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South Side High School in the “top 100”

A study conducted on the Class of 2004 graduates from South Side High School to determine the impact of the IB program on college graduation rates. The study found that students who took IB English and Math were four times more likely to graduate college in four years, while full IB Diploma candidates were nearly seven times more likely. The IB curriculum aligns well with the Knowledge and Skills for University Success (KSUS) standards, preparing students for college.

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South Side High School in the “top 100”

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  1. South Side High School in the “top 100” • # 46 in the U. S. • #1 on Long Island • The #2 community high school in the U.S.

  2. Measures achievement and access • Math and English Regents: • Student performance must be significantly better than expected • Disadvantaged students perform better than the statewide average • IB and AP: • Significant numbers take and pass the exams • Rank determination: 75% scores, 25% participation rate

  3. Newsweek Rated among the 50 best high schools in the United States each year since 2000 • Numbers of students taking IB and AP • Provides an excellence and equity rating based on test performance

  4. South Side High School Class of 2004 – A Study of College Completion Presented by Ben Moss

  5. Class of 2004 This past summer we conducted a survey of 2004 SSHS graduates to learn whether or not they had graduated from college with a bachelor’s degree. We were able to contact 74% of the class. Students contacted were not different from those not contacted (using PSAT scores as the measure of achievement).

  6. Did IB make a difference? We compared students who… • Took both IB English & IB Math • Were Full IB Diploma Candidates …with students who did not take those courses.

  7. Percentage of Students who Earned a Bachelor’s Degree in 4 Years

  8. Would these students have graduated in 4 years anyway? We looked at 5 predictive factors to determined which ones influenced college graduation: • Ethnicity • Socioeconomic background • Special Education Status • Ability as measured by 10th Grade PSAT scores • Coursework We used binary logistic regression analysis to determine if any of the above were significant contributors, and if so, to what extent?

  9. Analysis Taking IB English and IB Math was the only significant contributor in the model that affected 4 year college completion. • Students were 4 times more likely to graduate college in 4 years if they studied IB English and IB Math • Students were nearly 7 times more likely to graduate college in 4 years if they were a full IB Diploma candidate

  10. Class of 2002 & Class of 2004 A Comparison 75% 85% within 5 years 90% 44%

  11. Why does IB make such a difference? • What does 4 times more likely, and 7 times more likely mean? • What is it about the IB curricula that prepares our students for college?

  12. Knowledge and Skills for University Success (KSUS)Standards • Describe the cognitive skills and knowledge that students need in order to be successful in college • KSUS were developed and endorsed by 28 of the leading research universities in the US • The IB course standards were analyzed for alignment with KSUS by the Center for Policy Research (CEPR) and the Educational Policy Improvement Center (EPIC)

  13. What IB wants students to know and do is well-aligned with KSUS standards • IB standards for English, TOK and the extended essay are in 90% alignment with KSUS • In critical thinking and research there is complete alignment • There is excellent alignment in mathematics—KSUS 24 standards for algebra were perfectly aligned with Math Studies • Perfect alignment with KSUS science standards in IB Bio, Chem and Environmental Systems, and near perfect in IB Physics

  14. From the analysis… “The results of this study clearly confirm the strong relationship between the IB Diploma Programme and standards for college readiness and success.  The IB standards demonstrate a very high degree of alignment with the 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. These key cognitive skill areas are rarely addressed in state content standards but are identified almost universally by college instructors as being central to success in entry-level college courses.  In short, students who participate successfully in IB should be well prepared to succeed in entry-level college general education courses…”

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