International Baccalaureate (IB) Unraveled <?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />
Information herein addresses the question: "What is International Baccalaureate?" Commonly called "IB," the acronym refers to the three programs currently authorized by the Geneva-based International Baccalaureate Organization (IBO). IB programs promote a particular kind of "international education" that is marketed for use in primary and secondary schools worldwide. This paper is to inform about some of the less publicized aspects that should be considered before local, state, and federal policy and financial support are established for IB; and before parents enroll their children in these programs.
Debra K. Niwa, March 2010, Tucson, Arizona
 
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International Baccalaureate (IB) Unraveled
Part 1: More money-sucking reform?
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By Debra K. Niwa • July 2009 (updated March 2010)
 (Note: British English spellings are retained for quoted sources)
 
The growing presence of International Baccalaureate (IB) Programs in the United States warrants a close look at this education model that among its goals includes teaching for "global citizenship," [1] "intercultural understanding and respect," and "social justice." Substantial taxpayer dollars are spent on IB programs that strain school budgets, sever local prerogatives, incite divisiveness in communities, and alter the content and purpose of education. Is IB necessary or justified?
 
Three IB offerings are available for school adoption: the Diploma Program (DP) for ages 16 -19; Middle Years Program (MYP) for ages 11-15; and Primary Years Program (PYP) for ages 3-12. Among all nations, the U.S. has the most sites with the IB World School label. The breakdown of IB authorizations in the U.S. is: 694 Diploma Programs; 336 Middle Years Programs; and 200 Primary Years Programs (as of March 29, 2010). [2]
 
A fourth program is in a pilot phase: the International Baccalaureate Career-related Certificate (IBCC). IB introduced this idea "to help achieve its strategic aim of increased access" and "to work with, and support, schools and colleges that wish to add an international dimension to their vocational offerings." The IBCC was "designed to provide 'value added' for schools and other educational institutions" that offer vocational courses." [3] Ten schools worldwide are pilot participants. Study completion is expected by September 2011. While unstated, the IBCC will complement the Convention on Technical and Vocational Education adopted by the UNESCO General Conference on November 10, 1989. [4]
 
IB's #1 cash cow: U.S. public education
 
Multi-millions of local, state, and federal tax dollars pay for IB Programs in 47 states plus the District of Columbia. Almost 93% of the 1,095 IB World School sites in the U.S. are in public schools,[5] yet programs are often adopted without general public knowledge or taxpayer approval. If the IB authorization rate continues, the IBO expects a worldwide tally of "10,000 schools and 2.5 million students enrolled in IB programmes by the year 2020." (Emphasis added) [6]
 

 
Fig. 1: IB Programs in the U.S.: 1,230
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(as of March 29, 2010)
694 Diploma Programs (introduced in 1969)
336 Middle Years Programs (introduced in 1994)
200 Primary Years Programs (introduced in 1997)
 
Note: Some sites have more than one
program which accounts for the difference
between school totals vs. program totals.
 
Fig. 2: IB World Schools in the U.S.: 1,095
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Totals by state (as of March 29, 2010):
 
 17  Alabama        4  Nebraska
  2  Alaska         5  Nevada
 18  Arizona        1  New Hampshire
 12  Arkansas      18  New Jersey
113  California     2  New Mexico
 67  Colorado      59  New York
  7  Connecticut   52  North Carolina
  3  Delaware       0  North Dakota
104  Florida       24  Ohio
 50  Georgia        4  Oklahoma
  5  Hawaii        21  Oregon
  4  Idaho         17  Pennsylvania
 33  Illinois       1  Rhode Island
 21  Indiana       47  South Carolina
  1  Iowa           0  South Dakota
  5  Kansas        17  Tennessee
  5  Kentucky      94  Texas
  7  Louisiana     11  Utah
  3  Maine          0  Vermont
 33  Maryland      68  Virginia
 11  Massachusetts 19  Washington
 28  Michigan       1  West Virginia
 35  Minnesota     13  Wisconsin
  9  Mississippi    3  Wyoming
 13  Missouri          --------
  2  Montana        5  District of Columbia
 
 
The added revenue needed for IB – particularly the two-year Diploma Program -- can reach generous six-digit amounts for numerous requirements. To start, schools pay application process fees that involve three stages that must be successfully completed: "a feasibility study (where teachers and administrators undertake IB-approved professional development); a trial implementation period of at least 12 months, during which the school will be visited and supported by an IB representative; and an authorization visit, where a judgement is made about the extent to which the school is suitably prepared to offer the programme." [7]
 
After authorization, a school then pays a per program annual fee, per student registration fees each year, and fees for 2-3 consecutive-day in-school workshops (per capita fee, administration fee, and meeting leader(s) daily rates plus expenses, including "travel, visa costs, single hotel accommodation, meals, and any other expenses the leaders incur for the duration of the event." [8]). For the IB DP, there are also annual student fees per subject and per examination. For the MYP, there is a Program Evaluation Fee required every four to five years.
 
IB fees can change often and increase substantially. For example, the 2­­­­008-2009 per school annual fee for the Diploma Program was $9,150 [9] – $300 more than the prior year; for 2009-2010 the fee was $9,600, reflecting a $450 hike. The 2009-2010 annual fee for the Middle Years Program is $8,000 and the Primary Years Program is $7,000 – higher than the prior year's fees by $1,380 and $380 respectively. [10] 
 
In addition to fees, the Diploma Program adds new staff positions -- including salary/benefits for an IB coordinator, "Community Action Service" (CAS) supervisor and Extended Essay supervisor. Also added are extra costs for: IB instructional materials, meetings (release time and substitute teachers), postage, and out-of-state/country training and conferences (tuition, airfare, lodging, meals, etc.), marketing, and recruiting.
 
Grants may initially cover some expenses, but when those funds expire, the annual burden falls on local and state taxpayers. This scenario is also common to other grant-seeded programs that allow school district administrators to bypass local scrutiny and approval when bringing in outside programs. While school districts can and have dropped IB programs, the more common strategy is to increase local and state taxes.
 
The 2008 IB North America Action Kit for Educational Leaders says: "In the United States, schools wishing to implement IB have access to a number of federal grants to help defray costs for the programmes. If a school qualifies, a key funding opportunity comes from [ESEA] Title I funds for schools with low-income populations." The kit also says: "Other federal grants to research for funding opportunities include":
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