Profile of a Successful International Baccalaureate Student

At George C. Marshall High School, we encourage all students who want to challenge themselves academically to enter our International Baccalaureate program, either as a full diploma candidate or as a certificate candidate if the full diploma is unrealistic. There are no formal entrance exams required to enter the program, so we offer the following guidelines to help each student and parent make the best decision about involvement in the IB. Please read and discuss these guidelines as you make plans for your high school course selection:

The successful International Baccalaureate student will . . . 

. . .  be self-motivated and family-supported.

Students who enjoy schoolwork, who see their educational involvement as a challenge and thrive on challenges will do well in the program. Pre-IB and IB classes require that students participate actively and think far beyond rote memorization. In addition, they demand far more preparation outside of class in terms of reading and homework than do regular classes. Few students who enter the IB only because parents want them to (or because their friends are in the IB) will be happy or successful. In essence, the desire to take and to succeed in IB courses must ultimately come from within the student.

. . .  be more focused on learning than on grades.

Many students and parents are concerned when a student does not earn exemplary grades in every subject, every quarter and every assignment. Since all work in IB courses is assessed according to rubrics that meet international standards, it is unrealistic to expect to reach that level of excellence consistently; indeed, that expectation can cause stress, resulting in negative performance. IB students and their parents need to recognize that the process of learning is the primary goal rather than the acquisition of high grades.

. . .  be a tenacious and independent learner.

The successful IB student does not give up easily, and is willing to learn from his/her mistakes. No one enjoys criticism, but IB students must learn to view teachers as coaches, who want the best from their students. In addition, an IB student enjoys drawing his/her own conclusions from readings, lectures and discussions rather than expecting the teacher to tell him/her what to know and think.

. . .  possess good time/stress management skills, and be willing to balance out-of-school activities.

It is essential that IB students be knowledgeable and realistic about their habits and motives. The increased amount of homework and study required in IB courses does not suit a chronic procrastinator. It is important to be honest here: if you have always put things off until the last moment, it is not realistic to think you will suddenly change upon entering the IB. (And remember that no one can get by on four hours of sleep.) On the other hand, the ‘perfectionist’ who is compelled to rewrite assignments many times over will be very frustrated by the sheer amount of work required in the IB program.
Students who have many outside interests and hobbies will most probably need to put some of these “on hold” during the IB years. I have found that much of the stress of which IB students sometimes complain is due to their insistence on ‘doing/having it all,’ and, unfortunately, finding that they can do only a mediocre job of ‘it all.’

. . .  be a 'self-starter.'

Several portions of the IB Diploma – namely, the CAS project and the Extended Essay – are essentially independent in nature. While we provide guidelines and assistance with these assignments, IB students will be expected to have the self-discipline to plan and carry out the activities without constant reminders or extensions.

. . .  have demonstrated success in challenging courses prior to enrolling in the IB.

Preparation for the IB should begin during the middle school years, with Algebra and Foreign Language by grade 8. In addition, successful completion of Pre-IB courses during grades 9 and 10 will provide students with the appropriate prerequisites to keep open all possible options for entering the IB at grade 11. It is not wise to “try” IB classes if students have not challenged themselves academically prior to taking IB subjects.

. . .  possess the willingness and ability to think, read and write critically.

IB students should enjoy reading and/or be able to read texts beyond surface interpretations. All IB and pre-IB courses demand a great deal of reading and writing, so the student’s level of reading comprehension must be fairly sophisticated. Once again, the key factors are the student’s desire to engage the ideas, concepts and skills that are being presented and the willingness and ability to ‘stick with it’ when things get tough.

. . .  be open to new ideas and tolerant of different beliefs.

The International Baccalaureate is first and foremost international, and students will be asked to examine issues and topics from more than one point of view. While no IB course requires that students change fundamental beliefs, different perspectives will be brought forward and examined. By this means, we hope that IB students develop a thorough understanding of their own foundations for knowledge as well as a respectful acknowledgment and appreciation of cultural and ideological differences.