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International Baccalaureate: State Support for Encouraging Access to IB
Why does it matter:
Students benefit when all students, regardless of school location or demographics, have access to quality IB offerings.
Students benefit when mechanisms help ensure students are prepared in the earlier grades to participate in challenging IB coursework and exams during their final years of high school.
Six states specify that IB funding be targeted at low-income schools or schools with limited access to challenging high school curriculum options, or that provide explicit funding and/or support for pre-IB programs and teacher preparation.
This does not include states that offer start-up grants for new IB courses/programs (see "financial incentives data point) or states in which IB high schools are participating in U.S. Department of Education Advanced Placement Incentive Program (APIP) grants.
States with no written policy in this area do not appear below.
Sources for all data points are accessible through this link
.What is International Baccalaureate?
For more details on the IB Diploma Program, please refer to this summary
for state policymakers or visit the IB Web site
This information was collected from state statutes and regulations, and will be updated as new policies and programs are enacted.
Last update: August 20, 2007
This database was compiled by Jennifer Dounay, project manager, ECS High School Policy Center. For questions, additions or corrections: 303.299.3689 or firstname.lastname@example.org
Yes. Statute specifies that first priority for grants to support IB program start-up costs must be given high schools serving the highest percentage of low-income students. Once grants have been awarded to eligible high schools, grants must be given to eligible middle schools, "giving priority to those middle schools that have the highest percentage of pupils from low-income families and those middle schools that have been awarded affiliate status from the International Baccalaureate Organization."
In addition, a district operating an IB program must annually report to the state department of education the number of teachers in the district participating in pre-International Baccalaureate support programs and the amount of money the district spent to participate in such programs.
||Yes. Each high school's school-based decision making council must "establish a policy on the recruitment and assignment of students to advanced placement, International Baccalaureate, dual enrollment, and dual credit courses that recognizes that all students have the right to be academically challenged and should be encouraged to participate in these courses."
||No, although the Plan for High School Redesign in Louisiana indicates increasing the availability of IB offerings, including through the Louisiana Virtual School, as a Level 2 implementation effort (to be "piloted based on schools' readiness and willingness to participate").
||Yes. 2006 legislation allocated $250,000 to award five $50,000 grants to districts, intermediate districts, and consortia of districts/intermediate districts to help offset the start-up costs of implementing an IB diploma program or IB middle years program. A grantee may receive a grant for up to 4 fiscal years. The legislation directs the department to balance the grant awards between middle years programs and diploma programs.
||Yes. The statute that authorizes the state to help cover IB teacher training program costs specifies that procedures must, to the extent possible, ensure that IB "courses become available in all parts of the state and that a variety of course offerings are available in school districts."
In addition, the state has a competitive grant program to increase student access to IB. Eligible schools must have a three-year plan approved by the local board to either establish a new IB program or expand an existing program leading to IB authorization, or expand an existing authorized IB program. Proposals must seek to achieve one or more of the following goals:
(1) Increase the availability of IB courses or programs
(2) Expand the breadth of IB courses or programs available
(3) Increase the number and diversity of students who succeed in IB courses
(4) Increase low-income and other disadvantaged students' access to IB courses and programs
(5) Increase the number of students, including low-income and other disadvantaged students, who earn college credit by completing IB courses and earning sufficient scores on related exams.
Furthermore, 2007 H.F. 1063 allocates fiscal year 2008 and 2009 funds to the University of Minnesota and the Minnesota State Colleges and Universities to provide "academically rigorous educational opportunities," including IB and Advanced Placement (AP). Courses may be delivered by a high school or postsecondary instructor or via distance learning.
||Yes. A school that has received a one-time $5,000 start-up equipment and materials grant may be awarded an additional grant for demonstrating successful implementation of the IB course "for which the original equipment and materials grant was awarded." One means of demonstrating successful implementation is "evidence of activities to prepare growing numbers of students for the challenges offered by the ... International Baccalaureate classes."
A school may also apply for an IB "vertical team grant for a content area from a high school and its feeder middle school(s)." The team must include at least one representative from each grade level 7-12 in the content area.
||Yes. Pre-IB teachers may receive state subsidies of up to $450 for teacher training sponsored or endorsed by the International Baccalaureate Organization (IBO).