Transcript AP and IB at OLGC - Our Lady of Good Counsel High School

AP and IB
at OLGC:
{
“Knowledge
is good.”
What are YOUR Goals over
the next two years?

Develop as a COMPLETE Student?
Gain a Solid Academic Foundation for
College?
 Be the Most Desirable Candidate for
College Admissions?
 Acquire College Credit or Advanced
Standing?

What do colleges expect
you to be?
Critical Thinkers
 Creative Problem-Solvers
 Effective Communicators
 Constructive Collaborators
 Citizens of Character

What does it take to
succeed in college?
Subject-specific skill-sets
 Self-discipline
 Intellectual curiosity
 A willingness to take risks
(in a good way!)
 Resilience

Whooo
Hoooo!
and
How can you
help yourself now?
Academic Rigor!
•
Intellectual
Engagement!
•
College Level
Content!
In HIGH SCHOOL!
•
AP and IB Courses at OLGC:
Over 50 courses (AP, IB, and AP-IB)
All major academic areas –
English
World Languages
Social Studies
Science
Mathematics
Computer Sciences
Religious Studies
And the Fine Arts –
Visual Arts, Music, and Theater
In 2013-2014…
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•
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74% of the Senior Class…
74% of the Junior Class…
20% of the Sophomore Class…
Took at least ONE AP or IB Class
That’s 41% of all OLGC Students!
Advanced Placement (AP)
defined:
•
“Cafeteria-style”
•
College-Level Content
•
Potential for Advanced Standing or
College Credit
AP Exams:
•
Nationally Administered in May
•
Summative – The entire course’s content
•
Multiple Choice and Essays/Free Response
•
Exams receive a score of 1 through 5
In May 2014…
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367 students took at least one
AP exam
699 AP exams were
administered
74% received scores of 3 or
above (“passing”)
45% received a 4 or 5
The International Baccalaureate
Diploma Program (IB) defined:


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An International Curriculum
A Two-Year Comprehensive Program of
Studies
College-Level Coursework
Potential College Credit or Advanced
Standing
The International Baccalaureate Diploma
The IB Program’s
Academic Mission
The IBO states that “the aim of Student Learning
in the IB Program is to develop:
• research skills
• communication skills
• thinking skills
• social skills
• self-management skills”
IBO, November 2013
IB Formal Assessments:
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Varied Course-Specific Assignments
 Essays, oral presentations, labs,
collaborative projects, etc.
Internationally administered exams in May
Work assessed both by course teachers and
external graders
Various course components are combined
into a score of 1 through 7
IB Program Requirements:
Academics

Coursework in all academic areas over two years
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Optional coursework in Fine Arts
Successful completion of all formal assessments
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Academic classes
“The IB Core”
IB Program Requirements:
“The Core”
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Theory of Knowledge – A 2-year course
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The Extended Essay – A research project
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Critical inquiry: What do we know and how do we know it?
Replaces 1-credit technology requirement
Freely chosen topic and subject area
Independent, faculty-mentored
Creativity-Activity-Service (CAS) – Learning beyond
the classroom
 Engagement and Reflection
 150 hours over 2 years

Overlaps with all Good Counsel activities
In May 2014…
43 IB Diploma Candidates took 143 IB exams
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82% scored 4-7 overall in their courses (“passing”)
50% scored 5-7 overall in their courses (‘exceptional”)
83% of 24 Senior Diploma Candidates received
the IB Diploma
IB Seniors received more than $4 million in
4-year scholarships
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That’s 14% of all scholarships earned by the entire
Good Counsel Class of 2014!
OLGC’s IB Graduates attend…
Harvard
Princeton
Brown
Yale
Penn
Georgetown
Northwestern
Amherst
Elon
Duke
UVA
USC
NYU
Boston College
Penn State
Stanford
UCLA
UNC-Chapel Hill
George Washington
Notre Dame
Washington University-St. Louis
Johns Hopkins
The University of Maryland Honors Colleges
Acceptance Rates for the 20 Most Popular Institutions
Among Survey Respondents
© International Baccalaureate Organization, 2012
University or College
IB Candidate
Acceptance
Rate
Boston University
Brown University
Columbia University
Cornell University
Duke University
Florida State University
Harvard University
New York University
Princeton University
Stanford University
UC-Berkeley
UCLA
University of Florida
UMd-College Park
University of Miami
University of Michigan
UNC-Chapel Hill
University of Pennsylvania
University of Virginia
Yale University
71%
18%
13%
32%
28%
92%
9%
58%
17%
15%
58%
48%
82%
88%
72%
71%
64%
24%
64%
19%
Total
Population
Acceptance
Rate
57.97%
9.34%
9.54%
18.36%
16.48%
59.52%
7.23%
38.10%
8.80%
7.31%
21.52%
22.69%
43.22%
44.10%
39.22%
50.63%
32.47%
14.26%
32.60%
7.88%
IB Candidates vs Total
Population
13%
9%
3%
14%
12%
32%
2%
20%
8%
8%
36%
25%
39%
44%
32%
20%
31%
10%
31%
11%
IB Students and College Acceptances

The average acceptance rate into
university/college of IB Program participants:
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22% higher than the average acceptance rate of the
total population
The acceptance rate into Ivy League institutions:
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Between 3% and 13% higher compared to the total
population acceptance rate
Source: IBDP Graduate Destinations Survey 2011/12 conducted by i-graduate International Insight
So, why be
an IB Diploma Program Candidate?
“IB is well known to us as excellent preparation. Success in an IB
program correlates well with success at Harvard. We are pleased to
see the credential of the IB Diploma Program on the transcript.”
Marlyn McGrath Lewis, Assistant Dean of Admissions,
Harvard University, USA
“The IB is a first-rate program, one we are familiar with, and it
prepares students well for a university like ours.”
Fred Hargadon, Director of Undergraduate Admissions,
Princeton University
IB beyond OLGC…
“When I applied to the University of Maryland, I
mentioned the IB Program and world travel in my
essays. I believe this, plus the fact that the IB
Program was on my transcript, is the reason why I
was invited into the Global Communities Program
at UMD, a two-year living-learning program.”
Lauren Schneider, OLGC ’11
University of Maryland – College Park
AP or IB?
Jay Mathews of the Washington Post:
“AP offers maximum flexibility …but if
your student is an 11th or 12th grader
and you are choosing between AP and
IB, in my mind IB is the better
program...”
Davidson Institute for Talent Development, 2011
What is the big difference?
AP:
 Content intensive
 One “high stakes” exam in May
 Indicates “college readiness”
 Assists with “appropriate course
placement”
What is the big difference?
IB:
 Emphasis on multiple skills
 A variety of authentic assessments
 Comprehensive preparation for college,
i.e. “baccalaureate”
 The IB Core – TOK, EE, and CAS
So Why the Hard Sell?
AP ≠ IB

Content

Skills
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Breadth

Depth

Selection

Comprehensiveness

How to ask questions


How to answer
questions
What you’ve done in
High School
VS.

What you will do in
College
What Do Colleges Want
to See from Applicants?
The Most Demanding Course Load Available
 Consistent Academic Success
 Dedicated Participation in Extra-Curricular
Pursuits
 Meaningful Service with Local and Global
Connections
 Intellectual Curiosity and Engagement

AP and IB
will get you
there.
Aspire… Inquire…
Achieve!
Important Details:
AP course enrollment:
 Academic success in prerequisites
 Teacher approval
 IB Diploma Program enrollment:
 Academic success in prerequisites
 Teacher approval
 Completion of an IB Diploma Program Application
 Submit to the AP/IB Office by January 28, 2015.
 Available in the AP/IB Office, the Front Desk, or
online on the “IB Program” page under “Academics”
at www.olgchs.org.

Advanced Placement
and IB Diploma Program
Informational Meeting
Parents of Freshmen, Sophomores, and Juniors
Tuesday, December 2, 2014 at 7:00 PM
In the Dining Hall