Different sources of assessment evidence are reviewed during International Baccalaureate (IB) grade awarding to convert marks into grades and ensure fair results for students. Qualitative and quantitative evidence are analysed to determine grade boundaries, with statistical evidence weighed against examiner judgement and teachers' feedback on…

This study examines differences in educational experiences and outcomes for high school (HS) students who participated in the International Baccalaureate (IB) Diploma Program and earned full diplomas compared to those who participated in the IB Diploma Program but did not earn the diploma. ACT scores, after-HS placement, and HS graduation rates of…

The Advanced Placement (AP) program is widely offered in American high schools and has been touted as a way to close racial and socioeconomic gaps in educational outcomes. Using administrative data from Michigan, I exploit variation within high schools across time in AP course offerings to identify the relationship between AP course availability,…

Participating in advanced placement (AP) can improve high school students' cognitive and noncognitive outcomes. Despite nationwide efforts, including Arkansas's mandate for statewide AP access since 2003 and exam cost coverage since 2005, disparities in enrollment persist. Using multilevel modeling, we investigate the relation between…

This robust mixed-methods study examines ninth-grade advanced course placement in Arkansas, revealing disparities rooted in race and socioeconomic status. Utilizing a logit analysis for a five-year pooled sample (n = 163,616), we find persistent enrollment gaps for Black ninth-grade students after controlling for prior academic achievement,…

The impact of the International Baccalaureate (IB) curriculum on Chinese teachers' self-efficacy has been unknown. The purpose of this causal-comparative study was to determine the impacts of the International Baccalaureate curriculum on Chinese teachers' reports of self-efficacy. Two groups were studied, the first comprised Chinese public…

Project-Based Learning (PjBL) curricula offer unique opportunities for student engagement, yet they do not guarantee an engaging classroom. Furthermore, there has been little scholarly work on PjBL pedagogy that supports student engagement. This qualitative research study explores enactment of a PjBL Advanced Placement Physics 1 curriculum and the…