The International Baccalaureate experience: University perseverance, attainment, and perspectives on the process

This descriptive study investigated whether earning an International Baccalaureate diploma was a predictor of success at university and beyond. Twelve universities, (Columbia, Cornell, Georgia Tech, Harvard, Indiana/Bloomington, Purdue, Stanford, Texas/Austin, Illinois/Urbana, Virginia, Washington, and Wisconsin/Madison) participated indicating collectively that 92% of IB diploma holders earned Bachelor\u27s degrees and 87% were earned in five years or less. Additionally, a survey sent to IB diploma holders sought their reflections, as adults, on high school experiences, university performance, and career choice. Ninety-five adults responded: 2/3 of respondents graduated from US high schools offering the IB and 1/3 graduated from international schools; 54% reported graduate school attendance. Research on gifted education and Vincent Tinto\u27s university perseverance research were considered in developing the survey instrument and result analysis. Respondents indicated the challenging program and its good university preparation as the two benefits, while the elitist atmosphere and workload stress were the two most frequently mentioned negative aspects. Respondents were more positive toward aspects that affected them as individuals, less positive where there was a need to work with, or rely upon others. Fully 82% were in professions closely associated to their undergraduate majors. Over half indicated the IB influenced their careers through impacting college major choice, awareness of global, social and environmental topics, and desire to work internationally. Although 78% were involved in scientific, technical or business careers, the most valuable classes were English (31%) and History (18%). As adults, 74% were involved in community service, and 90% would encourage their children to take IB. The study considered the program\u27s value to educational stakeholders including university admissions offices, school decision-makers, and students. Although generally used in America for gifted students, results from the more inclusive selection criteria for international schools indicated potential for improving secondary experiences more widely in America. Results indicated the IB experience contributed to university success due to the two-year duration, integration of topics offering breadth and depth, necessity of strong productivity/study skills throughout high school, perseverance, maintaining balance while exposed to academic pressure, emphasis on developing strong writing, research, analytical thinking skills, and development of a global perspective