FAQs

The rigor of IB is recognized by colleges and universities worldwide, making students with IB courses on their transcripts highly attractive applicants. In Ohio, successful completion of IB courses guarantees post-secondary credit at all public universities. Outside of Ohio, credit is typically granted but varies according to individual institutions' policies.

For the most up-to-date policy at a specific college or university, we refer families to the school's AP/IB credit matrices. To review, simply search online for "[university name] AP/IB credit policy." This is the best way to know how AP or IB classes translate into credit at that specific school.

Edsmen enrolled in IB Diploma courses receive letter grades on their report cards. Due to the advanced nature of these courses, the grades are weighted more heavily in calculating a student’s GPA.

Students don’t need an honors-level academic record to take an IB class, but they do need to be motivated, ready to work hard, and have demonstrated reasonable academic success in grades 9 and 10 (typically Bs or higher and an overall GPA of 3.0+). Success in IB classes hinges on a strong work ethic, curiosity, and active engagement with the material. With the right attitude and support, students of varying academic levels thrive!

Students enrolled in IB Diploma courses take standardized exams each May to assess their understanding and mastery of the material. Assessed internally, as well as by external examiners from around the world, IB exams maintain consistent global standards to ensure that students' scores accurately represent their academic achievements.

IB Diploma courses are similar to honors and AP classes in terms of rigor and challenge, but they differ in key ways, most notably in their approach to assessment.

In all IB classes, students must demonstrate mastery through both externally-designed exams, which are more traditional in nature, and internally-designed assessments, which can take a more non-traditional form. These internal assessments are student-led projects that allow students to explore their passions and take ownership of their learning. This dual approach not only prepares students for college but also equips them for the fast-paced world beyond, where creativity, collaborative problem-solving, and calculated risk-taking are vital.

This combination of traditional and non-traditional assessments benefits students who may struggle with standard multiple-choice exams and offers a more comprehensive, nuanced view of each individual’s abilities.

Approximately 50 students from each class choose to pursue the IB Diploma, which involves taking a full slate of IB classes in grades 11 and 12, along with completing additional service hours, projects, and research.

Edsmen in all grade levels benefit from the IB instructional approach, as it’s integrated into every class.

Beginning junior year, Edsmen can choose to enroll in more than 20 official IB courses. While these are called IB Diploma courses, students don't have to pursue the IB Diploma to enroll. More than 70% of upperclassmen take at least one IB Diploma course!

Upperclassmen also have the opportunity to pursue the prestigious IB Diploma.

Yes! There is a significant body of research supporting the effectiveness of IB teaching and learning. Studies have consistently shown that IB positively impacts student outcomes, including academic achievement, college readiness, and critical thinking.

• Academic Achievement: Research indicates that IB students often outperform their non-IB peers in various academic areas.
• College Readiness: Several studies show IB students are better prepared for college-level work.
• Critical Thinking and Intercultural Understanding: IB students demonstrate higher levels of critical thinking and intercultural awareness compared to their peers.
• Long-Term Success: Research has found IB graduates are more likely to achieve long-term success in their careers. They were also found to be more likely to be employed in leadership roles and engaged in lifelong learning.
• Equity and Access: The IB program has been shown to promote equity in education. Studies have found that students from underrepresented and low-income backgrounds who participate in the IB program are more likely to attend and succeed in college than their peers who do not participate.

These studies, among others, provide strong evidence that the IB program is effective in promoting academic achievement, college readiness, and the development of critical thinking and global-mindedness. Review the research here.