<p>Blumini, There’s another thread on the Parents Board on this topic. Im repeating most of what I posted there and adding some comments specific to your concerns.</p>
<p>Background: We live in Jakarta. My son is now a sophomore at Williams. His highschool offers both AP courses and the full IB diploma. </p>
<p>Most (but not all) of the American kids take the AP route. The Europeans and Asians go for the IB Diploma. Some take a mix of AP and IB Classes without the diploma. American kids who choose any of these three choices seem to do equally well and get admitted to top US colleges.</p>
<p>The teachers usually specialize in one or the other and are quite protective and defensive of their own system. This somewhat dilutes the schools ability to offer a comprehensive selection of course in either track, which leads to more criticism especially for the IB because when fewer courses are offered, the IB becomes very restrictive. There are very good teachers in both tracks (and unfortunately a few less so). Some classes are billed as AP slash IB, but this is difficult as the curriculum for each is very specific. </p>
<p>After much deliberation (and cheerleading from both factions) my son chose to get the IB diploma. It was the right decision for him because the program was comprehensive and very organized. It is extremely writing intensive and focuses on analytical skills which have served him well in college. Two features of the IB which I think are its greatest strengths are the Theory of Knowledge class (which is really philosophy) and the Extended Essay, which is the 4000 word research paper. </p>
<p>The negatives were the art studio program was somewhat restrictive in creativity and the choice of classes in social studies was limited. These may have been weakness at his school not universal issues. </p>
<p>American colleges are just getting used to the IB Diploma. Some really, really respect it. Some just consider it a strange European version of the AP. Theres a lot of confusion on how to grant credit or acceleration for IB scores. The colleges systems are set up for the AP and the IB doesnt quite fit in the mold. For my son, I believe the IB diploma was a plus in his admission to a selective LAC; however remember that IB test scores dont come out until the American admission process is well over.</p>
<p>The IB exams are given in May and the results come out in July. For kids going on to European and Asia colleges these tests are critical to admission. In fact they are the single most important factor. For US schools, only the exams given at the end of the Junior year, can be considered in admission. Since these would be the standard one year classes they are generally not the most important scores. The Higher courses are two year courses and the exams are taken at the end of senior year, when the American kids already have their acceptances.</p>
<p>Some schools give mock-exams both to help the kids get used to the test and to use as a final exam in the course. He received an ABC grade for every class which determined his grade point. The IB exam scores, which are numerical, didnt figure into his class grade.</p>
<p>The exams themselves depend on the disciplines. The math and science exams are by necessity quantitative. The English and History exams are analysis and writing driven. The arts project evaluation tries to be perfectly equitable, but in any creative endeavor this is difficult to achieve. There are very, very specific guidelines to grading and evaluation for all exams and scores can also be appealed. For the non-Americans this is a very serious undertaking which could influence the course of their lives. (For example we know one very bright girl who was provisionally admitted to a top UK university, but after she did poorly on the exams her admission was denied and she was without any choice at all.) This is not the American system however. If you do poorly on the exams, just dont send the scores.</p>
<p>In short, I’m pro-IB, but I recognize that quality cannot be perfectly administered.</p>