PROSPECTUS I N T E R N A T I O N A L
S C H O O L
O F
K E N Y A
ISK’s Mission, Vision & Educational Aims EMPOWERING students to create solutions for tomorrow’s challenges.
LEARNING at ISK
At ISK, learning is the construction of meaning. We construct meaning through inquiry-based experiences that transcend disciplines. These active roles prepare all ISK learners to achieve our vision to empower students to create solutions for tomorrow’s challenges.
Self-Manager As a self-manager, I am responsible for my actions. I reflect on my learning and set goals to continue to grow. I take initiative and persevere to overcome challenges. I am aware of my needs and the needs of others.
Thinker As a thinker, I identify problems and find creative solutions. I am curious and pose questions in ways that open up thinking and create new possibilities. I analyze and evaluate information to design and develop solutions and opportunities. I make claims and support them with evidence and reasoning. I deepen my understanding by considering different viewpoints.
Collaborator As a collaborator, I actively listen to understand the ideas of others. I contribute by asking questions and building on the ideas of others. I ensure that all voices are heard and valued by encouraging others and sometimes compromising as we build on our strengths. I am respectful of others’ opinions and form positive relationships as a community member in order to achieve a common goal.
Changemaker As a changemaker, I use my skills and understandings to make a positive difference. I am interested in working on real-world problems and being helpful locally and globally. By being aware of my culture and other cultures, I better understand issues from many points of view. I try to make principled decisions in my everyday life and advocate for a just and equitable future.
Communicator As a communicator, I express ideas and information clearly, confidently, and appropriately. I listen and show respect when others are speaking. I express my true self and understand that my words impact others. I support and provide space for those whose voices and identities may not be heard.
FACT SHEET The International School of Kenya (ISK) is a nonprofit, PreK- 12, coeducational, independent day school serving the expatriate and Kenyan communities in Nairobi. The school was started by the United States Embassy and the Canadian High Commission in 1976 and is fully accredited by the Middle States Association of Colleges and Schools and the Council of International Schools.
Head of School
Dr. Tamu Lucero
High School Principal
Ruth Jones
Middle School Principal
Kimberly Clark
Elementary School Principal
Ryan Hopkins-Wilcox
The school year consists of two semesters extending from early August to December and from January to early June.
Organization ISK was established in 1976 by the governments of the USA and Canada. It is governed by a 7-member Board of Governors and a 9-member Board of Directors. Three members of the Board of Directors are appointed by the sponsoring missions, four are elected, and two are appointed by the board itself. All seven members of the Board of Governors are appointed. Four members currently represent the US Embassy and three members represent the Canadian High Commission.
International Community ISK has an enrollment of over 1,000 students from 70+ nationalities. Of which 362 are U.S. citizens, 68 are Canadian citizens, 91 are host country nationals, 544 are 3rd country nationals. There are 153 faculty members, including 70 U.S. citizens, 26 host country nationals, and 57 3rd country nationals.
Curriculum The primary focus of the curriculum is to equip students with the skills and dispositions that will empower them for the future. The curriculum draws from rigorous standards and benchmarks, with the objective of providing an engaging and challenging program that meets the needs of our diverse student population and enables students to transition to the best schools and universities around the world. The IB Diploma programme, including both standard and higher level subjects, is offered in Grades 11 and 12. The school-testing program includes the College Board tests (PSAT and SAT), and Measures of Academic Progress (MAP-Grades 3-10). Instruction is in English, with French, Spanish, and Kiswahili offered as World Languages for non-native speakers. A Family Languages program is offered after school to support home language instruction.
Assessment Assessment of student learning is a continuous process involving students, teachers and parents. Our teachers take the time to get to know students, including how they learn best, what their hopes and dreams are, and setting up good habits for success. Teachers and students work together to set learning goals and teachers provide frequent feedback to help students meet their goals. Student progress is reported to parents regularly throughout the year.
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Fact Sheet The IB Programme at ISK ISK graduates attend some of the top universities in the world • The IB Programme at ISK is inclusive, students can take the full IB Diploma or earn certificates in specific courses • In the UK, the IB Diploma is valued as equal to or above A-Level results • IB is a partnership between the student and the school and gives students ownership of their success • In addition to social/emotional counseling, ISK counselors provide great university guidance through the application process and help students make the right choice of university • Students “own” their learning at ISK - they are advocates of their education • IB originated in 1962 and is accepted and valued around the world • Some US universities waive the first year or semester of university if the student has an IB Diploma or IB higher level courses Note: ISK only offers the IB Diploma Programme and does not offer the Primary Years Programme (PYP) or the Middle Years Programme (MYP).
Student Support Services A recognized leader in inclusive education practices, ISK believes that all students should have opportunities to inspire and nurture passion, creativity, and ambition in pursuit of a better world. We value the inclusion of all students, including a variety of cultural, neurological, and biological differences, as an integral part of our social well-being. ISK’s Student Support Services (SSS) department exemplifies our mission to provide inclusive learning to all students by embracing and honoring the unique learning needs of every learner. We thoughtfully combine educational excellence with equitable practices. Student Support Services (SSS) utilize research-based best practices and programs to help facilitate responsible inclusion for all learners. The SSS team, therefore, supports a wide spectrum of learners with unique academic needs, including; highly capable students, talented students, students with diagnosed neurological or physical differences, students with emotional needs, and students with English language challenges. Learning Support (LS) utilizes multiple dimensions of educational support, including consultative support from learning specialists, small group instruction, co-teaching, performance monitoring, and the use of assistive learning technologies and accommodations.
Students who are acquiring English benefit from our English Language Learners (ELL) program, by receiving additional support to bring up their English language skills to ensure the full benefits of our academic program. Student’s social/emotional well-being is important to ISK. As a result, the SSS department includes dedicated counselors for Elementary, Middle School, and High School students. Our counseling team facilitates age-appropriate student wellness programs, ensuring that everyone learns in a safe, healthy, and supportive environment. First introduced in 2018, the Life Centered Education (LCE) Program is designed to meet the needs of students who have more significant intellectual, learning, or developmental differences. Students accepted into the program receive personalized academic programming with embedded social-emotional learning from special educators. At ISK, Student Support Services provide an integral part of the overall commitment to inclusion and diversity, recognizing that a diverse and inclusive school provides an environment that is best for all learners. To learn more about student support services at ISK- please click here.
Facilities ISK is nestled on 40 acres of a former coffee plantation, approximately eight miles from Nairobi’s city center. The campus buildings and grounds are meticulously maintained to reflect the proximity to nature, and it epitomizes the sensation of working and learning in a beautiful environment. Walking through the campus, you feel that this place is special. Facilities include: • • • •
• •
•
• • • • •
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Elementary, Middle and High School Buildings Elementary School MakerSpace Middle School Innovation Studio, Cooking Lab and Blackbox Theater High School Design & Arts Center • Design and Fabrication Lab • Art Classes Library Computer labs • 1-to-1 devices from Grades 3-8 and other iPad and Chromebook carts to support curriculum in different areas Arts Centre • A 550-seat theater • An amphitheater Science laboratories Cafeteria Health Office State-of-the-art Track Extensive Fields
• • • • •
Gymnasium Solar-heated swimming pool Tennis courts Basketball courts Multi-sports court
ELEMENTARY SCHOOL The ISK Elementary School builds an inclusive learning community with students from Pre-Kindergarten through Grade 5, between the ages of 3 and 11 years old. ISK’s Elementary School is dedicated to providing a nurturing learning environment that is engaging, challenging, relevant, and learner-centered. In the Elementary School, we believe that all can learn and have the right to do so. We are dedicated to providing a challenging learning environment that is childcentered and well-balanced in order to develop the whole child. Our school is a center of inquiry, creativity, and joyful learning.
Elementary School Principal
Ryan Hopkins-Wilcox
ES Assistant Principal
Kacey Molloy
ES Counselors
Shelly Maldonado & Indi Alford
esmail@isk.ac.ke
Language Arts We challenge students to read, write, listen, and speak effectively in order to communicate with others. There is a strong literacy connection that is embedded in all areas of the curriculum. The Language Arts program at ISK focuses on a balanced approach to literacy, including:
READING
WRITING
WORD STUDY
LISTENING & SPEAKING
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Elementary School Mathematics The focus in the Elementary is to build a strong mathematical foundation for all students. The ISK Mathematics program requires students to persevere as they engage in rich, authentic tasks where they must reason, make sense of and apply mathematical concepts.
Social Studies & Sciences Units in Social Studies & Science engage students’ natural curiosity. Teachers begin by laying a foundation of knowledge, and then a student’s own interests and curiosity help guide the learning. Many units integrate social studies and science concepts as well as library skills, art, music and technology. Units of inquiry in both Social Studies and Science foster a student’s ability to create his or her own learning and solutions. All units are centered on an “enduring understanding” or “big idea.”
Special Classes World Languages Spanish, Kiswahili, or French to develop a lasting love of language learning.
Physical and Health Education Enhance skills through various disciplines; including a yearlong swimming program.
Music To experience the many forms of music: listening, singing, and performing on instruments as well as music technology.
Art Projects integrate art history, art skills, and aesthetics at all levels.
Technology Technology is integrated throughout the curriculum to assist and strengthen student learning.
Library Enables students to become lifelong readers and researchers.
Guidance The Counselors work with students to address their academic, social, and behavioral needs. Counselors develop proactive guidance lessons.
Co-curricular Program Our Elementary School Co-Curricular program features quarterly sessions of afterschool activities centered on creativity, culture, leadership, and action. The Elementary School also features a growing service-learning program. The aim of this program is to develop students who are confident and competent in contributing to and learning from their community. The program provides meaningful opportunities for students to cultivate both personal and community growth, while building recognition of human interdependence. Field trips are scheduled to coordinate with the curricular area being studied. Students in Grades 3-5 also participate in overnight intercultural trips in line with their unit(s) of study.
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MIDDLE SCHOOL The ISK Middle School serves students in Grades 6, 7, and 8 between the ages of 11 to 14 years, and is dedicated to meeting the unique physical, cognitive, social, and emotional needs of students as they transition from childhood to adolescence. In order to prepare Middle School students for a rapidly changing world, we provide them with the knowledge and skills they need to take responsibility for their lives, to address life’s challenges, to become responsible citizens, and to be creators of knowledge.
Middle School Principal
Kimberly Clark
MS Assistant Principal
Michael Waugh
MS Counselors
Anthony Kagochi & Rachael Molitor
msmail@isk.ac.ke
Curriculum ISK offers an academically rigorous curriculum, which follows the Common Core Standards for math and English, the C3 Framework for social studies, and the NGSS standards for science. The Middle School operates a rotating block schedule that includes 8 blocks, with 4 blocks meeting each day. Blocks are 75 minutes long, and each class meets 2 or 3 times in the week. The academic program is built around the following areas: Humanities (English and Social Studies integrated together), Science, Math, Wodern Language (French or Spanish), and Physical & Health Education. Additionally, students take a variety of Creative Arts classes each year, including drama, music, and art. Every student has the opportunity to take band or choir.
English Language Learners (ELL) and Learning Support students generally receive these services during the World Language block. However, the decision is made based on each individual child’s needs. We also have a rich electives program for students to choose from in the 7th and 8th Grades. The elective courses provide students opportunities to pursue a variety of creative endeavors, such as Photojournalism, Musical Theater, New Designers, Game Design, Muay Thai, Woodworking, Healthy Chef, MUN, and TED Talks.
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Middle School Advisory Program/ House System Each student is assigned to an advisor who will meet with the students daily for 30 minutes. The Advisor’s role is to give guidance to the student in all areas of the school. The advisor will act as a student advocate if academic or social issues arise. The goal of advisory time is to:
Create:
Communicate and Act:
Learn and Solve:
To nurture relationships, build a sense of fun and belonging, encourage risk-taking and develop a sense of community.
To nurture empathy, social skills, and self-awareness, as well as communication skills. To understand and discuss issues connected to equity and social justice.
To develop learning habits, such as organization, goal setting, and responsible decision-making, flexible thinking, critical thinking, and personal responsibility.
Intercultural Trips Our Intercultural Trips provide experiences that deliberately require students to challenge themselves, reinforcing ISK’s Educational Aims through interdisciplinary learning and character development, including personal responsibility, in an African context. Each Grade level in the Middle School participates in a week-long Intercultural trip in a different part of Kenya. Below is a sample of the trips we have taken: GRADE 6: Eburru and Hell’s Gate GRADE 7: Ngare Ndare Forest and Ol Pejeta GRADE 8: Sagana
Assessment and Grading Assessment is the continuous process of gathering, analyzing, and interpreting evidence so students and teachers can make informed decisions that enhance student learning. At ISK, the key principles of effective assessment are that it: • benefits students
PROFICIENCY SCALE
DESCRIPTION
4
Extending Beyond the Standard
Student demonstrates a consistent and thorough understanding and application of the required knowledge and skills in a manner that extends beyond and deepens within the grade level standard. This includes new, creative and original applications of the standards, and the ability to communicate that knowledge with others.
3
Meeting the Standard
Student demonstrates consistent and thorough understanding and application of the required knowledge and skills of the grade level standard.
2
Approaching the Standard
Student demonstrates a developing and/or inconsistent understanding of the required knowledge and skills of the grade level standard.
1
Beginning Toward the Standard
The student demonstrates a beginning understanding of the required knowledge and skills of the grade level standard.
• involves students • is suited to the purpose • is embedded in the school ethos • is planned and communicated to the students • supports teaching and learning goals • is valid and fair Student progress is reported in two areas: 1. Academic Achievement 2. Big 5
Grade Scale ISK is a Standards-Based Assessment, Grading and Reporting school. That means that the academic standards guide our instruction and assessments. When providing feedback on academic proficiency, we use the following scale, with 3 Meeting the Standard as the goal for our academically rigorous program.
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If a student receives a 1 or a 4, the teacher will provide a comment with supporting information. If a student has ‘Insufficient Evidence’, it will be entered as a ‘No Grade’ or ‘Incomplete’.
Middle School CASL ISK’s co-curricular program is essential to student development. It provides a structure for experiences that reinforce the curriculum and extend learning through exploration, character building, community engagement and the pursuit of individual passions. Part of our Middle School expectations align with our mission, vision, and belief in developing the whole child. This includes opportunities beyond the school day.
Over the course of the year, we expect students to engage in at least one activity in each of the following areas:
Create Engage in at least one creative activity
Act Engage in at least one action activity
Service Learning Look for ways to nurture a service-minded approach, beyond the curriculum
Leadership Engage in at least one leadership opportunity
Students can meet this requirement through after-school activities, athletics, or external pursuits like piano lessons and family service opportunities. We encourage exploration! Examples of CASL engagement at ISK include after-school programs, athletics, and drama. Leadership opportunities include Leadership Seminars, Student Ambassadors, the MS Leadership Council, Earth Day and Peace Day committees, Social Planning, and volunteering for ES activities or as House captains.
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HIGH SCHOOL Serving a diverse student body in Grades 9 to 12 between the ages of 14 and 18 with a wide range of needs, talents, interests and futures.The High School academic program features wide-ranging course options that support scholarship and learning towards identified standards while providing scope for personal choice in pursuit of individual passions and areas of interests. The overall program is a challenging one, designed to prepare students to meet the requirements of and excel in diverse university systems around the world.
Ruth Jones
HS Assistant Principal
Rachel Hopkins
IB Coordinator
Jeff Idigo
HS Counselors
DeeDee Werner, Michael Maldonado, Jessica Hajee & Isoclair Miller
hsmail@isk.ac.ke
ISK Course Rigor and Dual Enrollment
Minimum Graduation Requirements
ISK courses are designed to prepare students for the rigor of university level academics. IB courses at ISK are recognized as Honors courses.
English 4 credits Social Sciences, Math, Science
3 credits, each
The Design X- Sustainable Design and Entrepreneurship Experience courses can be taken for college credit (3 credits) awarded through the University of Delaware.
Modern Languages
2 credits
Physical Education & Health
2 credits
Creative Arts & Design
1 credit
STEM/Arts IMPACT Project ISK’s IMPACT Projects are an independent study aimed at selfmotivated, creative thinking, high achieving students passionately interested in the STEM and/or the Arts. These are standards based courses designed to provide students with opportunities for experiential, personalized and integrated learning. In STEM IMPACT Project, students navigate the messiness of the creative process from inception to completion by prototyping and testing and integrating science, mathematics and technology. The focus is to identify and engineer a solution to solve a real world problem of global significance. The Design Cycle is used as the framework for their process journal / portfolio documentation which is also the major assessment component together with a final presentation at the end of the course. In Arts IMPACT Project, students have the opportunity to either work across combinations of the 3 disciplines, Music, Theatre & Visual Arts respectively, or to focus more specifically within one or two Arts subjects. Students design an individual Creative Learning Plan outlining their artistic intentions and goals. The course provides the opportunity to extend and deepen their application portfolio work. A final presentation is also required, and assessed, as a culminating activity appropriately designed in accordance to an individual student’s artistic intentions and portfolio.
Creativity, Activity, Service & Leadership (CASL) Program The CASL program provides a meaningful framework for cocurricular activities for students to initiate and reflect upon sustainable community projects that are mutually beneficial and cultivate personal and community growth. All students are required to complete annual projects in the areas of creativity, activity, service and leadership followed by self-evaluation and reflection.
Credits and Graduation Requirements In grades 9 through 12, one credit is awarded for each one-year ISK course completed with a passing mark of 3 or above. One half credit is earned for one semester. A minimum of 24 credits is required for graduation. Students transferring to ISK from another school may bring in a maximum of 8 credits per year.
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High School Principal
Electives 6 credits Totals
24 credits
ISK Grade Scale 1-7 USA A-F Grading Scale
Grade
A+
7
Exemplary Achievement
A
6
Excellent Achievement
B
5
Proficient Achievement
C
4
Basic Achievement
D
3
Limited Achievement
F
2
Very Little Achievement/ No Credit
F
1
Minimal Achievement/ No Credit
CR
Honor Points
Descriptor
Credit
8 7 6 5 4
0
Note: The IB courses at ISK are designated as Honors. Honor Points are calculated into the students’ gpa.
0 0
High School 2026-2027 High School Course Offerings Summary All courses listed below may not be offered for this academic year. One-semester courses are denoted (s). Courses that can be taken multiple times are denoted (~). Courses that earn optional university credit are denoted ^
ENGLISH English 9 English 10 English 11 English 12 Creative Writing (s) IB SL/HL English A Lang & Lit 1,2 IB SL/HL English A Literature 1,2 WORLD LANGUAGES French 1, 2, 3, 4/5 IB French ab initio SL 1,2 IB French B SL 1,2 IB French B HL 1,2 IB French A Lang & Lit SL 1,2 IB French A Lang & Lit HL 1,2 Spanish 1, 2, 3, 4/5 IB Spanish ab initio SL 1,2 IB Spanish B SL 1,2 IB Spanish B HL 1,2 IB Spanish A Lang&Lit SL/HL 1,2 Kiswahili 1 Kiswahili 2 IB Kiswahili ab initio SL 1,2 SOCIAL SCIENCES Social Sciences 9 Social Sciences 10 Africa in the World System (s) Entrepreneurship Experience^ (s) International Relations (s) Pages of Power - East African History and Stories Psychology (s) Religious and Philosophical Questions (s) IB SL/HL Business Management 1,2 IB SL/HL Economics 1, 2 IB SL/HL Geography 1,2 IB SL/HL Global Politics 1,2 IB SL/HL History 1,2 IB SL/HL Psychology 1,2
SCIENCES Agricultural Science 1,2 (s) Environmental Science 1,2 (s) Introductory Physics 9 Introductory Biochemistry 10 IB SL/HL Biology 1, 2 IB SL/HL Physics 1,2 IB SL/HL Chemistry 1,2 IB SL/HL Env Systems & Societies 1,2 IB SL/HL Design Technology 1,2 MATHEMATICS Mathematics 9 or 9 Core Mathematics 10 or 10 Core Mathematics 11 Core Mathematics 12 Core IB Mathematics Analysis SL/HL 1,2 IB Mathematics Applications SL/HL 1,2 Statistics (s) STUDENT SUPPORT SERVICES English Language Learners (ELL) Learning Support (LS) PHYSICAL & HEALTH EDUCATION (PHE) Integrated PHE 9 Integrated PHE 10 Personal Fitness and Wellness (s)~ CREATIVE ARTS Visual Arts Animation and Video (s) Art 1 Drawing & Painting (s) Art 2 Conceptual Design (s) Art 3-D Sculpture (s) Arts Impact Project (s) ~ Ceramics Studio (s) Printmaking (s) Textiles & Fiber Arts (s) IB SL/HL Visual Arts 1,2
CREATIVE ARTS Performing Arts Concert Band 1,2,3,4 Concert Choir 1,2,3,4 Digital Music Production (s) Drama Theatre Performance (s) Drama Playscripts & Directing (s) Drama Technical Theatre (s) IB SL/HL Theatre Arts 1,2 Music 1 (s) Music 2 (s) Music 3 (s) IB SL/HL Music 1,2 Arts Impact Project* (s)~ DESIGN Design & Engineering (s) Design X - Sustainable Design^ (s) Game Design (s) Graphic Design (s) Product Design (s) Programming & Digital Electronics (s) Robotics (s) STEM Impact Project*(s)~ IB SL/HL Design Technology 1,2 INDEPENDENT STUDY & ONLINE COURSES INTERDISCIPLINARY & GENERAL ELECTIVES First Aid and Sports Injuries (s) IB Theory of Knowledge 11/12 ISK Internship (s) ~ Leadership Seminar (s) Personal Finance -You & Your Money (s) Sheng - Urban Kenyan Language (s) Sport Science - the basics (s) Sports Nutrition (s) Topics in Cinema (s)
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High School
MAY 2026 IB Scores
THE IB PROGRAM AT ISK The International Baccalaureate (IB) Diploma Program at ISK provides high school students with a diploma and certificates recognized by universities throughout the world. Students may enrol in the full IB Diploma Program, requiring six externally administered exams, Extended Essay, and Theory of Knowledge course, or they may also take specific individual IB courses for IB certificates. The maximum score possible in each IB course is 7. All IB courses are a two-year sequence. ISK has an inclusive policy in regards to the IB Diploma Program; it is open to all students who satisfactorily complete prerequisite courses.
MAY 2025 IB Diploma Statistics
93 Number of candidates registered in the session
79 Number of candidates who successfully passed the diploma
80 Number of diploma candidates registered in the session
33 Average points obtained by candidates who passed the diploma
5.25 Average grade obtained at the school by candidates who passed the diploma
45 Highest diploma points awarded to a candidate
In keeping with our values and inclusion, 31% of students who sat the IB exams received accommodations, reflecting our commitment to supporting all learners in reaching their full potential.
IB Diploma Statistics
45
44
44
7
6
5
4
3
2
1
1
0
1
0
0
0
0
6.00
ENGLISH A: Lang and Literature HL
5
15
28
10
0
0
0
5.26
ENGLISH A: Lang and Literature SL
0
8
9
8
0
0
0
5.00
0
1
3
1
0
0
0
5.00
ENGLISH A: Literature SL
0
1
0
1
0
0
0
5.00
FRENCH A: Lang and Literature HL
0
1
0
1
0
0
0
5.00
FRENCH A: Lang and Literature SL
0
0
2
1
0
0
0
4.67
SWEDISH A: Literature self tau SL
0
1
0
0
0
0
0
6.00
DANISH B HL
1
0
0
0
0
0
0
7.00
DUTCH AB. SL
0
0
1
0
0
0
0
5.00
DUTCH B HL
1
0
0
0
0
0
0
7.00
DUTCH B SL
0
0
1
0
0
0
0
5.00
FRENCH AB. SL
0
0
1
3
2
0
0
3.83
FRENCH B HL
1
0
0
0
0
0
0
7.00
FRENCH B SL
4
7
2
3
0
0
0
5.75
GERMAN AB. SL
0
1
0
0
0
0
0
6.00
GERMAN B SL
0
1
0
0
0
0
0
6.00
KISWAHILI AB. SL
2
1
5
3
1
0
0
5.00
SPANISH AB. SL
1
6
5
8
0
0
0
5.00
SPANISH B HL
2
1
0
0
0
0
0
6.67
SPANISH B SL
2
9
6
0
0
0
0
5.76
SWEDISH B HL
0
1
0
0
0
0
0
6.00
BUSINESS MANAGEMENT HL in ENGLISH
2
14
20
6
2
0
0
5.18
ECONOMICS HL in ENGLISH
2
9
7
4
1
0
0
5.30
ECONOMICS SL in ENGLISH
0
0
1
0
1
0
0
4.00
ENV. AND SOC. HL in ENGLISH
2
2
4
1
0
0
0
5.56
ENV. AND SOC. SL in ENGLISH
0
7
4
2
1
0
0
5.21
GEOGRAPHY HL in ENGLISH
3
4
6
2
1
0
0
5.38
GEOGRAPHY SL in ENGLISH
0
0
0
1
0
0
0
4.00
GLOBAL POLITICS HL in ENGLISH
2
5
3
2
0
0
0
5.58
GLOBAL POLITICS SL in ENGLISH
1
1
0
1
0
0
0
5.67
HIST. AFRICA AND MID. EAST HL in ENGLISH
1
6
2
0
0
0
0
5.89
HISTORY SL in ENGLISH
0
1
1
0
0
0
0
5.50
PSYCHOLOGY HL in ENGLISH
1
8
3
2
0
0
0
5.57
BIOLOGY HL in ENGLISH
4
5
4
6
0
0
0
5.37
BIOLOGY SL in ENGLISH
0
4
6
5
3
1
0
4.47
CHEMISTRY HL in ENGLISH
1
2
2
0
1
0
0
5.33
CHEMISTRY SL in ENGLISH
2
5
5
5
5
0
0
4.73
DESIGN TECH. HL in ENGLISH
0
4
6
3
1
0
0
4.93
DESIGN TECH. SL in ENGLISH
0
0
2
3
1
0
0
4.17
PHYSICS HL in ENGLISH
3
3
3
5
1
0
0
5.13
PHYSICS SL in ENGLISH
0
2
3
0
0
0
0
5.40
MATHEMATICS ANALYSIS AND APPROACHES HL in ENGLISH
2
2
5
0
1
0
0
5.40
MATHEMATICS ANALYSIS AND APPROACHES SL in ENGLISH
4
13
12
9
8
0
0
4.91
MATHEMATICS APPLICATIONS AND INTERP HL in ENGLISH
0
1
0
0
0
0
0
6.00
MATHEMATICS APPLICATIONS AND INTERP SL in ENGLISH
1
4
12
11
6
0
0
4.50
FILM SL in ENGLISH
0
1
0
0
0
0
0
6.00
MUSIC HL in ENGLISH
0
1
2
0
0
0
0
5.33
MUSIC SL in ENGLISH
0
1
0
0
0
0
0
6.00
THEATRE HL in ENGLISH
0
0
1
0
0
0
0
5.00
VISUAL ARTS HL in ENGLISH
1
2
5
4
0
0
0
5.00
VISUAL ARTS SL in ENGLISH
0
0
1
2
0
0
0
4.33
45
40
34
30
30
Highest Diploma points awarded to an ISK candidate
35 34
33
33
30
30
30
32
25 0
12
Average points obtained by ISK candidates
Average points obtained by candidates worldwide
2022
2023
2024
2025
Avg.
ENGLISH A: Literature HL
43
40 35
Subject DANISH A: Literature self taug SL
2026
High School COLLEGE AND UNIVERSITY MATRICULATION CLASS OF 2026 USA 25% | Canada 10% | UK 23% Europe 20% | Gap 17% | Rest of World 4%
SAT Scores August 2025 - July 2026 (84 test takers) All Grades Mean: 1,235 Reading & Writing Mean: 619 Math: 616
UNIVERSITY APPLICATIONS ISK does not rank our students. ISK reports information related to a student’s disciplinary history when asked on applications.
College & University Matriculations of Classes of 2024-26 Universities shown in bold indicate multiple student matriculations.
USA American University Babson College Boston College Brigham Young University California Polytechnic State University, San Luis Obispo Christopher Newport University Clark University Colgate University William & Mary Colorado College Columbia University–Sciences Po Dual BA Program Drexel University Duke University Fordham University The George Washington University Georgetown University Hardin-Simmons University Harvey Mudd College Hult International Business School Purdue University Fort Wayne Ithaca College James Madison University Lewis & Clark College Michigan State University The New School New York University Northeastern University Pace University The Pennsylvania State University Pratt Institute Princeton University Reed College Rhode Island School of Design Skidmore College Stanford University Temple University Tufts University Tulane University University at Albany, State University of New York University of California, Los Angeles University of Mary Washington University of Miami University of Missouri University of Oregon University of Pittsburgh University of Rochester University of Southern California University of Virginia United States Naval Academy Virginia Tech Wellesley College Wheaton College (Massachusetts) Willamette University Yale University
United Kingdom Bournemouth University University of Bristol City St George’s, University of London Durham University ESCP Business School Falmouth University The Glasgow School of Art Imperial College London King’s College London Kingston University Loughborough University Mountview Academy of Theatre Arts Newcastle University Nottingham Trent University Queen’s University Belfast Royal Holloway, University of London University College London University of Bath University of Bedfordshire University of Edinburgh University of Exeter University of Glasgow University of Leeds University of Liverpool University of Manchester University of Nottingham University of Plymouth University of Reading University of Sheffield University of Southampton University of St Andrews University of the West of England, Bristol University of Warwick
Canada Brock University Carleton University Concordia University Huron University McGill University McMaster University Memorial University of Newfoundland OCAD University Toronto Metropolitan University University of Alberta The University of British Columbia University of Calgary University of Guelph University of Toronto University of Victoria University of Waterloo Western University
Europe CEU Cardenal Herrera University (Spain) EHL Hospitality Business School (Switzerland) Eindhoven University of Technology (Netherlands) Erasmus University College (Netherlands) Erasmus University Rotterdam (Netherlands) EU Business School (Switzerland/Spain/ Germany) Universidad Europea de Valencia (Spain) IE University (Spain) KU Leuven (Belgium) Les Roches (Switzerland) Maastricht University (Netherlands) Universitat Politècnica de Catalunya · BarcelonaTech (UPC) (Spain) RWTH Aachen University (Germany) Stockholm University (Sweden) Trinity College Dublin (Ireland) Universidad Alfonso X el Sabio (Spain) Universidad Católica de Valencia San Vicente Mártir (Spain) Università Cattolica del Sacro Cuore (Italy) University College Fryslân (Netherlands) University College Maastricht (Netherlands) University College Utrecht (Netherlands) University of Amsterdam (Netherlands) University of Bologna (Italy) University of Debrecen (Hungary) University of Groningen (Netherlands) Leiden University (Netherlands) University of Limerick (Ireland) University of Milan (Italy) University of Nicosia (Cyprus) University of St.Gallen (Switzerland) University of Twente (Netherlands) Utrecht University (Netherlands) Vrije Universiteit Amsterdam (Netherlands) Wageningen University & Research (Netherlands)
Rest of World BINUS University (Indonesia) The Hong Kong University of Science and Technology (Hong Kong) Stellenbosch University (South Africa) TETR College of Business (Global) The University of Queensland (Australia) The University of Sydney (Australia)
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