{"id":1148,"date":"2022-05-06T00:49:00","date_gmt":"2022-05-06T00:49:00","guid":{"rendered":"https:\/\/learningwithleong.com\/?p=1148"},"modified":"2023-06-15T23:55:16","modified_gmt":"2023-06-15T23:55:16","slug":"international-school-systems","status":"publish","type":"post","link":"https:\/\/lifespan.education\/zh\/international-school-systems\/","title":{"rendered":"International School Systems: comparing AP, IB and A-Levels"},"content":{"rendered":"

Part 1: International Programs<\/strong><\/strong><\/p>\n\n\n\n

Overview<\/strong><\/strong><\/p>\n\n\n\n

            The three most prominent international educational curricula are the AP<\/a>, IB<\/a>, and A Level<\/a>. The first originates from the US, the second from Europe (founded in Switzerland by an international team), and the third is from the UK.<\/p>\n\n\n\n

            Of the three, the IB is the only truly \u201cinternational\u201d curriculum. AP exams are primarily taken in the US or at international schools that employ a US curriculum. Similarly, A Levels are primarily taken in the UK, international schools based on a UK curriculum, and former UK colonies.<\/p>\n\n\n\n

            The curricula are quite different. The AP system was designed by a private group (the College Board, which also administers the SAT) as a way for American students to take high school classes that would earn college credit.<\/p>\n\n\n\n

AP is not so much a \u201ccurriculum\u201d per se as it is a program for taking advanced classes: students take classes a la carte in a few dozen subject areas (e.g., psychology, English literature, physics, etc.). They generally enroll in a smattering of advanced classes in their last 1-2 years of high school. The class then prepares them to take an exam. Good performance on the exam (i.e., a score of roughly 4\/6) allows them to earn college credit at most universities.<\/p>\n\n\n\n

            The A Level system was designed by the British government and corresponds to the country\u2019s national curriculum. Students choose three areas to concentrate on and dedicate the final two years of their high school experience to taking classes that will prepare them for the A Level exams, which they will take in their three areas of concentration. Prior to the A levels, all UK students take the GCSE exams (the international equivalent is the IGCSE). Students interested in going to college will then prepare for the A Levels.<\/p>\n\n\n\n

            Finally, the IB curriculum is qualitatively different from the other two. To earn an IB diploma, students take six academic classes. This includes studying a foreign language, literature in one\u2019s native language, natural sciences, humanities, social sciences, and mathematics. Students must also take three additional classes: a required epistemology class, a research seminar in which they produce an independent piece of writing, and a community service\/arts requirement. Their eligibility for the IB diploma is based on their class performance, exam performance, and a portfolio of their work.<\/p>\n\n\n\n

            All three systems appear to be well respected by universities and admissions officers. Some scholars have suggested that the IB may be seen as the most demanding of the three, which would make sense given its obvious rigor and comprehensive scope.<\/p>\n\n\n\n

Nevertheless, the literature suggests that all three are correlated with success in college. Importantly, there is little research to suggest whether it is the curricula that are doing this, or if the curricula are attracting students who would likely be successful under any conditions. This is a common conundrum in education research.<\/p>\n\n\n\n

            Notably, there is not a lot of scholarly literature on the lived experience of being a student enrolled in the different programs. This is likely because these students generally do well in their high school classes, do well in college, and typically come from comparatively privileged backgrounds. Educational research tends to focus on things that aren\u2019t working well, and that is clearly not the case here.<\/p>\n\n\n\n

Still, students in all three tracks report stress and anxiety; studies suggest they are often sleep-deprived. However, they are generally less inclined to self-destructive habits (e.g., drugs and alcohol, sex, etc.) than their non-AP\/IB\/A level peers.<\/p>\n\n\n\n

This report will provide a breakdown of each of the three major systems. A full bibliography then follows. Part Two of the report, which is on the characteristics of three national systems, begins after the bibliography.<\/p>\n\n\n\n

IB<\/strong><\/strong><\/p>\n\n\n\n