Reasons Why the IB is a Perfect Fit for South Orange-Maplewood
IB is the curriculum of the future
The IB is an outstanding combination of challenge and international progressive education, and is especially suited to a district such as South Orange-Maplewood, given that we serve an increasingly diverse community. With its emphasis on analytic thinking and interconnections between disciplines, this is a curriculum that will best prepare our students to compete in today’s global world.
IB is a Perfect Fit for the SO-MA Strategic Plan
IB fits well with the goals of the South Orange-Maplewood School District Strategic Plan, especially the goal of developing and implementing programs that enable every student to exceed State Core Curriculum Content Standards and improve achievement, with a particular focus on math, science, and language arts.* We are the families who are the future of South Orange-Maplewood, and who will be most impacted by the Strategic Plan. We are looking to programs that will keep us in the school district and better challenge our children.
IB Creates Clear and Rigorous Standards: Excellence for Everyone
The establishment of IB Diploma and Middle School Programs (and potentially, a Primary School Program) creates an atmosphere of high standards for all students because IB is a deep and challenging curriculum that insures high-level mastery of key subject areas and competencies. IB programs have been shown to open opportunities for challenge to students—not shut them out. Students who might not test into the highest levels are given the chance to learn within a highly challenging, thoughtful, interdisciplinary curriculum.
IB and the Achievement Gap
Recent studies show the schools that are successful in narrowing the achievement gap share several characteristics: a rigorous curriculum and assessment aligned with high standards; professional development for teachers and administrators providing opportunities to learn new teaching strategies and share best practice; a supportive learning environment for students with enrichment programs to ensure that students don’t fall behind; and a culture of high expectations for all students. IB programs offer strong curriculum and assessment and are based on pedagogy that supports learning strategies for reaching all students and that encourages the habits of mind for student success.** Many schools with large minority populations have been successful and raising standards and performance through the implementation of the IB program.
IB Middle School Program—Better Linkage to CHS
Excellent middle school education is key to creating more opportunity for achievement later on. In South Orange-Maplewood, middle school is when many families remove their children from the school district. The IB Middle Years Program, a whole school program covering grades 6-10, would prepare all students for advanced coursework in high school. It would also create better curriculum alignment between the middle schools and the high school, so that students could build on skills that prepare them for greater rigor and comprehensive proficiency as their education progresses.
IB Provides a Smaller Program within CHS
Columbia High School’s size is an obstacle to learning for many students. IB would create a small school environment that draws from a broader range of students than cannot necessarily test into the narrowly defined AP track. (In fact, schools with IB programs have seen a higher degree of participation in AP tests.) IB also gives students a goal during 9th and 10th grade as they build towards the Diploma or Certificate.
IB Addresses Weaknesses & Builds on Success—the Multiple-Intelligence Connection
The IB Middle School Program is built on Howard Gardner's theory of multiple intelligences, and he has cited the IB as an excellent example of a curriculum that is preparing our children for the 21st century. Thus, the IB program is in keeping with our current philosophies and builds on our achievements. At the same time, it can also address our weaknesses, especially in providing consistent standards and equal access and opportunity. If the district were to consider the Primary School Program, we would also be able to better align the K-12 curriculum and raise academic standards for all students.
IB Provides Clear Student Assessments and Resources for Teachers
South-Orange Maplewood need not reinvent the wheel: we can be part of a larger IB community where we learn from other schools facing similar challenges. IB provides objective, valid and reliable assessment measures of student performance in all subject areas. Teachers are provided with training and resources, which affects all of their teaching and gives them strategies for greater inclusion within the classroom.
IB is a Flagship Program
IB can help make Columbia High School a destination that will attract families to this district—and most importantly, keep them in the district. It will show how we are making good on the promise of serving diverse students by providing a rigorous, international curriculum that truly prepares our children for the global economy.
IB is Cost-Effective
The cost of implementing an IB Program is extremely reasonable—approximately $50,000 for a Diploma Program (some of which funding already exists in the budget) and about the same for the Middle School Program. It is the most cost-effective method for creating excellence for all, making use of a curriculum and resources that already exist and have a proven track record in communities like ours.
South Orange-Maplewood Must Not Become a “Starter” Community
South Orange-Maplewood is in danger of becoming a “starter” community: young families are attracted to the area, but subsequently leave for other public school districts or private schools. IB can help to stop this trend by demonstrating that we are serious about improving our schools and dedicating ourselves to challenge through a proven and internationally recognized curriculum.
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* Italicized sections refer to the SOMA Draft Five-Year Strategic Plan
** Albright, Erin and Eileen Kugler (February 2005). Increasing Diversity in Challenging Classes Educational Leadership Retrieved from http://www.ascd.org
Hamre, Bridget and Robert C. Pianta, “Closing the Achievement Gap One Teacher at a Time”, Teachers College Record, Oct 28, 2005
Sadowski, Michael, “Beyond the Gap”, Harvard Education Letter, January/February 2005, Volume 21, Number 1
Varlas, Laura, “Bridging the Widest Gap”, ASCD Education Update, August 2005
All Students Reaching the Top: Strategies for Closing the Academic Achievement Gaps (2004), National Study Group for the Affirmative Development of Academic Ability, Retrieved February 22, 2006 from http://www.ncrel.org/gap/studies/allstudents.pdf
“Closing the Gap: High Achievement for Students of Color”, AERA Research Points, Fall 2004, Volume 2, Issue 3.