Finding Classroom Rigor in a Global Curriculum

DEBATERS, The New York Times, 16/12/2013

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  It’s Not Right for Every Student

  ANJUM MALIK, INTERNATIONAL EDUCATION CONSULTANT
  Saying the I.B. is beneficial for some students is one thing. Saying it should become the standard for all U.S. schools, is another.
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  A Possible Tool for Integrating Students?

  RICHARD D. KAHLENBERG, CENTURY FOUNDATION
  The very attractiveness of I.B. programs to advantaged student populations opens up an exciting possibility for schools in the U.S.
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  A Model for Educating World Citizens

  CAROL JAGO, MIDDLE AND HIGH SCHOOL TEACHER
  By exposing students to languages, literature and world history, the I.B. raises global citizens and fosters international awareness.
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  Advanced Placement Is a Better Option

  PATRICK WELSH, RETIRED ENGLISH TEACHER
  Whether a course has an I.B. label or A.P. label or no label at all is unimportant compared to the quality of a school’s principal and teachers.
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  An Ideal System of Standards for All Students

  SHEILA BYRD CARMICHAEL, FORMER INTERNATIONAL BACCALAUREATE TEACHER
  Unlike the Advanced Placement program, the I.B. diploma signifies a much more textured and colorful picture of a student’s whole high school career.
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  In England, the Results Have Been Mixed

  ALAN SMITHERS, UNIVERSITY OF BUCKINGHAM, U.K.
  The International Baccalaureate has bedded down well in private schools in the U.K., but it has not been successful in the state system.

INTRODUCTION

Michael Appleton for The New York Times

The latest in a series of editorials on improvingmath and science education in the United States called for better nourishing gifted students and accelerating their instruction. Some educators say the best way to do this is by offering the rigorous global curriculum known as theInternational Baccalaureate.

Should U.S. schools offer these baccalaureate programs, either exclusively or in addition to traditional high school diplomas?