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Record identifier : 566516
Personal Name - Primary Intelectual Responsibility : Willcoxon, Amy B.,
Title and statement of responsibility : An educational evaluation of the International Baccalaureate Middle Years Program [Thesis]
Publication, Distribution,Etc. : Fuller Theological Seminary, School of Psychology, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Psy
Body granting the degree : , Fuller Theological Seminary, School of Psychology
Summary or Abstract : Twenty years ago, the National Commission on Excellence in Education declared the United States "A Nation at Risk," describing how academic standards in public schools had fallen, failing to adequately prepare students for their futures. Since then, economically-stable families have been choosing to send their children to private schools with higher academic standards, while more disadvantaged students have remained in public schools with poorer standards and performance rates. Recently, backed by a growing body of research and government funding, several public schools have implemented comprehensive, innovative educational programs in efforts to raise academic standards and achievement among their students. The International Baccalaureate Middle Years Program (IBMYP) is one such program that espouses rigorous academic standards, a holistic approach to learning, and intercultural awareness among students. In 1999, it was implemented at a public middle school in Southern California in an effort to more successfully meet the needs of its diverse students and improve academic performance. Using California Standards Tests (CSTs), academic achievements in mathematics and English-language arts were evaluated for students who had received two years of the IBMYP at this public school. Compared with students in the same school district who received standard educational curriculum, students in the IBMYP showed significantly greater improvement in their CST Mathematics and English-Language Arts scores. Further, significantly more students in the IBMYP took a higher-level mathematics CST, suggesting that the IBMYP better prepared students for higher level mathematics courses. This finding is consistent with the educational literature that innovative, comprehensive school programs with a unifying vision and rigorous standards appear to be more effective in meeting the academic needs of students in today's public schools. Other factors that were not analyzed in this study could have also impacted student achievement and should be taken into consideration. Future studies should evaluate if particular characteristics of the IBMYP, such as its approach to holistic learning or emphasis on intercultural awareness, impact student achievement..
Information of biblio record : TL
 
 
 
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