WaPo education writer Jay Mathews pens an
entirely unpersuasive column in favor of the International Baccalaureate (IB) Program(me). While it lacks in substance, Mr. Mathew's column makes up for with excessive amounts of vitriol. Let's check out the lack of substance first.
Here is part of Mr. Mathews' argument as to why IB exams should carry equal weight to AP exams:
IB final exams are five hours long and rarely have multiple-choice questions, whereas AP exams are three hours and about half multiple choice.
I get it. Mr. Mathews doesn't like the style of AP exams. But there is an utter lack of curiosity regarding whether AP exams and IB exams test the same material. For college officials, though, what the classes and exams cover is far more important than how much time is allotted for each exam. I've written extensively about how weak the IB program is in math and science, and I will compare AP and IB on those exams again:
MATH: While the AP Calculus BC exam covers multi-variable calculus, IB Math HL does not. Consequently, AP Calculus BC earns credit for a multi-variable calculus course while IB Math HL does not. Even though Mr. Mathews is right when he says that the IB exam is five hours long and does not have a multiple choice section, that does not mean the exams are equal. Since AP Calculus BC is a more demanding exam, students who pass it deserve more college credit.
PHYSICS: AP Physics C is calculus-based. IB Physics HL is not. College officials award credit accordingly. IB Physics HL exam takers often do not earn credit for the physics classes required of scientists and engineers. This is not due to "discrimination" as Mr. Mathews suggests. This difference is due to the fact that AP Physics C is more academically rigorous than IB Physics HL.
Mr. Mathews does not mention that the curriculum of the two programs is not the same. The Advanced Placement program covers far more complex topics. Based on his article, I'm not even sure that Mr. Mathews is aware that the IB curriculum is inferior to AP curriculum. Why else would he evaluate the two programs based on superficial characteristics such as exam format and time length? Why is there no discussion on the academic differences of the two? (I'll get around to answering that second rhetorical question later.)
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ATTACK ON REPUTATIONSOne of the most shocking aspects of Mr. Mathews' column is the venomous attacks he makes on people that do not share his outlook. Here is a sampling:
So it dismays me to report that on one issue, the leaders of nearly every four-year college in the country have shown appalling ignorance and hypocrisy...
College officials in Maryland, Virginia and the District have proven especially dense on this subject...
U-Md. does give credit for some IB courses (including chemistry, psychology and foreign languages) on the same basis as AP. U-Md. still doesn't treat IB English, biology or history the same way as AP courses, despite evidence that they are similar. But compared with most of their peers, university officials in College Park are paragons of diligence and fairness on this issue and should get credit for that.
Get that? If, as a college administrator, you don't grant college credit the way Mr. Mathews wants you to, you are ignorant and hypocritical. You may even be "dense" if you live close enough to Mr. Mathews. Only those who act like Mr. Mathews wants are "paragons of diligence and fairness".
Again, literally no discussion on the material covered in the exams. Absolutely none. In my opinion, it appears to me that Mr. Mathews would simply like to substitute his judgment for the judgment of hundreds of independently acting college officials. Recall my previous research that
80-90% of colleges grant more credit to AP over IB.
My position is that college officials complete their responsibilities in a professional and diligent manner. The fact that 80-90% of them disagree with Mr. Mathews does not make them "dense".
Furthermore, in my opinion, the vitriol Mr. Mathews aims at college officials diminishes his argument.
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CHEATEDChad King, a 2007 graduate of the IB program at Mount Vernon High School in Fairfax County, told me, "I feel like we were cheated."
This quote from Mr. Mathew's article is from an IB graduate who couldn't earn credit equal to his AP peers. As with the rest of the article, there is no discussion of the AP curriculum compared to the IB curriculum. Based on what we know from math and science, it is not surprising at all that an IB student would earn less college credit.
Nevertheless, young Mr. King feels "cheated". Just who cheated him? Colleges do not hide their AP and IB credit schedules. Didn't Fairfax County Public Schools tell Mr. King that IB exams earned less college credit than AP exams? In my opinion, it would be a form of educational malpractice if an IB coordinator or high school counselor failed to advise a student that most universities grant less college credit for IB exams.
[In case someone is reading my archives wondering if Pearland ISD knew or should have known that IB students would earn less valuable college credit, I have evidence that Pearland ISD actually knew of this deficiency of the IB Program. I also have evidence that other school districts such as Humble ISD, like Pearland ISD, are aware that public universities in Texas offer inferior credit for IB exams.]
On the same subject, I found this comment on the Washington Post article to be interesting. From user
foreoki12 :
I went to Mount Vernon High School when it was one of the pilot IB schools of Fairfax County in the mid-90s. Mount Vernon was so chosen because of our terrible SAT scores and very high number of students born in other countries. It was presented as not only superior to AP as far as curriculum, but also MORE WIDELY ACCEPTED AND CREDITED by colleges. We were told by Betsy Calhoun, Mount Vernon's IB Coordinator and Chief Propagandist, that Full Diploma recipients would place out of two full years at colleges throughout the US and would actually be accepted to such renown institutions as the Sorbonne. And of course because of all this the County was removing all AP courses and exams from the school, and all students interested in upper-level classes HAD to take IB.
What has been the result for Mount Vernon and its students? Well, it turned out that IB classes and exams were not, as Mr. Mathews notes, accepted and credited by all colleges. Indeed, not only was the work more-or-less for naught for most kids going to college around the country, it wasn't accepted by European schools either! One classmate of mine, a Dutch native, wanted to return to the Netherlands for college and had transferred from St. Agnes to Mount Vernon for IB. She learned too late that schools in the Netherlands were as dismissive of her schoolwork as the schools Mr. Mathews complains about around here. Though her exams had been graded in Cardiff, Wales, and elsewhere throughout the world, that internationalism didn't change the fact that her IB French (HL), English (HL), Calculus (HL), History (HL), Chemistry(HL), and Social Anthropology (SL) weren't accepted by _any_ European schools.
IB is a scam, pure and simple. It costs a ton for schools to implement, but offers its students no improved prospects.
Mr. Mathews, wouldn't a better choice be to encourage AP to implement more IB tactics, like more writing-heavy exams, as opposed to pushing for colleges and secondary schools to wastes their students' time with this fringe program?
foreoki12 seems to feel cheated, too. If foreoki12's high school IB Coordinator actually did represent the IB program in the manner he says, foreoki12 is right to blame her. School district representatives should be honest with their students with respect to the amount and quality of college credit that can be earned in the IB Program. (I have been to IB presentations by Pearland ISD representatives where there is no discussion of the inferior quality credit earned by the IB Program.)
What I find most interesting about foreoki12's post is that his bad experience with the IB Program occured at Fairfax County's Mt. Vernon High School. Read on to see the irony.
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CONFLICT OF INTEREST?There's no denying that Mr. Mathews is an unquestioning supporter of the International Baccalaureate Program. As I hinted above, I'm going to take a stab at explaining why that might be.
In 2006, Mr. Mathews co-wrote a book called
Supertest with the deputy director general of the International Baccalaureate Organization, Ian Hill.
Supertest promotes the IB Program, specifically highlighting the experience at Mt. Vernon H.S. in Fairfax County (Va.). Not surprisingly, as the link in this paragraph demonstrates, the IBO itself promotes this book. Mr. Mathews has a financial interest in promoting the International Baccalaureate Program. Readers of the Washington Post newspaper are not advised of this apparent conflict of interest. I wonder why the WaPo doesn't have policies requiring disclosure of such apparent conflicts. Most media organizations do have such policies.
[For the record, although I advocate the more rigorous Advanced Placement Program offered by the College Board, I have no links to the College Board whatsoever, financial or otherwise. The last time I had any communication at all with the College Board is when I took AP exams myself in the late 1980s.]
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FORDHAM INSTITUTEMr. Mathews put forth an argument that "many experts say IB is more challenging". A logical student wanting to avoid an
appeal to authority may ask, "Who thinks IB is more challenging?" After all, college officials don't reflect that premise in their credit schedules. If Mr. Mathews can't produce well-respected expert opinion to support his claims that IB is superior, his whole argument goes "poof" and disappears. Here is what Mr. Mathews cites:
St. Mary's College of Maryland seemed at the time to be the only one interested in doing something. They said they were reviewing the data, including an analysis by the Thomas B. Fordham Institute. The experts at that think tank, grading by content, rigor and clarity, concluded that one-year IB courses were equal to AP English and history courses, somewhat better in biology and somewhat worse in calculus.
The Fordham Institute. Hmm. What do we know about the Fordham Institute analysis? Consider this: Mr. Mathews' column appeared on page B2 of the Washington Post and cites the Fordham Institute as an authority. In an article that only appears on the website of the Washington Post, we learn more about the
Fordham Institute evaluation from none other than Washington Post education writer Jay Mathews. It turns out that it is true! The Fordham Institute did evaluate IB and AP and came up with a conclusion in conflict with the conclusions of hundreds of college administrators!
And now ... the rest of the story ...
From the web-only article about the Fordham Institute analysis:
David Klein, a mathematics professor at California State University at Northridge, says he was pleased to review Advanced Placement and International Baccalaureate math courses for the Thomas B. Fordham Institute. He respects institute President Chester E. "Checker" Finn Jr., a longtime leader in the movement to improve U.S. schools. Among the views Klein shares with Finn is that overuse of calculators can interfere with students' mastery of analytical skills.
But their collaboration on Fordham's analysis of AP and IB did not turn out the way either of them hoped.
On June 4, Klein submitted his report on two courses, AP Calculus AB and IB Mathematics SL. Klein's analysis of AP and IB math was more negative and his grades lower than what the experts on AP and IB English, history and biology courses submitted to Fordham. He would have given the AP math course a C-plus and the IB math course a C-minus. The other reviewers thought none of the courses they looked at deserved anything less than a B-minus.
Still, Klein says, he got no indication from the Fordham staff of any problems until the edited version of his material came back to him for review on Sept. 28, a week before the deadline for completing the report. Many of what he considered his strongest points, he discovered, had been deleted. He had Fordham remove his name as a co-author of the report, "Advanced Placement and International Baccalaureate: Do They Deserve Gold Star Status?" which was released Nov. 14.
After agreeing to the name removal, Finn told Klein in an e-mail: "I imagine we'll also reduce your overemphasis on calculator use and probably change the grades (upward). Thanks, tho, for your help." Klein's grade of C-plus for AP was not changed, but his grade of C-minus for IB got a big jump to a B-minus, meaning the report was saying that IB math was better than AP math, the opposite of what Klein had said.
Emphasis added
Wowzer! The Fordham Institute actually changed the opinions of the person who reviewed the math curricula! I honestly have a real problem with what the Fordham Institute did here, but not as big of a problem as Prof. Klein must have. It is truly my opinion that the results of the Fordham Institute analysis were predetermined. They wanted to show IB is better than AP. If a little dishonesty is needed, so be it. And if your conclusion is that AP is better than IB, we'll change your conclusion.
This single episode is enough for me to question the entire Fordham process. Readers of the Washington Post newspaper know nothing of this situation since it appears to me that this information is only available on the website. Although readers of the WaPo don't know of this controversy, Mr. Mathews has no problem publicizing the Fordham report. Unbelievable. Mr. Mathews should let his dead tree readers know of the serious irregularities of the Fordham report.