Tenth Edition
IB Americas May eNewsletter Welcome to the May 2012 edition of the IB Americas eNewsletter Dear Educators, Hundreds of blue and white balloons were spotted recently at IB offices in Buenos Aires and Bethesda, and in Edinburg, Texas, USA at the South Texas Business, Education, and Technology Academy (BETA), to th celebrate a milestone in IB history: the 2000 IB World School in the Americas (see page 9 for more details). This important milestone would not be possible without the hard work and dedication of you—our IB coordinators and heads of school. I would like to personally welcome BETA and all of the new IB World Schools (found at the end of this eNewsletter), to the IB community. As the end of the northern hemisphere 2011-2012 school year approaches, it’s worthwhile to reflect on how our growing community of IB World Schools have recently been recognized for how they are impacting student outcomes in the classroom. Recently, 24 IB World Schools, nearly one in four, were named to the U.S. News & World Report’s annual ranking of the top 100 high schools in America. Also, The University of Chicago recently released a significant study showing that Chicago Public School (CPS) students enrolled in the Diploma Programme were 40 percent more likely to attend a four-year college, 50 percent more likely to attend a more selective college and significantly more likely to persist in four-year colleges for at least two years, compared to similar students not enrolled in the DP. You can read more about Charles Allen Prosser Career Academy, a CPS high school offering the DP, starting on page 4. Details of the research study can be found on page 10. In terms of fulfilling IB’s strategic vision to develop a more inclusive IB community by enabling access to an IB education, we have made significant progress through the full scale roll out of the the IB Career-related Certificate (IBCC), as well as a number of state school expansion projects in areas such as Chicago, Costa Rica and Ecuador. As we focus on various initiatives in 2012, we will continue to work on improving the support that we provide to you and your students. As always, please do not hesitate to contact me with your ideas and feedback at iba.director@ibo.org. Registration for the 2012 IB Conference of the Americas in Riviera Maya, Mexico, is quickly filling up. Our lineup of keynote speakers includes spoken word poet, Sarah Kay and service learning expert María Nieves Tapia, among others. This year, we will offer more Spanish language sessions than ever before, in addition to several new sessions in English. We will also offer a strand of breakout sessions dedicated to the roll out of the Common Core State Standards Initiative (CCSSI), of great relevance to public school educators teaching a US curriculum. To learn more about the conference and to register, please visit our conference website. I personally look forward to seeing many of you at the Americas Regional Conference in Riviera Maya in July! Warm Regards, Drew Deutsch Director, IB Americas
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IB World School Feature Story
The influence of the Primary Years Programme (PYP) on language immersion and dual-language education Isela Consuegra, Head of School and Aldo Anzures, PYP Coordinator, Escuela Lomas Altas, Mexico City, Mexico
For more than 30 years, Escuela Lomas Altas has been the home of many students from local and international families. The school’s philosophy was designed with the purpose of addressing each of our student’s needs, both educationally and personally. The necessity for dual-language education and personalized care is the rationale behind our philosophy. Our main goal is to achieve enduring understanding between students from diverse backgrounds, while strengthening English and Spanish proficiency. Here, students learn through the language rather than simply learning the language. English and Spanish become the common form of communication within our school community. The students’ fluency and their cadence in the use of both languages are reflections of their skill. That which begins as the language through which students exercise and acquire skills in pre-school becomes an entire form of communication and a way of life by the end of primary school. We are sure that the impact that dual-language education has on our students is an experience that changes their lives in a very positive way. The PYP as a catalyst for language learning As ongoing learners in a PYP community, we engage in interesting teaching/learning adventures upon which our students build their knowledge. At the same time, we focus on what we consider our ultimate objective as educators: teaching children how to learn through hands-on experience in an internationally-minded context, where an IB learner profile-based education is fostered in our students, teachers and parents. Our learning community includes people from around the world with different beliefs and cultures. This has given our students a richer perspective of the commonalities around the world and on how language can be a vehicle for learning and understanding who we are and how we express ourselves. As educators with a highly personalized curricular framework, the implementation of the PYP has reinforced our idea of a student-centered education. We are now more aware of the need to enhance the knowledge and skills of our students in order for them to become responsible and knowledgeable about the importance of language learning. Furthermore, the PYP approach to language learning can be seen in our kindergarten immersion program. Students learn about language through the integration of the national standards, the scope and sequence of our program of inquiry, and through the language itself. This is accomplished through our inquiry, conceptbased learning and collaborative teamwork. These approaches to language learning have improved our teaching practices, making them more holistic, authentic and coherent with our own philosophy. Our pre-school is English-only and is modeled on the integrated day, where students work on different activities explained to them in the morning. The children work through their activities at their own pace and must complete all the activities assigned on any given day. Formal instruction in both languages begins in lower primary years where we firmly reinforce written and verbal skills. Reading in both languages is also strongly promoted throughout the students’ primary education.
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Our primary curriculum is fully bilingual: half the day is in English and half the day is in Spanish. We have special help for single-language students to adapt to the bilingual program and are committed that they will become fluent in both languages and understand both cultures. Recognizing the role of the IB community in education, parents are entitled and encouraged to enrich our children’s learning atmosphere and experiences. We realize the challenge that this represents in today’s world where sometimes both parents work and the demand on parents’ time and energy has to be balanced in everincreasing and more complex ways. As a school we try to compensate these circumstances by attempting to be as flexible and innovative as we can to ensure that parents play an integral role in their child’s educational development. Overall, the PYP offers the proper environment for each of our students to become a knowledgeable, duallanguage, internationally-minded individual with strong values, aware of his or her own learning process. Escuela Lomas Altas is committed to encouraging each of our students to create a better world, which is our ultimate goal.
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IB World School Feature Story
The Transformative effect of the IB on one Chicago Public School By Jessica Stephenson, IB Coordinator and English Teacher, Prosser Career Academy, Chicago, Illinois, USA
Charles Allen Prosser Career Academy sits eight miles northwest of downtown Chicago in the Belmont Cragin neighborhood. Historically a neighborhood founded on industry, Prosser appropriately opened its doors in 1959 as a vocational high school for men. Over the decades, many changes have been instituted. Women were allowed to enroll in 1975. As Prosser’s student body became coed, a much needed addition to the building was added. At the same time two new programs were instituted: a bilingual education program and a deaf and hard of hearing program. Prosser became a hearing impaired pod-site for the Chicago Public Schools. Undoubtedly the most significant change occurred in 1996, when Prosser was designated as an International Baccalaureate (IB) World School. The IB Diploma Programme has completely transformed Prosser, allowing the school to better fit the needs of its growing and changing community. As a Chicago Public Schools Career Academy, Prosser continues to offer challenging and sound career and technical education programs. With the authorization of the Diploma Programme, Prosser began to offer a rigorous academic option for families in the neighborhood. Brian McKay, who has been teaching IB theory of knowledge at Prosser since its inception, states, "IB has given our school an identity in the community as a place where students have the opportunity to explore their interests and receive a high quality education." This importance cannot be underestimated. In a neighborhood where the median income is $43,159 per year and in a school where 90% of students are considered low-income, such an opportunity is exceptional. Jennifer Koszyk, an IB history teacher states, "Giving our students the rigorous curriculum of the Diploma Programme has given them confidence that they can be successful despite the challenges they face." Most Prosser IB students and graduates are or will be the first in their families to attend college. They are being accepted into, attending, and succeeding at selective and highly selective colleges, such as the University of Chicago, Grinnell College, Dennison University, University of Illinois-Urbana, and University of WisconsinMadison. Marlen Mendoza, a senior in the Diploma Programme, states, ―IB has transformed me by providing an opportunity to jump start my education. I gained the confidence I needed to begin the next chapter of my life, as a prepared college student at the University of Iowa.‖ The IB’s international approach to education has been a perfect fit for Prosser’s diverse student body. Hispanic and black students walk the halls with recent immigrants from Poland, Bulgaria, and the Ukraine. The crosscultural aims of the IB help students and teachers learn together and connect with one another despite differences in race, religion, and language. Being an IB World School sets the tone for how Prosser approaches diversity; it acknowledges and appreciates the views that each person brings to the learning table. Prosser’s participation in the City of Chicago’s Unity Month—with its theme of embracing diversity in a culturally plural, urban environment—began as an IB creativity, action, service (CAS) initiative and has been a driving force for school service learning activities addressing this theme. Through the World School philosophy, Prosser’s IB has helped raise the consciousness and inform the consciences of its students, teachers, parents and community members. This attitude is evident wherever our students go. Michael Sielepkowski, a veteran IB history teacher, has noticed that the "IB has brought an international spirit into our building. Many of our students have taken opportunities to travel to South America, Africa, Europe, and Asia. They return with a better sense of their place in the world." Jasmin Tapia, a junior
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who recently returned from a service trip to Nepal, reflects that her IB classes have ―made me more open-minded to see different views and perspectives, not only my own but other beliefs that I don’t necessarily agree with. It’s made me test my strengths and weaknesses and fortify them. And really made me see what more education has to offer.‖ A final remarkable aspect of Prosser’s transformation is in its teaching. Brian McKay, who has attended IB training in theory of knowledge, history, and extended essay, noted, "Not only has the IB brought tremendous benefits to our IB students, IB training has also given teachers ideas for strategies they can use in all of their classes." This IB benefit has been promoted by Prosser’s current principal, Kenneth L. Hunter, who has made it a priority to send both IB and non-IB teachers for IB training: ―There is no finer academic program than IB. It first teaches teachers who in turn foster an Aristotelian development of young people who grow to become men and women of exemplary character and astonishing personal and professional accomplishment. As a principal, it is a privilege to be a participant in the work of the International Baccalaureate.‖ The Diploma Programme may seem at odds with Prosser’s status as a vocational high school, but it is in sync with ―vocation‖ in its truest sense. The IB has encouraged neighborhood kids to find their calling, and given them the skills needed to pursue it. We look forward to continue this transformation over upcoming years by offering the new IB Career Certificate. This would allow our career and technical education students to take IB Diploma courses and thereby unite the vocational education, rigorous academics, and intercultural understanding and respect.
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Professional Development Highlights Contributed by Margot Hoerrner, Head of Professional Development, IB Americas
2012 regional workshops open for registration Nearly 3,000 teachers, administrators, and coordinators participated in an IB regional workshop in the first quarter of this year. Don’t miss out on upcoming professional development opportunities for you and your colleagues. Visit www.ibo.org/events to find the right workshop for you and register today! 2013 Latin America Host Schools The Professional Development Department is looking for host schools for 2013 Latin America regional events. Serving as a host school is a unique opportunity to collaborate with hundreds of educators from across the region, bring an IB event to your community, and reduce the cost of training for your own staff. Applicant schools must have a large space for the opening plenary session, multiple classrooms, a computer lab, and adequate dining facilities. Schools near an international airport are preferred, but applications from any Latin American school are welcome. We especially need schools in Mexico, Ecuador, Colombia, and Brazil. For more information or an application, please contact Elizabeth Hubley at +1 301 202 3103 or Elizabeth.Hubley@ibo.org. Spotlight: Recent workshops in Peru From 22-24 February 2012, more than 200 MYP and DP teachers, coordinators, and administrators gathered in Lima, Peru, at the Colegio Peruano Norteamericano Abraham Lincoln to attend 11 diverse workshops. The event had two major firsts - a workshop was delivered in German and the Asociación de Colegios IB Peru (ASCIBP) planned and organized four of the 11 workshops. German is one of the vehicular languages of the IB Diploma Programme offered in schools in Latin America. In order to increase our level of support to educators at these schools, the IB recently held a DP History route 2 workshop in German, in Lima, Peru. The workshop was attended by 10 IB teachers from across Latin America. IB plans to host additional German language workshops in Latin America. The local association of IB World Schools, Asociación de Colegios IB Peru (ASCIBP) offered two MYP and two Diploma courses that were held alongside a regional event. In addition, the association hosted a one-day conference entitled, ―Quality and Inclusion in Education, from the perspective of International Programs,‖ bringing together over 40 education leaders from Peru, Costa Rica, and Ecuador.
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Research update The IB Research team is excited to share three new reports with the IB community. One study, conducted by the Australian Council for Educational Research, looks at the performance of PYP and MYP students on the International Schools’ Assessment. The results indicate that IB PYP and MYP students outperformed their non-IB peers on the ISA across all four domains in a majority of grade levels, with the strongest effects noted in Year 10 Math and Expository Writing. The second study, conducted by the University of Chicago, examines the postsecondary performance of US inner-city Diploma Programme students. Findings indicate that students who are in the DP are more likely to enroll in college, more likely to enroll in a more selective college and more likely to stay enrolled, compared to matched non-IB students. Overall, the DP students interviewed generally felt that they were academically well-prepared to engage and succeed in college coursework, and described strong analytical writing and math preparation, motivation, work habits, organization and time management as strengths. This research suggests DP students in CPS experience stronger, more demanding and more supportive learning environments than similar students in honours programmes or selective enrollment high schools. Summaries and the full reports of the Programme Impact studies can be found on the research web pages: http://www.ibo.org/research/policy/programmevalidation/. The third report is a literature review exploring curriculum alignment and integration as related to programme development. The Programme Development document can be found in the cross-programme publications section of the OCC. Additionally, a compilation of research on the IB is now available, and includes over 70 pieces of research on the IB published during 2011. These studies span all three programmes across all three regions and cover a range of topics. The references can be found on the research resources page: http://www.ibo.org/research/resources/. Finally, don’t delay in preparing your application for the Jeff Thompson Research Award, which supports the independent research of IB practitioners. You can find out more on the award and how to apply at: http://www.ibo.org/research/resources/jeffthompson/index.cfm. The next deadline for applications is 31 October 2012.
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Announcements 2012 IB Conference of the Americas: The Culture of Learning, 12 - 15 July 2012, Riviera Maya, Mexico Please join us at the Moon Palace, Riviera Maya, Mexico from 12 - 15 July 2012 for four inspiring and thought provoking days of events. This will be the first Conference of the Americas held in Latin America since the creation of IB Americas in 2009! We are pleased to offer twenty sessions in Spanish by practitioners from Latin America, in addition to over seventy-five sessions in English. Additionally, we will offer a series of break-out sessions that will explain the new Common Core State Standards in relation to the IB curriculum. The 2012 IB Conference of the Americas is the single best place to meet and collaborate with IB educators from across the Americas region and the world. At the conference you will discover new ideas to further develop your IB programme, learn from fellow IB practitioners, be able to reflect on best practices, and gain inspiration and renewed energy to bring back to your school. Don’t miss the incredible stories from our featured speakers and breakout presenters, including spoken word poet, Sarah Kay, and service-learning expert, María Nieves Tapia, among others. To learn more about the conference and to register, please visit our conference website. If you have any additional questions, please contact IB Americas at iba@ibo.org, or by calling +1 301.202.3025. We look forward to welcoming you to Riviera Maya!
New Video Resources from the IB We are very pleased to present two new videos that promote the IB Diploma Programme. The videos can be found online at www.ibo.org/iba. With funding from the Bill & Melinda Gates Foundation, the IB has produced these videos, which feature students from three US high schools discussing their inspiration for and experiences in the IB Diploma Programme. These videos can support coordinators in promoting the programme and in recruiting and retaining students. One video, ―Choices‖ features students discussing how the Diploma Programme is helping them invest in their futures. The second video, ―Experience the Diploma Programme‖ features students talking about their lives as students in the Diploma Programme and their aspirations for after high school. Please send any feedback you might have to iba.comm@ibo.org.
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2000th IB World School in the Americas th
IB Americas reached a historic milestone with the authorization of the 2000 IB World School in the Americas. th The 2000 school authorization was awarded to South Texas Business, Education, and Technology Academy, better known as BETA, to offer the prestigious IB Diploma Programme (DP) to students. The IB applauds BETA on its achievement and welcomes BETA to the growing community of IB World Schools. Among BETA’s st th many honors and awards, it was ranked 1 in the state of Texas and 17 in the nation in the 2011 U.S. News & World Report Most Connected Classrooms Rankings. The robust growth of the International Baccalaureate (IB) in the Americas and around the world continues. In the Americas region, the IB supports 2,000 schools offering over 2,334 programs in 30 countries. The first IB World School in the Americas was founded in 1971, and today, 40 years later, we support 2,000 schools in this region alone. That is remarkable growth, considering that just five years ago, there were 1,215 IB World Schools in this region. BETA, a college preparatory high school offering hands-on experience for tomorrow's leaders, is a diverse learning community that inspires and challenges its members to create synergy in the fields of business, education, and technology. According to Magdalena Gutierrez, Principal of BETA, ―We at BETA are excited to th offer the highly-regarded IB Diploma Programme and thrilled to be the 2000 IB World School to achieve authorization. The IB Diploma Programme will help us prepare our students to be future global leaders. As the BETA community joins other IB World Schools on this journey, I can truly say that we are very excited. We will reach out to those in our worldwide network of IB World Schools for guidance and support, in hopes that together, we will build mutual understanding and ultimately a more peaceful world.‖
The IB Journal of Teaching Practice, written by teachers, reviewed by teachers and published for teachers IB Publishing is calling for submissions for its first edition of a new online peer-reviewed journal, the IB Journal of Teaching Practice. The first edition will be available in 2013. This global, multilingual publication will provide a forum for the exchange of ideas focused on teaching and learning practice that align to the IB philosophy of education. All published research will focus on classroom practice or school organization. While the research can be completed in any school setting, all published pieces will have clear relevance to the IB programmes and will be of particular interest to IB practitioners. Submissions are invited from everyone in the international education community. Find out more about our submission process, author guidelines, FAQs and contact information here: http://ibpublishing.ibo.org/journal/index.php/ibjoftp/?Linksource=B2. Submissions can take the form of multimedia formats, including video, audio and graphics, as well as traditional written articles. Editors in chief: Marcia Behrenbruch, Global Head, IB PYP Professional Development Robert Harrison, Curriculum Manager, IB Continuum Development
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New Study Links Participation in the International Baccalaureate Diploma Programme to College Success among Chicago Public School Students The University of Chicago recently released a study showing that Chicago Public School students enrolled in the International Baccalaureate (IB) Diploma Programme (DP) are 40 percent more likely to attend a four-year college, 50 percent more likely to attend a more selective college and significantly more likely to persist in fouryear colleges for at least two years, compared to similar students who did not enroll in the IB Diploma Programme. This study looked at high achieving students in CPS high schools who graduated from 2003 through 2007. It included 1,888 students who enrolled in an IB cohort in the ninth grade, 62 percent of whom went on to enroll in the IB Diploma Programme in the eleventh grade. The DP students come from 12 neighborhood high schools, and are predominantly first-generation college students; 67% were female, 33% were male, 37% were African American, 38%were Latino, 14% were Asian/Pacific Islander, 15% were white, and 77% were eligible for free or reduced price lunch. The non-IB students in the study had the qualifications necessary to be eligible for the Diploma Programme. IB students interviewed felt they were academically well-prepared to engage and succeed in college coursework and described strong analytical writing and math preparation, motivation, work habits, organization and time management as strengths. ―The University of Chicago’s research provides evidence for what we have known all along – that the Diploma Programme prepares students for college success,‖ Drew Deutsch, Director of the IB Americas, said. ―These findings have important implications for districts across the US interested in implementing IB programmes. We hope that this study will help policymakers and practitioners better understand how to successfully promote college readiness in high schools.‖ The report authors note that ―never before in our work in Chicago have we seen coursework have an effect on college persistence. The fact that it has an effect two years after students graduate speaks to the kind of powerful impact the IB Diploma Programme can have on students’ trajectories‖ Indeed, there is considerable cause for optimism about the power of the IB experience to prepare students with the skills necessary to thrive in college. This study is part of the Chicago Postsecondary Transition project, a multi-year research project tracking the post-high school experiences of successive cohorts of graduating CPS seniors. The complete study, and others on the impact of the IB programmes, can be downloaded at: www.ibo.org/research/policy/programmevalidation/diploma/.
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Apply today to become authorized to offer the IBCC! The IB Career-related Certificate programme (IBCC) has completed the pilot phase and is now open to all IB World Schools that currently offer the Diploma Programme. All eligible schools wishing to add the IBCC to their educational offerings can now apply for implementation in September 2013. In order for a school to be authorized to offer the IBCC, it must already be authorized by the IB. If you are interested in applying to become authorized to offer the IBCC at your school, please complete the Expression of Interest form in order to inform the IB of your interest and to request additional information. Please visit www.ibo.org/ibcc for more information regarding the IBCC and the application process.
Association of IB World Schools in Costa Rica (ASOBITICO) achieves agreement with the Costa Rican Ministry of Education On 5 March 2012, the Association of IB World Schools in Costa Rica, ASOBITICO, signed an agreement with the Costa Rican Ministry of Education, outlining a list of commitments that will help more Costa Rican state school students access an IB education. Specifically, the agreement will enable 20 Costa Rican state schools to offer the IB by 2017, which will translate to eight hundred to one thousand IB Diploma Programme graduates per year. As a result of the agreement, the Ministry of Education will cover annual IB World School fees, support university recognition of the IB, provide teachers with time to attend workshops and seminars, ensure schools meet infrastructure requirements, pay teacher salaries in the twenty state schools, and identify thirteen schools interested in becoming IB World Schools. ASOBITICO will continue to provide best practices support, and sponsor professional development, lab and library equipment, exam fees, and authorization costs. A steering committee was formed with members of the Ministry of Education and the IB community in Costa Rica. This agreement is very significant and aligns with the IB’s goal of enabling access to a more diverse and inclusive community to more students. The program has been financed by local companies and foundations, thereby affording state school students the same rigorous IB education that is found in many of the country’s private schools. The IB applauds ASOBITICO’s strong commitment and dedication to expanding IB access.
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The IB Features Prominently in U.S. News & World Report’s “America’s Best High Schools” 2012 Twenty four IB World Schools, nearly one in four, have been named to the U.S. News & World Report’s annual ranking of the top 100 high schools in America. The 2012 rankings include data on nearly 22,000 public high schools from 49 states and the District of Columbia. Considering that the IB Diploma Programme is offered in approximately three percent of all 22,000 public high schools in the USA, the IB enjoys an outsized representation among the Top 25. Fully 44 percent of the top 25 Public High Schools in the USA are IB World Schools, including the top magnet school in the country, Connecticut International Baccalaureate Academy (CIBA). International Academy (IA) in Oakland County, Michigan ranked No. 5 on U.S. News & World Report’s Best High Schools Rankings. IA runs one of the largest Diploma Programmes in the country and was the first public high school in North America to offer the IB Diploma Programme school-wide. ―100 percent of IA students go on to attend college and we give great credit to our IB certified teachers who have over 390 combined years of experience,‖ said Lynne Gibson, Head of School at IA. The popular IB Diploma Programme at IA expanded by 90 students this year and expects 304 students to graduate with the prestigious IB Diploma recognized at over 1100 universities in North America. See the full listing and U.S. News & World Report article here: http://www.usnews.com/education/best-highschools. The 2011 IB Diploma Programme Graduate Destinations Survey – Canada, Mexico, United States The IB Global Recognition Department is pleased to announce the U.S., Canada, and Mexico results of the 2011 IB Diploma Programme Graduate Destination Survey. A full global report will be available early June. Some important findings include: In the U.S., the average acceptance rate of IB students into university/college is 22% higher than the average acceptance rate of the total population. In the USA, the average SAT score IB Diploma candidates survey participants is 1953, where as the national average is 1500. In Mexico, participants score significantly higher than their national peers in EXANI and ENLACE. 65% of U.S. students and 52% of Canadian students plan to study aboard at university, while 92% of Mexican students plan to. Among the 3 countries, approximately 97% of IB Diploma Programme students feel very well or well prepared for future students. Thank you to all schools who have participated in this study. You will receive your individual and confidential summary report soon. For any questions or concerns, please contact recognition@ibo.org.
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New IB World Schools in the Americas We are pleased to officially welcome schools that have been authorized to teach an IB programme between 1 December 2011 and 30 April 2012
Primary Years Programme Ausangate Bilingual School, Cusco, Peru Baltimore International Academy, Baltimore, MD, United States Biscayne Elementary Community School, Miami Beach, FL, United States Boulevard Elementary School, Shaker Heights, OH, United States Central Elementary School, Longmont, CO, United States Colegio Alemán de Valparaíso, Viña del Mar, Chile Colegio Internacional Rudolf Steiner, Quito, Ecuador Colegio Xail, Campeche, Mexico Corrales International School, Albuquerque, NM, United States Deer Park Elementary School, Owensboro, KY, United States Eakin Elementary School, Nashville, TN, United States Farmdale Elementary School, Los Angeles, CA, United States Fienberg-Fisher K-8 Center, Miami Beach, FL, United States Grandview Hills Elementary, Austin, TX, United States Harlan Elementary School, Wilmington, DE, United States Harvard Elementary School, Houston, TX, United States Instituto Kipling Esmeralda, Atizapán de Zaragoza, Mexico International Spanish Language Academy, Robbinsdale, MN, United States Jardín Infantil Tía Nora y Liceo Los Alpes, Cali, Colombia Jefferson Lighthouse Elementary, Racine, WI, United States Mount Daniel School, Falls Church, VA, United States Providence Hall Charter School, Herriman, UT, United States Sabin School, Portland, OR, United States Sir John A. Cumber Primary School, Grand Cayman, Cayman Islands Smith Magnet Elementary School, Raleigh, NC, United States St. Andrew's School, Boca Raton, FL, United States St. Boniface Fine Arts Focus School, Edmonton, AB, Canada
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St. Paul's School, Viña del Mar, Chile The Biltmore School, Miami, FL, United States Thomas Jefferson Elementary School, Falls Church, VA, United States Unidad Educativa Tomás Moro, Quito, Ecuador Walnut Street School, Des Moines, IA, United States Middle Years Programme Asociación Colegio Mater Admirabilis, Lima, Peru Buckingham School, Bogotá, Colombia Colegio Internacional SEK-Ecuador, Quito, Ecuador École secondaire publique Mille-Îles, Kingston, ON, Canada Franklin High School, Stockton, CA, United States Gimnasio del Norte, Bogotá, Colombia Hillsboro High School, Hillsboro, OR, United States Hilton Head High School, Hilton Head Island, SC, United States Hilton Head Island Middle School, Hilton Head Island, SC, United States Josiah Quincy Upper School, Boston, MA, United States Lt. General William H. Harrison Preparatory School, Lakewood, WA, United States North Miami Middle School, North Miami, FL, United States Patrick Henry Senior High School, Minneapolis, MN, United States Salem Middle School, Lithonia, GA, United States South Meadows Middle School, Hillsboro, OR, United States The Victoria School, Bogotá, Colombia Tucker Middle School, Tucker, GA, United States W.B. Ray High School, Corpus Christi, TX, United States
Diploma Programme Ballston Spa High School, Ballston Spa, NY, United States Baton Rouge International School, Baton Rouge, LA, United States Brooklyn Center Junior/Senior High School, Brooklyn Center, MN, United States Canyon del Oro High School, Oro Valley, AZ, United States Carrollton High School, Carrollton, GA, United States Colegio Alemán de Los Ángeles, Los Angeles, Chile
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Colegio de Bagaces, Bagaces, Costa Rica Colegio Linares, A.C., Nuevo Le贸n, Mexico Downingtown STEM Academy, Downingtown, PA, United States Edgewood High School, West Covina, CA, United States Edward H. White High School, Jacksonville, FL, United States G-Star School of the Arts for Motion Pictures & Broadcasting, Palm Springs, FL, United States Gateway High School, Aurora, CO, United States Granada Hills Charter High School, Granada Hills, CA, United States Hauppauge High School, Hauppauge, NY, United States Highland Secondary School, Comox, BC, Canada Horton High School, Wolfville, NS, Canada International Berckley School, Barranquilla, Colombia John Dickinson High School, Wilmington, DE, United States John Randolph Tucker High School, Henrico, VA, United States Kenmore East High School, Tonawanda, NY, United States Meadowridge School, Maple Ridge, BC, Canada National Collegiate Preparatory Public Charter High School, DC, United States NorKam Secondary School, Kamloops, BC, Canada Oxford High School, Oxford, MI, United States Ozark High School of Ozark R-6 School District, Ozark, MO, United States Richland Northeast High School, Columbia, SC, United States Rifle High School, Rifle, CO, United States Salem City High School, Salem, NJ, United States South Iredell High School, Statesville, NC, United States South Texas Business Education and Technology Academy, Edinburg, TX, United States St John's - Kilmarnock School, Breslau, ON, Canada St. Edward High School, Lakewood, OH, United States St. Thomas Aquinas Roman Catholic Secondary School, Oakville, ON, Canada Temescal Canyon High School, Lake Elsinore, CA, United States THINK Global School, San Francisco, CA, United States Westhill Institute, S.C., Mexico D.F., Mexico
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