College credit is often given for High Level IB exams (or AP exams) with high scores. Each college has its own policy for IB recognition. College websites or conversations with college admissions counselors are important sources of information on how IB will be regarded at that institution, as an admissions criteria and as a vehicle for course exemption and/or course credit.

You can research the IB recognition (and AP) policies of post-secondary institutions throughout the world at
http://www.ibo.org/ibo/goto/universities (and http://www.collegeboard.com/ap/creditpolicy).

e) Does taking difficult courses improve my chances for scholarships and admission to universities?

At a time when increasing numbers of college and university applicants are all presenting equally impressive GPAs, admissions officers must look for other evidence that the student will succeed in the challenges of the new academic environment. Admissions officers look for such factors as the quality of the courses represented on the transcript, the balance of courses across all disciplines, the record of the student’s research abilities, and the details of school and community involvement – all requirements of the Diploma Program.

Research conducted at several North American universities has demonstrated that IB Diploma holders do enjoy success at their post-secondary studies, often earning higher grades than their colleagues. Increasingly, universities are actively recruiting IB students by offering enhanced recognition or scholarships for successful IB work.

f) Does an IB Diploma allow students to go abroad for university?

Yes. One of the founding ideals of the Diploma Program was to establish an internationally recognized system of curriculum and assessment that would be accepted by universities and ministries of education around the world. Today, the diploma is accepted by over 1,000 universities in over 100 countries around the world, including some of the best universities in North America, the UK, continental Europe, and Australia where the majority of diploma graduates enter higher education. Admissions requirements and timelines often differ significantly for universities outside the U.S. Students planning to apply abroad should seek information early.

II. Why Enroll in IB?

a) What are the advantages of enrolling in an IB Program?

It emphasizes the importance of logical thought,in-depth research, and forceful writing skills.
It challenges participants to attain new levels of intellectual performance by having them assume responsibility for independent thinking and learning.
It gives students an international perspective and involves them in an interdisciplinary approach to education.
It offers the opportunity to gain credit or advanced college standing at major colleges and universities in the and abroad.
Successful IB candidates generally take the most demanding courses at WMMHS, a positive factor in college admission.
Students weighted GPA may be higher.
Students with high ability that is not reflected in multiple choice questions benefit from minimal weight on these questions.
Students grow as they perform the required creativity, action, and service (CAS)requirements.
Moving among IB schools can ease transitions for mobile families.
Students develop a sense of the world around them, their responsibility to it, and the skills with which to embrace the complexities of life

Students, who have graduated with IB Diplomas, report that their involvement with IB gave them the tools needed to succeed at university and to make the most of their post-secondary education. In particular, students comment on their sense of preparedness, self-confidence, research and writing skills, ability to manage their time, and their ability to be actively engaged in their own learning.

b) How does the IB Diploma Program compare with The College Board’s Advanced Placement (AP) Program, another pre-university program common in the US?

Other differences include:

IB has two extra requirements outside of the standard course load, Theory of Knowledge class and Extended Essay. IB may therefore be considered the more demanding curriculum.
The AP score (1-5) is based on a single exam in May. Between 20% and 50% of the IB course score is based on Internal Assessments, course work graded by the WMMHS teacher (with some samples checked by an IB examiner). The remaining 50% - 80% is based on an exam given (or portfolio submitted) in May.
Although both IB and AP exams have both multiple choice and free response sections, IB scores place less weight on the multiple choice section.
AP exams are taken in one sitting, usually three hours in length. IB exams, which may be more than three hours, are usually in two different sittings.
Research, written, and oral communication are emphasized in IB.

Former Chief Examiner for IB and former Chief Reader for AP said, compared the two programs this way:

The largest single difference between the IB Diploma Program (DP) and the Advanced Placement (AP) [is] the syllabus details of the two programs.The (IB) DP chemistry syllabus is very detailed and is broken down according to topics, sub-topics, and assessment statements, and each question can be linked to one (or more) assessment statement. Therefore, DP teachers know exactly what they should teach for the exam. The AP syllabus, on the other hand, is far less detailed, consisting only of a list of topics and sub-topics. When AP exams are assembled, there are no assessment statements to provide a limit for questions, which often require students to apply their knowledge of a topic to new situations.
There are differences in both syllabus coverage and emphasis between the various examination papers in the two programs.

c) Is the Diploma Program only for honors or gifted students?

Although many schools view the IB Diploma as a way to address the needs of gifted and honors students, the IBO permits IB-authorized schools to implement their programs in ways that will best meet their local needs.

At WMMHS, Honors/IB courses are designed to provide challenge, rigor, and creative opportunities for those students who are academically gifted. Almost all IB courses are IB/Honors level. All students may begin this program if they meet the grade 9 and 10 pre-requisites.

d) What do colleges and universities think about the Diploma Program?

Colleges and universities view the IB Diploma Program as providing outstanding preparation for university work. Additionally, many of the more selective institutions have established policies that recognize the work students have done. Some universities also offer scholarships to IB graduates. College credit is often given for High Level IB exams (or AP exams) with high scores. Each college has its own policy for IB recognition. College websites or conversations with college admissions counselors are important sources of information on how IB will be regarded at that institution, as an admissions criterion and as a vehicle for course exemption and/or course credit.

You can research the IB recognition (and AP) policies of post-secondary institutions throughout the world at
http://www.ibo.org/diploma/recognitionand http://www.collegeboard.com/ap/creditpolicy.

e) Does taking difficult courses improve my chances for scholarships and admission to universities?

f) Does an IB Diploma allow students to go abroad for university?

North America, Europe and where the majority of diploma graduates enter higher education. Admissions requirements and timelines often differ significantly for universities outside the U.S. Students planning to apply abroad should seek information early.

III. What Are The Requirements for the IB Diploma?

The IB Program is a rigorous and comprehensive two-year curriculum and assessment system that requires students:

To study six major subject areas;
To participate in an inquiry into the nature of knowledge (How do I know what I know?) in a course called The Theory of Knowledge;
To conduct independent research and write an Extended Essay, and
To participate in a variety of extra-curricular activities and community service in order to make the student a well-rounded person.

A diagram of the IBO Diploma Programme Curriculum can be seen at
http://www.ibo.org/ibo/index.cfm?page=/ibo/programmes/prg_dip/prg_dip_cv&language=EN

Students are required to select one subject from each of the six subject groups. At least three subjects (and not more than four) are taken at the higher level (HL), the rest at the standard level (SL). HL exams represent a higher level of academic proficiency and a total of 240 teaching hours (class time & teacher-led study sessions) in two courses taken in Junior and Senior years. SL exams require 150 teaching hours in one course in the Junior or Senior year.

For French or Spanish native speakers, examination papers for subjects in groups 3-6 are available in their language as well as in English.

Please note that the information below is specific to WMMHS. For a complete list of all IB subjects taught worldwide, please refer to the official International Baccalaureate Organization publications at http://www.ibo.org

a) Group 1, Language A1

Language A1 relates to the student’s first or native language and can be taken either at the HL or at the SL level, At WMMHS course work being tested is content covered in English classes. Most WMMHS students take one of their 3 HL exams in English because they have had a lifetime of experience to augment course work. Native speakers of French or Spanish may take the HL in French or Spanish. For languages not taught at WMMHS, a student may be allowed to study language A1 as a self-taught candidate at SL only.

b) Group 2, Second Language (Language A2 and B)

There are two levels for second languages: bilingual or highly competent (A2) and foreign language (B). This B level is taken by most WMMHS students. The courses focus on written and spoken communication. Grammar and punctuation are less important; communication is emphasized.

Students who are truly bilingual can study two A1 languages, omitting group 2.

A Bilingual IB Diploma is awarded to any student who successfully writes examinations in either two Language A1 courses or a language A1 and a language A2 course.

c) Group 3, Individuals and Societies

American and European History are offered at the HL level. Economics and Psychology are offered at the SL level.

d) Group 4, Experimental Sciences

This group contains Biology, Chemistry, Physics, and Environmental systems. Biology is offered at the HL level. Chemistry is taught at both HL and SL levels. Physics is taught at the SL level (although students have scored well on the HL exam through self-study combined with some extra help of teaching staff). Environmental Systems is at the SL level.

e) Group 5, Mathematics and Computer Science

All students are required to complete a mathematics course. Three options are available.

Mathematics HL: To prepare for additional mathematics studies or for related studies at university such as Physics, engineering or technology.
Mathematical Methods SL: For students planning to pursue studies in fields such as chemistry, economics, geography or business administration.
Mathematical Studies SL: This option is for students who do not require mathematics for further studies and requires a substantial personal research project.

Computer Science SL may be added in addition to one of the above three.

f) Group 6, The Arts

This includes Visual Arts and Music with emphasis on practical production by the student and exploration of a range of creative work in a global context.

Instead of a group 6 subject, a candidate may select an additional subject from groups 2 to 4, or computer science from group 5.

NOTE: None of the following will count towards the diploma:

the same subject at HL and SL
the same language for groups 1 and 2
Environmental systems chosen together with Biology
a second choice in mathematics, except for Computer science

g)What is the Theory of Knowledge (TOK) course?

The TOK class, a one credit Honors course, is central to the educational philosophy of the IB Diploma Program and is required for the diploma. It offers students and their teachers the opportunity to reflect critically on diverse ways of knowing and knowledge, and to consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world. The goal is to assist students in developing skills in critical thinking, detecting and analyzing bias, and presenting rational arguments.

As they proceed through the course, students are encouraged to understand and challenge different types of knowledge and the manner in which they are presented. The object is not to determine a set of right answers, but to understand different points of view. Students are encouraged to present rational arguments and analysis of a variety of topics. They should demonstrate an understanding of the nature of moral, political and aesthetic judgments. Students also gain a clear appreciation of how knowledge and perceptions of reality vary from one region of the world to another.

Each student writes an essay between 1200 and 1600 words from a list of 10 titles determined by the IBO. These are scored by an IB examiner and comprise 2/3 of the the TOK score. Each student also makes a 10 minute oral presentation to the class and writes a self evaluation report graded by their WMMHS teacher for 1/3 of their TOK score. See the WMMHS TOK website.

h) What is the Extended Essay?

The IB Diploma requirement called “the Extended Essay” involves in-depth study of a limited topic of particular interest to the student. The student may choose the topic, however topics must be drawn from within the IB curriculum. The essay is expected to be approximately 4,000 words in length.

This aspect of the IB program is intended to provide students with an opportunity to engage in independent research. Evaluation of the Extended Essay places much emphasis upon organizational skills and the ways in which ideas are expressed. The entire experience of choosing an appropriate topic, engaging in research, organizing material and writing the essay gives students an invaluable foretaste of the kind of work they will be doing at university.

Throughout the process, students receive support and guidance from a teacher knowledgeable in the discipline. This teacher or advisor is available to give advice and make suggestions throughout the research and editing process, including doing research and revising drafts. Students may also request guidance from an English teacher (or a teacher of their native language). The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay.

Preparation of the Extended Essay begins during the second marking period of Junior year. A topic and advisor are chosen by May. By early October in the Senior year, the first draft of the essay is submitted to the advisor. The final draft is due early in January ^gand will be graded by an IB examiner. Abstracts from the WMMHS Class of 2004 Extended Essays are available for your perusal in the WMMHS Library.

i) What is CAS?

The IB Diploma program philosophy values experiential learning; CAS is a fundamental part of the IB program. The CAS requirement encourages students to share their energy and special talents with others. Students may, for example, participate in theatre or musical productions, sports, and community service activities. A total of 150 hours is required, with a minimum of 40 hours in each of the three categories. Hours may be counted and documented after Sophomore year and throughout most of Senior year.

Creativity is interpreted broadly to include a wide range of arts activities as well as the creativity students demonstrate in designing and implementing service projects. Remember that this activity should involve the mind to create. The goal is creation for personal growth and/or community benefit.
Action can include not only participation in individual and team sports but also taking part in expeditions and local or international projects.
Service encompasses volunteer activities with individuals or groups in the community that will provide benefit to such groups. The community can be the school, the town or may exist on national and international levels. Some examples include helping children with special needs, visiting hospitals and working with refugees or homeless people.

The following are examples of inappropriate CAS activities:

An activity for which the student is rewarded financially or in another material fashion.
Doing simple repetitive work
All forms of duty within the family.
Work experience that benefits only the student.
Fund-raising attempts without a clearly defined purpose.
Any activity where there is no leader to evaluate and confirm student performance.

These are some ideas that incorporate two or three of the CAS elements: Creativity, Action and Service.

In the School Community:

teaching a sport to children who have a disability. (action, service)
coaching/managing a sports team (action, service)
teaching a musical instrument to children or peer tutoring
writing for the school newspaper

In the local district:

teaching a language to recently arrived immigrant children (creativity, service)
exchanging artistic or musical skills with other students in a local school (creativity, service)
organizing a fundraising event for a defined purpose (example: Frisbee tournament) (service, action)
organizing a ‘walkathon’ to raise money for guide dogs for people who are blind (creativity, action, service).

International level:

organizing student participations and raising funds for the Model United Nations (creativity, service).
raising funds for Amnesty International, Greenpeace, World Wide Fund of Nature, or other international organizations (creativity, service)
creating and managing a CAS web site (creativity, service)

For questions about whether an activity is a legitimate CAS activity or other individual questions, see Ms. Tucky, the CAS supervisor.

j) What are Internal & External Assessments?

Each IB "exam" earns a score between 1 and 7. Between 20% and 50% of this score is based upon internal assessments graded by the WMMHS teacher during the course. (These may be multiple assessments through the year.) The WMMHS scores may be adjusted by IB examiners after review for scoring consistency worldwide. This process is called external moderation of internal assessment.^h

External assessments include the exams given or portfolios submitted in May and Extended Essays and Theory of Knowledge Essays. These are graded by an IB Examiner.

Each subject has a Chief Examiner appointed by the IBO. The panel of Chief Examiners consists of highly qualified and experienced senior secondary school, college and university teachers. They are supported by approximately 2,000 assistant examiners who are located around the world. Each Chief Examiner, with a team of deputies, sets the format of examinations for that subject and is responsible for their assessment. Schools may request re-grading when a student's examination grade is lower than expected. This service applies only to externally assessed components of the examination which do not involve the multiple-choice format.

k) What are the conditions for awarding the IB Diploma?ⁱ

Diplomas are awarded when the student achieves a certain number of points and avoids failing conditions.

A maximum of 45 points can be earned by IB candidates. Each IB “exam” earns a score between 1 and 7.
Earning a 7 in all six courses plus a maximum of 3 points for the Extended Essay and TOK course gives a maximum of 45 points.

Up to 3 points are awarded according to the following matrix after examiners assign a score to the TOK and Extended Essay.

IB TOK & Ext Essay Diploma-Points Matrix^j			Theory of Knowledge
			Excellent	Good	Satisfactory	Mediocre	Elementary	Not
			A	B	C	D	E	Submitted
Extended Essay	Excellent	A	3	3	2	2	1	N
	Good	B	3	2	1	1	0	N
	Satisfactory	C	2	1	1	0	0	N
	Mediocre	D	2	1	0	0	0	N
	Elementary	E	1	0	0	0	Failing	N
	Not	Submitted	N	N	N	N	N	N

The IB Diploma is awarded to any student whose total score, including points for the TOK and Extended Essay, meets or exceeds 24 and does not contain any of the following failing conditions.

a grade of 2 or a grade of 3 in an HL subject not compensated by a grade of 5 or above in another HL subject.
a grade of 1 or more than one grade of 2 in an SL subject
poor performance as judged by IB examiners in both Theory of Knowledge and the Extended Essay
four or more grades of 3
more than one grade of 3 at either HL or SL if there is a grade of 2 at SL.

Students with only one of the failing conditions above, but with a total score of at least 28, will be awarded the diploma.

The Diploma will not be awarded - whatever the total score - to a student who has:

received a grade of 1 in any HL subject
not submitted an Extended Essay
not completed the TOK course
not met the CAS requirement of 150 hours.

IV. What preparation do students need prior to Junior Year to succeed?

At WMMHS, students enroll (unofficially) in the IB Program when they schedule their courses for their Junior Year.

a) What courses should students take prior to their Junior year?

Honors/pre-IB courses are recommended preparation for most HL exams. Algebra I and a first year of a world language in Middle school are therefore recommended. Students studying at the Advanced Level in freshman & sophomore years can take SL exams in Math, World Languages, Environmental Science, Psychology, Economics, and the Arts. Art I should be taken freshman year if a student expects to take an SL or HL in Visual Arts. (For more on HL in Visual Arts see the West Morris Mendham IH/HL Art page.)

b) When should students begin planning for IB diploma?

Middle school is not too early to begin thinking about the issues. However, given the breadth of the diploma, a student who is still discovering his or her interests will be exposed to a variety of disciplines and the exposure will help the student choose which subjects to pursue at a higher level and which to choose at the less rigorous standard level.

Students need to plan their schedules to fit the courses for the exams they choose. Early planning avoids disappointment later. Students taking HL exams in Science and Math will need to plan with special care because they may need 5 courses, many with extra lab time during lunch, in each area.

Please refer to “What courses & exams are offered at WMMHS?” to get a sense of the recommended courses for particular levels of exams in the various subjects. For specific questions please contact the I.B. Coordinator.

V. How is the IB Program at West Morris Mendham High School Organized and Run?

a) Why does West Morris Mendham High School have an IB Program?

In exploring ways to enrich student experience, West Morris faculty and administration found the IB program offers a rigorous pre-university course of study that meets the needs of the highly motivated secondary school student. In 1995, during the implementation of its first Strategic Plan, the WM District sought to become an IB affiliate institution. The highly selective application process entailed an extensive rewriting of the curriculum in several key areas, the training of faculty, and a commitment to encourage students to participate as diploma candidates in one of the most rigorous and well-respected educational programs in the world. The district was accepted as an IB institution in 1997.

b) How many students enroll & complete the IB diploma (conversely, how many take some IB tests but not earn the diploma)?

In 2000, 7 students earned the first WMMHS IB Diplomas. In 2004, 34 out of 37 diploma candidates earned diplomas. Beginning with the class of 2005, approximately 70 to 90 diploma candidates are expected each year. For 2005 and 2006 these figures are 61/70 and 58/63 respectively. (Please refer to “What scores have WMMHS students earned on past exams?”.)

Students may also earn HL certificates rather than the full IB Diploma.

c) How do IB Courses compare to AP courses?

These curricula differ from somewhat to significantly, depending on the subject.
Combining AP and IB in one class works well in some subjects, especially English. This approach is less satisfactory when the tests are significantly different as in math. Students choose the course which prepares them for their intended test: Calculus IB for the SL exam or Calculus AB for the AP exam. In cases where IB and AP courses are taught concurrently, the goal is to offer a core program that is mindful of the testing and teaching demands of each organization’s curriculum. This approach is intended to allow students the option to test in either program. ^k

Students studying for either exam in various subjects often meet for extra study sessions to cover material on that exam.

See “How does the IB Diploma Program compare with The College Board’s Advanced Placement Program?” for more information.

d) Should IB candidates take some AP exams also?

Maybe. College credit or advanced placement might only be awarded for high scores on HL IB exams. Hence, if the student is interested in college credit for more than three or four courses, AP testing offers an opportunity to increase the number of courses for which college credit may be awarded.

Students might also consider taking an AP exam:

in Economics, Psychology, or Environmental Science or any other SL subject if an AP exam might allow college credit or advanced placement at the student’s school of choice,
in Biology or Chemistry if taking an HL in a different science, or
to fit the advanced placement criteria of the school a student expects to attend.

However, additional testing will be challenging. Testing in AP as well as IB usually requires a significant amount of independent work or additional teacher-led sessions outside of class time. Both AP and IB exams are offered in May, a very busy time for IB candidates, and test dates might conflict. Exams are expensive and an additional $40 fee is charged if an AP test date later in May is required because of a conflict with an IB exam.

e) What is the average daily homework load of an IB student?

WMMHS students surveyed by IB Boosters in the spring of 2004 reported they spent 1 to 5 hours per day on average with 1-3 hours estimated by one third of students and 3-4 hours by another third. Less than one third estimated 4-5 hours per day. One comment revealed the time-management challenge of incorporating the extra work of IB (TOK, Extended Essay, and CAS) into a demanding course load. The student speculated that students would have better grades if they were not working on the extra IB requirements.

IB courses are typically more challenging than regular high school courses and so students may be asked to do more homework. The challenge, however, is not always in the amount of homework assigned; rather it is in the quality of the assignments and the extent to which students engage those assignments. The added benefit here is that students take greater responsibility for their own learning while they learn the valuable skills of time management and organization.

f) Do students who participate in athletics, band, or other extra-curricular activities succeed in IB?

Students do participate in many activities and succeed. Time management is necessary for reducing stress and finding success. Students are involved in sports, student government, clubs, theater, music, community events, and other extra-curricular activities. Such activities are incorporated into the Diploma Program through the “CAS” (Creativity, Action and Service) requirement.

g) What fees and costs will students pay? & Is there assistance for low-income students?

Students will be charged approximately $85 for each IB exam in two $255 payments due in Junior & Senior year. Oxford Study Guides are essential in many courses. In some courses, these may be loaned to students but we recommend buying copies so they can be annotated.

h) When are the exams?

Exams are given in May on the dates specified by IBO.
See:

http://www.ibo.org/ibo/index.cfm?contentid=79A5B209-A3BE-3C07-B2E2FF00E7C286D0&method=display&language=EN

i) What do students do Senior year after their exams and before the end of school?

“Students who complete five Advanced Placement examinations or six International Baccalaureate tests during grades 11 and 12 may pursue an enrichment option during the final weeks of their senior year, provided they have an average minimum B+ for each subject, counted over 4 marking periods.This is intended to provide students with an opportunity to pursue independent research, community service, or other projects during the period after the AP and IB exams have been completed.

k) Can Special Needs Students participate?

IBO offers alternative assessments so that gifted students with learning differences can succeed in the IB program.
See:

http://www.ibo.org/ibo/index.cfm?contentid=0006D837-27A5-1E25-BFB380C126450208&method=display&language=EN.

l) What IB courses & exams are offered at WMMHS?

The following chart and notes are based on the IB Andbook of the West Morris Regional High School District and conversations . Please verify with the IB Coordinator and Contact Us if you find any misinformation.

Group #	Group Name	Exam	Recommended Courses All Honors / Pre IB, IB if offered Unless noted	Oxford*
1	Language A1	English SL/HL	4 years
2	Second Language	Spanish SL French SL	4 years
		Spanish HL French HL	4 years Honors Levels 2-5
		Latin SL	3 years
3	Individuals and Societies	European HL	World, US I & II, European	*
		American HL	World, US I & II	*
		Psychology SL	Psychology
		Economics SL	Economics	*
4	Experimental Sciences	Physics SL/HL	2 years Physics & Physics B (not Physics C which is calculus-based)	*
		Chemistry SL	2 years Chemistry, 10^th & 11^th grade	*
		Chemistry HL	3 years Chemistry, 10^th, 11^th & 12^th grade	*
		Biology HL	3 years Biology, 9^th, 11^th & 12^th grade	*
		Environment SL	Environmental Science IB/AP	*
5	Math / Computer Science