At our end of the year staff meeting, our International Baccalaureate Lead Teacher asked the staff to complete a student and staff needs survey. Throughout the school year, the IB program usually presents the staff with phenomenal statistics of progress and success of the program. However, as a special education teacher, I feel the IB program is a separate entity that excludes a large group of our minority population as well as English Learners, low socioeconomic status, and students with IEPs (The Education Trust, 2013). For example, the IB program does not have any students with IEP’s participating in any of the classes. The option to take one IB class as opposed to being a full participant in the program is non-existent. I have a few students that are excellent critical thinkers and would do well in an IB History or English Language Arts class with the appropriate accommodations and supports. However, these students have been denied the opportunity because both the IB program and administrators feel the support would not be readily available.
The Education Trust (2013) conducted research and found a large gap in participation rates for students of color and family income levels. More than 500,000 low-income and students of color are missing out on the opportunity to participate in both AP and IB classes. These inequities seem to result from the unavailability of programs in high poverty and/or high minority schools as well as the policies for enrolling and offering these programs to all students. To end these types of inequities, it is important for schools to address the issue and make swift changes in policies and course offerings.
. By re-organizing the policy, students of all races and income levels have the opportunity to access advanced classes. In addition, it is also important to provide the appropriate supports and services for students through supplemental programs such as Advancement via Individual Determination (AVID) or AmeriCorps. These type of programs promote both academic and self-advocacy skills that help students gain the confidence in participating and being successful in these types of classes. By raising the expectations and including all students, access to both AP and IB classes can promote educational equity.
Wednesday, July 5, 2017
Providing Equity for AP and IB Programs
At our end of the year staff meeting, our International Baccalaureate Lead Teacher asked the staff to complete a student and staff needs survey. Throughout the school year, the IB program usually presents the staff with phenomenal statistics of progress and success of the program. However, as a special education teacher, I feel the IB program is a separate entity that excludes a large group of our minority population as well as English Learners, low socioeconomic status, and students with IEPs (The Education Trust, 2013). For example, the IB program does not have any students with IEP’s participating in any of the classes. The option to take one IB class as opposed to being a full participant in the program is non-existent. I have a few students that are excellent critical thinkers and would do well in an IB History or English Language Arts class with the appropriate accommodations and supports. However, these students have been denied the opportunity because both the IB program and administrators feel the support would not be readily available.
The Education Trust (2013) conducted research and found a large gap in participation rates for students of color and family income levels. More than 500,000 low-income and students of color are missing out on the opportunity to participate in both AP and IB classes. These inequities seem to result from the unavailability of programs in high poverty and/or high minority schools as well as the policies for enrolling and offering these programs to all students. To end these types of inequities, it is important for schools to address the issue and make swift changes in policies and course offerings.
. By re-organizing the policy, students of all races and income levels have the opportunity to access advanced classes. In addition, it is also important to provide the appropriate supports and services for students through supplemental programs such as Advancement via Individual Determination (AVID) or AmeriCorps. These type of programs promote both academic and self-advocacy skills that help students gain the confidence in participating and being successful in these types of classes. By raising the expectations and including all students, access to both AP and IB classes can promote educational equity.
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