#nextsteps

The question ‘Do universities hold the IB in high regard?’, receives famously mixed responses and for good reason. Admittedly, the entry requirements for universities can, in some instances, seem a little harsher for IB than for its equivalent counterparts; particularly in respect to more competitive universities and courses (as we recently discovered at a UCAS careers fair).

However, there are a number of reasons, some of them alterable, for this anomaly and, regardless, IB students consistently challenge expectations and produce unprecedented results in the face of slightly higher boundaries, or are accepted into universities based on the fact that they appear to have a lot to offer and have undoubtedly ‘unique prepositions’ (I will explain)

Why are entry requirements higher? - And why it’s not necessarily a problem.

A points system, as opposed to separation by 6 distinct grades, provides universities with greater scope for differentiation between abilities and, in particular, provides visible differences between the often almost indistinguishable ranks of the ‘most able’.  Hence, the higher grade boundaries. Although this may seem, initially, like a downside to the IB, a points system also has its pros, for the very same fact that universities are able to categorise students more comprehensively. 

Universities are more trusting of your abilities and feel they have a more reliable indication of your potential. Someone is more likely to invest in a student of specifically, say, 34 points, than someone with a set of possibly lower-end A’s - for example.

A point score allows you, yourself, to be more realistic about your choices and determine, earlier on, a range of likely options. You are less likely to face disappointment because of a mildly overoptimistic prediction, which pushed you from one grade to the next, and hence into an entirely different range of universities. Missing out by one point, is, for sure, less dramatic than losing a whole grade.

You are only in competition for places with individuals that are truly of your ability and are less likely to pipped to the post because of a weak interview or slightly less than average entry test

Entry requirements are also perhaps higher because there is not yet a recognised basis for comparison between differing qualifications. A grade certainly cannot be viewed as a direct translation to 7.5 points, as division would suggest, as this grade boundary is higher than even possible. This is where universities diverge – some come unstuck and ask for too much comparatively; whilst others have recognised the true merit of the course and we watch as admission grades continue to go down across the board since its introduction in 2006.

Generally, entry requirements are not higher, as such, but the nature of the IB’s point system means that universities are simply able to pinpoint these higher grades and ask for them.

Things can only get better, and have gotten continually better, in this respect, and entry requirements are now entirely achievable.

In our experience, the only very minimal issue with the IB, is that not enough people know about it! The subsequent fear of the unknown and lack of awareness, we believe, is the only factor that places the IB at any sort of disadvantage, and certainly not the individualism of the course which, heretofore mentioned, prove invaluable in any application process

Although grade boundaries look harsher, this is not a reason to shy away from the IB; we hear many success stories, our school has IB students going on to the best unis and on to exciting and often more diverse, niche careers, not just as a result of grades and exceptional intelligence but because the IB also suits 1) Organised people, 2) All-rounders and 3) A University-style education

Furthermore, universities, apprenticeships and employers, alike, want evidence of keen interest – an obvious investment in a subject, field or area of interest, beyond the curriculum of 6th form qualifications and beyond that which you have been taught in school.  This is where the less prescriptive curriculum of the IB comes into its own.

In the future, you may need:

An example essay or portfolio of work

Examples of research

Evidence of interview skills

Ability to cope with impromptu testing

Evidence of Extra-curricular involvement

An obviously curious mind and unique way of thinking

An original and academic approach to study

Luckily for you, these skills are all a part and parcel of the IB course; you will have the correct levels of ability and required pieces of work readily at hand, meaning less stress in the application process and, in many cases, more time for revision

In fact, studies have found that IB students make the best prospective Uni students. IA’s, CAS and TOK, alone, already account for their measures of success and students are already having to produce uni-style essays, formulate titles and hypotheses, give presentations etc.

Finally, you are, in fact, statistically more likely to achieve the university place that you want. Exams are over early and you have more time to prepare if the worst were to happen and you did not meet your requirements. There is plenty of time to look into clearing offers and alternatives if everything were to go wrong on the day.  

In summary:

Universities all differ, but there are now many top universities, in fact most, that offer entirely reasonable comparative entry grades

Students are better prepared for university-style study by the IB and university admissions teams are realising this fact increasingly in their considerations of placing

Last week, I was told by countless universities that IB begins you on, at least, an equal footing and this fact does indeed seem to ring true.

Is it worth taking 6 subjects – do I sacrifice depth for breadth?

It is commonly assumed that the IB offers quantity at the expense of quality. However, this is not the case:

For starters, higher subjects are certainly parallel to A-level standard and particularly in sciences and maths, cover and go beyond the content of other curricular.

Furthermore, the IB encourages wider reading and work outside of the classroom – as I see it, the IB simply asks for more groundwork to be covered, in less time.

Mark schemes, as in any other case, penalise vagueness or brevity; hence, depth is an as essential part of the course as in any other instance.

And the dreaded question arises, ‘Why take 6 subjects when you could only take 3?’ – connections between subjects, a wider knowledge and broader study, in fact, promote greater depth in each subject. You acquire more methods of thinking, are more adept at puzzling out answers in subjects that you find difficult and ‘learn to learn’. Don’t let your neurones die! (or something like that, I don’t take biology)

Will I learn any skills different to other courses? What am I missing? What am I gaining?

You gain life-skills, as well as text-book knowledge. You learn to handle, interpret and make meaningful a set of information, rather than just funnel it into a text-book answer. You have a global mind-set, which is increasingly valued in the world. You have an awareness of inter-connectedness, of opportunity and a unique insight into culture. You are more likely to travel and to experience the world. Your choice to take the IB, is perhaps indicative of your tendency to take unconventional routes, to challenge yourself and of your ability to explain yourself and your decisions. The only thing you may miss is time, straightforwardness, security and clear direction – but this only makes life more interesting, you more uniquely employable and more invested in your areas of research and you are given more room to develop personally and academically – (This is a fortune-cookie-esque, magazine-maze-style answer, I am aware, but it’s all true.)

You are prepared for the real world of work and the realities of life, and not just modelled to pass an exam.

Where you lack in ‘time’, you gain skills, you are motivated to do the things that you have always wanted to do (e.g. play guitar, visit an old people’s home) and you learn to reach a balance of habits that will carry you with relative ease into life outside of school.

How much harder is it?

Hard is what you make of it – I mean, yes, it’s harder to manage perhaps, but once you learn to make decisions and learn all the relevant skills the work is no harder, there is just more of it, in less time. The IB does not have to be difficult, it is wholly achievable, and it certainly makes the next steps easier. (After all, procrastination is the worst enemy in any stage of life)

Am I risking something that is not worth it?

It depends what you hold as valuable – for us the process of developing as people in the long-term is equally as important as the end results. In this respect, it’s certainly ‘worth’ sacrificing a few hours of procrastination a week, for personal development and a broad, comprehensive education.

How can we promote the IB and help others to see its comparative worth?

Make it a CAS project

Tell people!

Get involved with projects such as Lanterna, or other IB promotion networks (There are plenty out there)

Essentially, take any chance you get to explain the IB, to talk about its worth and prove through your actions that the IB shapes considerate, international and ambitious people.

For more info: Take a look at these websites – or google ‘pros and cons of IB’ – there’s a tonne of information but it’s probably wise to take IB memes with a pinch of salt – we all like to exaggerate, to an extent, it takes the edge off the work-load:

http://university.which.co.uk/advice/ucas-application/international-baccalaureate-ib-students-top-tips-for-applying-to-university

http://www.telegraph.co.uk/education/secondaryeducation/10017618/International-Baccalaureate-is-it-any-good.html