A Comparative Analysis Of The Achievement Gap And International Baccalaureate Curriculum With Implications For School Leaders

Abstract

ABSTRACT

A COMPARATIVE ANALYSIS OF THE ACHIEVEMENT GAP AND INTERNATIONAL BACCALAUREATE CURRICULUM WITH IMPLICATIONS FOR SCHOOL LEADERS

There is limited evidence on how school-based international curriculum (International Baccalaureate-Primary Years Program) impacts achievement gaps in U.S. elementary schools in comparison to implementation of standards-based curriculum using common core standards and, more specifically, the Georgia Standards of Excellence. The purpose of this research was to determine if a significant difference exists in the rate of achievement on the English Language Arts and Mathematics End of Grade Georgia Milestones Assessments between fifth-grade students enrolled in an International Baccalaureate (IB-PYP) school curriculum as compared to those not enrolled in an International Baccalaureate (IB-PYP) school curriculum for the 2017-2018 school year. An ex post facto analysis was conducted using ELA and math proficiency rate data for IB and nonIB schools with Title I distinction. Conclusions about the appropriateness of the International Baccalaureate Primary Years Program as a sole instructional model for economically disadvantaged student populations cannot be drawn from this study. The study revealed that, although no significant difference in ELA and math achievement rates between IB and nonIB schools existed, IB schools are making a positive difference in content mastery among Title I public school fifth-grade students. Furthermore, the positive movement of proficiency rate in ELA and math is encouraging. Several avenues for further research were identified. Other researchers could examine school characteristics and individual differences as they pertain to achievement across grade levels, enrollment practices, family engagement, and transiency in relation to IB-PYP program participation. In addition, an examination of the implementation of standards-based curriculum, professional learning, and instructional resources of nonIB-PYP schools would be beneficial as a comparative measure to IB-PYP curriculum implementation, professional learning, and instructional resources. Since the International Baccalaureate Organization offers a learning continuum that supports early childhood education through high school (Primary Years Program, Middle Years Program, Diploma Program), examining school systems that utilize the full continuum as opposed to school systems who do not may be beneficial. A qualitative study examining implementation of global competencies in relation to core academics in both IB and nonIB Title I schools would also add to the body of literature concerning IB-PYP curriculum and economically disadvantaged students.