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Gordon P. Brown George Mason University Author Note: Acknowledgements

The Effect of the International Baccalaureate (IB) Middle Years Programme on IB Diploma Programme Outcomes. Gordon P. Brown George Mason University Author Note: Acknowledgements

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Gordon P. Brown George Mason University Author Note: Acknowledgements

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  1. The Effect of the International Baccalaureate (IB) Middle Years Programmeon IB Diploma Programme Outcomes Gordon P. Brown George Mason University Author Note: Acknowledgements This research was inspired and reviewed by Dr. Beverly Shaklee. In addition, Amy Reagan was instrumental in assisting with the previous design and analysis. If this ever gets to press, both will be co-authors. I also have to acknowledge the generous assistance of Dr. DimiterDimitrov.

  2. Background: FIAT(D) • Started small and sexy: two schools (one control)—simple comparisons T-tests/linear regressions over time • Like an inexperienced driver, turned into a big wrecked heap… • From 2 schools to the VDOE data • http://www.doe.virginia.gov/statistics_reports/advanced/index.shtml

  3. Literature and Import of Study • Little MYP and less quantitative research exists • A significant amount of public time and money is invested in MYPs VA • IB and others often use prep. for DP as selling point

  4. Purpose and Questions • To determine the effect of MYP programs on IB DP enrollment and diploma awards • Research questions: • 1. Did implementation of the IB MYP program affect IB DP enrollment in school year (SY) 2004-2005? • Did implementation of the IB MYP program affect the number of IB DP diplomas awarded in SY 2004-2005?

  5. Research Questions (cont.) • 3. Did implementation of the IB MYP affect IB DP enrollment in SY 2008-2009? • 4. Did implementation of the IB MYP affect the number of IB DP diplomas awarded in SY 2008-2009? • 5. Did SES, as determined by Free and reduced lunch eligibility, impact, interact or associate with the independent or dependent variable? • 6. Did the MYP affect DP outcomes from 2002-2009?

  6. Tests • For RQs 1-4: 2-factor ANOVAs and Multiple Regression, with MYP and FRL as fixed factors/independent variables for years 2004-05 and 2008-09, severally • For RQ 5: post hoc Tukey and Chi Square • RQ 6: Repeated-Measures ANOVA

  7. Sample • All VA high schools with DP data 2002-2009 • N = 37 • 11 had MYP feeders* • 26 did not have MYP feeders • *complicating factors: date of MYP accreditation, quality of program, could be grades 6-8, 6-10, or 9-10

  8. Summary Findings • No, no, no, no, no and no. • Failed to reject any of the null hypotheses—retain null hypotheses: For the DP outcomes measured, by the instruments used, the MYP has no statistically significant impact.

  9. ANOVA Enrollment by FRL and MYP

  10. Diplomas by FRL and MYP

  11. Limitations • Sample size—power analysis with ES = 0.33 >41…per? • Research design and instruments • --need to measure outcomes over time and direction, accounting for FRL (numbers—ratios, i.e. control for populations) • --carefully consider—and control for--time and grades for MYP qualification • Inherent problems in social sciences: can’t control for quality of programs between groups, student characteristics, etc.

  12. Implications • IBO and stakeholders should hold off on claims of preparation for DP until such claims are substantiated • I need more quant. skills to better design and implement and interpret analyses of this—and particularly the messy ethnicity--data • Thus FIAT – FIAD…Fix It Again Dr. Dimitrov

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