Program
Education K-12 M.A.
Number of Pages
86
Year Approved
2023
First Advisor
Elliott, Nathan
Second Reader
Silmser, Lisa
Abstract
The International Baccalaureate Diploma Programme’s (IBDP) expansion over the last two decades demonstrates its potential in US schools; however, it is important to analyze the implications of programme implementation. The following literature review aims to answer the question: What efforts have been made within US schools to ensure the IBDP is more equitably accessible by diverse groups of students and that its support of those students’ academic and social-emotional needs is likewise expanded? Relevant recent studies focused on who participates in the IBDP shed light on enrollment and access gaps related to ethnicity, gender, and school location. An analysis of recorded perceptions of the programme from a variety of stakeholders, including students and teachers, is also included to reveal the benefits and limitations of the programme. In light of the academic rigor associated with the IBDP balanced with calls to expand “IB for All”, specific strategies are considered for de-tracking as well as identifying and supporting the unique social-emotional needs of IB students. A particular emphasis in research includes the importance of an equity-focused growth mindset and a shared vision to move “IB for All” from merely an idea to its full potential in implementation.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Graham, G. L. (2023). “IB for All” from Idea to Implementation: A Literature Review of Participation, Perception, and Student Support in the IB Diploma Programme [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/932