IB Class of 2015
Parent Meeting 12/10/2012
University Admissions and Selection
Agenda
1. The University Scene
2. The IBDP
3. Where We Have Been…
4. Where We Will be Going…
5. Next Steps & What We Recommend
6. Q & A’s
1. The University Scene
 Academic strength of
curriculum
 Trend of performance
 External validation
 Research & writing
skills
 Accepts educational
challenges
 Critical thinking skills
 Interview skills
 Extracurricular
involvement
 Recommendations
 Maturity &
responsibility
Trends in Admissions
• Total number of high
school graduates
increased 25 percent
between 1992–93 and
2004–05, a period of 12
years; and
• is projected to increase
an additional 6 percent
between 2004–05 and
2017–18, a period of 13
years.
Application: What is being evaluating
•Academic Preparedness
Course rigor - Grades
•Standardized testing – SAT/ACT/IB/AP
•Extracurricular Engagement
What qualities is he/she building and demonstrating?
What is the student doing outside of the classroom?
•Personal qualities
Roommate test - Intellectual Engagement
Seen in recs, essays - How the student fits in the well-rounded
class
•Institutional priorities
Diversities
University Admissions Office Mission
•Manage enrollment
•In some cases, manage enrollment so as to meet
target tuition revenue for the University
•Balance institutional priorities for enrollment: “The
equitable distribution of unhappiness”
•Recruit, select and yield a qualified, talented and
diverse group of students for the entering class
•Serve as a major public face of the University
2. The IBDP is designed to:
Stimulate intellectual curiosity and equip
students with knowledge
conceptual understanding
skills
reflective practices
and attitudes to become autonomous, life long
learners.
IB Key Learning Principles
A process, not a product
Learning is a developmental path
Students must understand how they learn
Learning should be rigorous, challenging, engaging and
equip students for life in the 21stcentury
Learning enables students to make meaning
Learning is collaborative
What does the research say about the
Diploma Programme impact on college
admission and enrollment?
Standards
University graduation rates of DP students generally higher than
institutional and national averages in the US.
DP students more likely to enroll in “somewhat selective” or
“more selective” higher education institutions.
Performance in the Diploma Programme (DP) was the best
predictor of college performance.
Key cognitive strategies in the DP aligned with expectations of
university faculty.
Caspary, K. (2011). Postsecondary enrollment patterns of IB certificate and diploma candidates from
U.S. high schools. Research Brief. Menlo Park, CA: SRI International. Caspary, K. (2011).
Postsecondary enrollment patterns of IB certificate and diploma candidates from international high
schools. Research Brief. Menlo Park, CA: SRI International. Shah, S., Dean, M. & Chen, Y.C. (2010).
Academic performance of IB students entering the University of California System from 2000-2002.
Geneva: IBO. Conley, D. & Ward, T. (2009). International Baccalaureate standards development and
alignment project. Eugene, Oregon: Educational Policy Improvement Center
IB students more likely to attend
selective colleges and programs
In a 2012 study of diverse alumni from IB programmes in
Chicago public schools, researchers from the University
of Chicago found that, compared to a matched sample,
DP students are more likely to:
• enroll in college
• attend a more selective college
• stay enrolled in college
• This study suggests that IB students are not only going to
better colleges in greater numbers but are performing
better once there.
IB students more likely to attend
selective colleges/programs
A 2011 study of almost 25,000 IB Diploma and
certificate students found:
IB students were more likely than the national
average to attend college full-time, with nearly
70% attending selective or more selected
colleges.
What does the research say about the
IB impact on college preparation?
IB students more prepared for
2012 study of Chicago public schools interviewed
Diploma Programme alumni
Students reported they felt prepared by the Diploma
Programme to succeed in college.
• felt prepared to succeed and excel in their coursework
• had strong academic skills, especially related to
analytical writing
• learned academic behaviours like work ethic,
motivation, time management, and help-seeking that
were sources of strength in the transition to collegelevel work
• identified preparation in the IB programme as the
source of their success as college students.
IB students more prepared for college
In 2011, a study of IB students in Florida who attended
the University of Florida, looked at student
performance in first college classes in seven subjects.
The study found:
• The higher the students’ scores on IB
subject exams, the better the grade
earned in the first college course in that
subject.
IB students more likely to succeed in
college
A 2010 study that looked at performance on IB
exams and college GPA of over 1500 IB students
enrolled in the University of California system
found:
• IB students earned higher GPAs and graduated at
higher rates than a matched comparison group. This
held across all family income levels
• performance in the Diploma Programme was the
strongest predictor of college GPA.
IB prepares students for college
success
“Connecticut College highly values the IB programme as it prepares
students for the liberal arts in ways that few secondary school
curriculums can... Students who have graduated from schools with
the IB curriculum are extremely well prepared when they arrive on
our campus.”
Martha Merrill, Dean of Admission and Financial Aid,
Connecticut College
“The rigour of IB Diploma requirements meets our
recommendation for the strongest high school preparation
possible. ... In sum, the IB diploma candidate who has met the
challenge successfully receives strong consideration from the
William & Mary admission committee.”
Allison Jesse, former Associate Dean of Admissions, William
and Mary College
IB students graduate
from college at higher
rates
The 2011 study of IB
students’ experiences
after high school found
that IB students
graduated from college
at higher rates, with
81% of IB students
graduating within 6
years of enrolling fulltime at a 4-year
institution, compared
to the national average
of 57%.
University or college
IB students
acceptance
rate
University of Florida
Florida State University
Brown University
Stanford University
Columbia University
University of California - Berkeley
Harvard University
New York University
University of Michigan - Ann Arbor
University of Miami
82%
92%
18%
15%
13%
58%
10%
57%
71%
72%
Total
population IB students vs
acceptance
total
rate
population
42%
60%
9%
7%
9%
26%
7%
30%
51%
30%
+40%
+32%
+9%
+8%
+4%
+32%
+3%
+27%
+20%
+42%
University or College
Cornell University
Duke University
University of Pennsylvania
Yale University
University of Central Florida
Boston University
University of California - Los
Angeles
University of Virginia
UNC Chapel Hill
Princeton University
Total
IB students population
acceptance acceptance
rate
rate
IB students
vs
total
population
31%
28%
24%
18%
90%
70%
18%
16%
14%
7%
47%
58%
+13%
+12%
+10%
+11%
+43%
+12%
48%
64%
63%
16%
23%
32%
32%
8%
+25%
+32%
+31%
+8%
• The average acceptance rate of IB
students into university/college is 22%
higher than the average acceptance rate
of the total population.
• The acceptance rate of IB students into
Ivy League institutions (Princeton, Yale,
Brown, Harvard, Columbia, Cornell,
Dartmouth, University of Pennsylvania)
is between 3% and 13% higher
compared to the total population
acceptance rate.
Colleges seek IB students
“WE'RE LOOKING FOR STUDENTS WHO ARE ENGAGERS—
STUDENTS WHO ARE MAXIMIZING OPPORTUNITIES IN THE
CLASSROOM, MAXIMIZING OPPORTUNITIES OUTSIDE OF
THE CLASSROOM. WHAT'S VERY UNIQUE ABOUT IB IS THAT
THROUGH ITS CURRICULUM IT ALLOWS STUDENTS TO BE
ABLE TO SATISFY THE REQUIREMENTS OF THE TYPES OF
STUDENTS THAT WE'RE LOOKING FOR.”
KEDRA ISHOP, VICE PROVOST AND DIRECTOR OF
ADMISSIONS, UT AUSTIN
The IB Learner Profile
• Cognitive
Competencies
• Dispositions &
Attitudes
 Inquirers
 Knowledgeable
 Thinkers
 Communicators
 Reflective
 Principled
 Open-Minded
 Caring
 Balanced
 Risk-Takers
3. Where Have We Been
Awareness Groups for all juniors reviewing:
The purpose of university------and need to
develop a strategy (early, quality, manageable)
Program – The IB & junior year courses
Performance – GPA, Class rank, test scores
Extracurricular – CAS, leadership, commitment
Personal circumstances
Trend of performance
The Importance of: the Search and the
Decision-making
Why do you want to attend a particular college?
Searches on line
Speaking to college reps visiting Riverview
College visits
Dialogue with current seniors who are in the
process of applying to college
‘The Gatekeepers’ & ‘500 Words of Less’
The ‘Fit’ – Isolating Key Variables
Type
College, University, Community College, Technical, professional,
trade schools.
Public or private
Curriculum
What do I want to major in? Does the school offer the necessary
courses? Do you want a range of potential majors and study
programs? Does it have professional certification that my major
requires? Does it have special programs such as study abroad,
internships, co-op availability?
Quality of Education
How accessible are the professors? Will professors or
graduate students teach my courses? How involved do
you want to be in research and in learning outside the
classroom?
Size
Do I want to be on a large campus with many majors
and lots to do? Or would I prefer a small school where I
know everyone? Do you prefer large lectures or small
classes with lots of student participation?
Location
Which part of the country would you like to experience?
Do you want urban or small town setting? Climate? Do
you want to stay close to home?
Admission Requirements
What does the school require for admission? What does
the school look for in prospective students? And what
are your chances of being accepted?
Facilities
What would I like to see on or near your college
campus? Are restaurants, shops, health clubs, laundry,
library, computer labs, and research facilities important?
Transportation on and around the campus?
Campus Life
How is life outside the classroom? What special
interests groups, activities, and fraternities/sororities do
you want to be involved with? Athletics, varsity,
intramural sports. How are the sports facilities?
Campus Security
What’s the local community like? How safe are the
campus and surrounding neighborhoods?
Housing and resources
What is the quality of dorm life? Is housing guaranteed
for returning students? Are there off campus housing
available? Meal plans available? Retention and
graduation rates? Percentage of students who stay for
four years and graduate? What sort of career planning
or job placement services available?
Cost
What will it cost? What financial aid options are
offered? How much can you afford?
4. Where We Will Be Going…
•Evaluate academic performance and
extracurricular commitments
•‘Visit’ colleges
•Begin ToK and Extended Essay
•Take SAT and ACT before June 2013
•Presentations by Seniors
•April Focus Groups
•Summer Study
•Begin ‘Meaningful’ Senior Year
5. Next Steps: What We Recommend
“Who is driving the car?”
Dialogue
‘The most important thing is the IB Diploma…’
‘Be Realistic’
Isolate Variables
Career Planning/Family Connection (Naviance)
Scholarships/Financial Aid
Discussion
Upcoming
Semester Exams are before ‘winter break’
IBPO-SAT Prep (Jan.), ACT Prep (Feb.)
1/12 ‘Ivy League’ Fair (2-4 p.m. New College)
1/14…end of 1st semester
@3/7 IBPO Forum…Intro to ToK
3/28…end of 3rd quarter
4/2 IBPO Forum: Registration and University
Success
5/31…Last Day of School
Riverview IB: Academic Guidelines
The student must have an unweighted 2.75 GPA for
junior year; no more than one D and no F’s;
CAS - the student must have completed the ‘Mid-Point
Reflection’, and documentation of the equivalent of 50
hours, with reflections;
(TOK) - the student must have successfully completed
the ‘Oral Presentation’ requirement;
 (EE) - the student must have successfully submitted
an extended essay proposal.
6. Q & A’s
For parents:
Did you receive the notice of tonight’s
meeting from your child last week?
Ask them about: ‘500 words or Less’ and/or
about their ‘university variables’…?
Open
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