My first university professor taught a course on Medieval Europe while wearing house slippers and nursing a tall mug of Postum. He did this while standing in front of the blaze we students had built in the fireplace of the former drinking hall of a converted, ochre yellow farm manor – the Gasthof Zieglau – in a village called Elsbethen-bei-Salzburg. Yes, this was Austria, so as you correctly suspected, outside the lecture hall windows there were actually goats grazing. . . and lonely goatherds lazing.
This professor (we called him Herr Doktor Professor) ate all of his meals with his 35 students. But to me, his only 14-year-old pupil, he gave a weekly allowance, daily personal advice, and a nightly bedtime kiss. He was my Dad.
On three occasions during my upbringing, my Dad, a university professor, and my mother, a university instructor, and three or four other faculty members, led “Semesters Abroad” in Europe. These were concentrated foreign study experiences where Herr und Frau Doktor Professor’s children got the perks of not only tagging along on travels, but also taking college courses. Maybe not surprisingly, I did as well or better in those college courses than in most I took in high school. At least I liked them more. I was challenged, respected, turned on to learning, free from the math gulag, and I racked up both high school and college credit.
When students of the full IB diploma complete two full years of rigorous pre-university training –no house slippers, goats or paternal kisses – it is not always guaranteed that they will receive university credit. I first became aware of this over 15 years ago, when I met a family in France whose daughter, an excellent IB student, had been given a generous scholarship to large private university in the US. After a whole year battling with admissions and administrators, she had still not been given college credit for any of her three Higher Level courses (in which she’d done exceptionally well.) Her Standard Level IB courses were not even taken into consideration for college credit.
As explanation: full IB students are required to take six two-year courses, three of which are Higher Level; three of which are Standard Level. Our Dalton, as a real-life example, is currently in Higher Level History, English and French, and Standard Level Math, Biology and German courses. For an idea of the rigor of a Standard Level course, his last German assignment was to write, (in German, obviously) a researched essay on the United Nations High Council for Refugees. Standard stuff. In addition to those HL and SL courses, Full IB diploma candidates take a TOK or Theory of Knowledge course, write a research / TOK paper, complete an EE or Extended Essay of 4,000 words, and show initiative in doing substantial (hours upon hours of) Creative, Active and Service projects, which must be of an approved nature and then catalogued in journal form. There are also frequent IA’s, or Internal Assessments, similar to midterm exams.
Taking all of that into consideration, you can understand how aggravating it was for this full IB student from France to have to fight for university credit for her HL IB courses (let alone her SL IB courses.) Worse, though, was learning that her roommates, who had graduated from monolingual schools, were given without as much as a twitch of an eyelid college credit for any and all of their AP courses.
And are these bizarre, isolated scenarios? Apparently not, if you read this, from which the following quote is pulled:
Lisa McLoughlin … is a parent, real estate broker and journalist who is an acidic opponent of the IB program at Locust Valley High School on Long Island’s North Shore, and of IB in general. She has become, in my view, the liveliest and most intelligent IB critic in the country. I devoted a chapter to her in my 2005 book, “Supertest: How the International Baccalaureate Can Strengthen Our Schools.” We still communicate often by e-mail. Jay Matthews
Any program like IB that is important for our children needs thoughtful hecklers like McLoughlin. She told the other Admissions 101 participants that schools should junk IB in favor of AP because it costs more than AP and does not deliver college credits with the certainty and consistency of AP. Other discussion group members said their experience with IB convinced them that it was more challenging and deeper than AP. One well-informed discussant, OscarWilde, who appears to be a college professor, quoted in detail favorable assessments of IB students from several well-known colleges.
Normally three of the IB program areas are studied at the “higher level,” which is considered equivalent to college work. Students typically must attain at least a score of 5 out of 7 points on an exam for a higher-level course to be eligible for college credit. Most colleges recognize the academic value provided by the rigors of the IB program, but each college has its own policies about granting credit for IB exams.
Another consideration to keep in mind is that the more selective colleges often give college credit only for IB classes taken at the “Higher Level” (“HL” in IB lingo). IB students take three classes at that level and the rest at the Standard Level (“SL”). Some colleges give credit only for IB exam scores of 7 (the top); some for lower scores. Thus, even the most outstanding students may only get college credit in three areas, while AP students could end up with credit in many more subjects, depending on how many AP classes the student takes, how he fares on the exams, and what the college’s credit policy is. Some parents and students report that they have to jump through more hoops for IB credit than for AP credit, especially when students are not at the most selective colleges. In any case, once you start investigating AP and IB credit policies, you may feel like you need Cal Tech degree just to figure it all out. Each college seems to somehow manage to come up with an AP/IB credit-awarding system that is just a tad different than the next guy’s!
The AP courses are accepted at virtually all U.S. colleges and universities, while the IB program has more limited acceptance within the U.S. but is growing in popularity.
I’ve kept a (sometimes twitching) eye on the patterns of university admissions across the US, and have been encouraged over the last decade to see that the IB, as it gains familiarity (if not yet out-and-out popularity) in US secondary schools, is becoming a known entity to college admissions personnel. Whether this trend will continue, and whether those now completing full IB programs will benefit from such change is yet to be seen.