Planning for
AP and IB
at
OLGC
{
AP and IB Courses offer:
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•
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Academic Rigor
Intellectual Engagement
College Level Content
Who Takes AP and IB Classes?
In 2013-2014:
• 74% of the Senior Class
• 74% of the Junior Class
• 20% of the Sophomore Class
41% of all OLGC Students!
AP defined:
•
•
•
•
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College-Level Content
Summative, Nationally Administered
Exams in May
• Multiple Choice and Essays/Free
Response
Scored 1-5
Potential College Credit
“Cafeteria-style”
IB defined:
An International Curriculum
 A Two-Year Comprehensive Course
of Studies
 College-Level Coursework in
English, World Languages,
Social Studies, Science, and
Math - with a Fine Arts Option
 Potential College Credit or
Advanced Standing

IB Program Requirements:
Academics

Coursework in all academic areas over
two years
 Three on the Higher Level (HL)
over 2 years
 Three on the Standard Level (SL)
over 1-2 years
IB Formal Assessments
Externally and Internally Assessed
 Varied Course-Specific
Assignments



Essays, oral presentations, labs,
collaborative projects
Exams in May
IB Program Requirements:
“The Core”



Theory of Knowledge
 Interdisciplinary, discussion-based
seminar
The Extended Essay
 Independent research project
CAS (Creativity-Action-Service)
 150 hours over 2 years
 Overlaps with OLGC service
requirements
Numbers Worth Noting


OLGC’s IB Class of 2013 –
36 Students total:
Earned scholarships totaling
$7,500,000
Were accepted into 42 Honors
Programs
OLGC’s IB Graduates attend:
Georgetown
Northwestern University
Yale
George Washington
Columbia
Princeton
Penn
UNC-Chapel Hill
Stanford
Duke
Cal-Berkeley
Boston College
University of Virginia
Notre Dame
Johns Hopkins
New York University
The University of Maryland Honors Colleges
And many more great universities!
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 beyond OLGC…
“IB students are terrific learners.
They’re inquisitive and don’t just
question what they’re learning, but why.”
Martha Piper, former president,
University of British Columbia, Canada
IB beyond OLGC…
“We’re looking for students who are engagers-students who are maximizing opportunities in
and out 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.”
Dr Kedra Ishop
Vice Provost and Director of Admissions University of
Texas at Austin
IB beyond OLGC…
“I felt more prepared for college than almost all of
my peers who had not done IB. It gave me a great
amount of confidence in myself as a student. From
the time I began IB, I developed a strong love for
learning because I was immersed in it constantly.”
Georgia Chaconas, OLGC ‘03
B.A., George Washington University
M.A., The University of Virginia
AP-IB English Teacher, OLGC
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
IB beyond OLGC…
“I have repeatedly given thought to how students in the
US could use The Gambia as a way to better understand
themselves and the greater world they live in. Plus I
really value the line of thinking that it is by stepping
outside the ‘world’ you know and learning about
another, that you actually come to know/understand
yourself and your own ‘world’ better.”
Joanna LaHaie, OLGC ’01
B.A., Loyola College
Peace Corps, Armitage Senior Secondary School,
The Gambia, West Africa
What sets IB apart?
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
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 Do Colleges Want
to See from Applicants?
The Most Demanding Course Load
Available
 Consistent Academic Success
 Dedicated Participation in Extra-Curricular
Pursuits
 Meaningful Service Locally and Globally
 Intellectual Curiosity and Engagement

Planning for the Next Three Years…
Required for ALL Academic Levels:


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4 years: English, Religion, Math
3 years: World Languages, Science,
Social Studies
1 year: Fine Arts, Technology
1 ½ year: Health/Physical Education
Requirements to “Advance”
from “Regular” or “Ryken” to
“Honors Pre-AP/IB”:
A cumulative “A” at the time of
registration
 Teacher and/or departmental
approval

Requirements to Remain at
“Honors Pre-AP/IB”:
A cumulative solid “B” (85%)
at the time of registration
 Teacher and/or departmental
approval

Advancing to AP Classes:

From “Honors Pre-AP/IB”:
A cumulative solid “B” (85%) at the
time of registration
 Teacher and/or departmental approval


From “Regular” or “Ryken”:
A cumulative “A” at the time of
registration
 Teacher and/or departmental approval

Admission to the IB Diploma
Program:

Submit the IB Application by the End
of January during Sophomore Year
 3 Teacher recommendations
 List of Activities and Service
 Short Essay
IB Coordinator Approval
(with Administrative and Departmental
Assistance)

Recommendations for Potential
IB Diploma Candidates
Complete Fine Arts and P.E.
Requirements in 9th and 10th Grade
 Switch from Latin to French or
Spanish
 Consider advancing a level in Foreign
Language (II > III, III > IV, etc.)
 Hold off on Technology requirement
until 11th or 12th Grade
(or take one during the summer
sessions at OLGC!)

Other Considerations for Potential
IB Diploma Candidates…
Fine Arts Scholarships
 S.T.E.M.
 Athletics
 Service
 Extra-Curricular Activities

Your Interested 9th Graders should…
Discuss options with their teachers
and guidance counselors
 Seek the advice of current IB
Diploma Candidates
 Talk to me

Aspire… Inquire…
Achieve!
(The future is now!)