Written by: Lia

Edited by: Noah

Graphic by: Alina

In the midst of high school course selection, ISM sophomores face important decisions before entering junior year. The most pressing question is: What IB courses should I take? However, another question is worth asking: Should I take the IB at all?

For the past 50 years, ISM has offered the International Baccalaureate (IB) Diploma Program, a rigorous two-year curriculum that spans junior and senior years. The IBDP curriculum is recognized globally and is highly valued by universities. With three Standard Level (SL) classes, three Higher Level (HL) classes, the Extended Essay (EE), Theory of Knowledge (TOK), and Creativity, Activity, and Service (CAS), it proves to be a challenging program and notoriously difficult for the majority of students. Despite this, 80% of upperclassmen still opt to take the full IB. 

ISM allows students to take the full IBDP, IB certificates, or forego the IB entirely. So, why do so many students choose the IBDP? Is it worth it? 

Camie (11), IBDP student, explains, “I take the IB since it is the better option for education available at ISM… The diploma is recognized in many places in the world, particularly in universities of my interest.” Other curriculum options at ISM lack the same prestige and international reputation as the IB. But is this prestige worth the hours of sweat and tears being put into receiving the diploma, especially when other globally recognized programs exist?

The Advanced Placement (AP) program is as renowned as the IB. While ISM does offer a few AP courses, there are not enough course options for it to be a viable alternative for juniors and seniors. Mr. Sutton, who teaches AP US History and AP Human Geography, says, “There are some pros and cons to both [the IB and AP] programs. The benefit to [the IB program] is that you can dive a little bit deeper into the content. You have more time for independent research, you have more time to sort of reflect on your own opinions on ideas. AP, on the other hand, I think is nice and that it provides you with a little bit more flexibility. The AP is very good for covering more content and learning about more things in a shorter period of time.” The stark differences in how these two programs teach the coursework reflect the different ways that students could process and learn information, which Mr. Sutton highlighted.

Students have a variety learning styles and course interests, which could be addressed with a wider range of course offerings, spanning different curricula and teaching methods. The expansion of the AP program would provide an alternative route to top universities, increasing the opportunities for students to get into their preferred schools. Furthermore, other international schools in Asia, such as our fellow IASAS schools, offer the IB program alongside the AP program. Students have multiple internationally reputable program options on the path to graduation. 

Mr. Hillman, the IB/AP coordinator at ISM, expresses his preference for the IB-focused curriculum. He stated, “The IB education system mirrors our school mission with a philosophical vision that aligns with our own. Unlike AP, it is designed specifically for international schools with international mindedness being the overall guiding force.” The IB and ISM both share a purpose to foster students who prioritize international-mindedness, lifelong learning, service, and academic excellence. Moreover, Mr. Hillman shared, “The AP system can support students applying to the USA, but given that 50% of our students go to college elsewhere, we favor the more globally recognized IB system.” Thus, Mr. Hillman demonstrates how the IB is inherently better than other programs, specifically the AP program, due to the IB’s well-rounded, balanced curriculum and its international recognition. 

Since ISM does not fully offer other programs outside of the IB, the stigma within the community pushes most students to take the IBDP. There seems to be an unwritten rule that if you are not doing the full IB diploma, you are not as capable. Mr. Sutton credits this social dynamic to the lack of an alternative to the IB, sharing, “If we offered alternative pathways, we may be working towards solving some of [these] negative social dynamics…Instead of kids comparing each other within one program, it becomes much harder for kids to compare themselves to one another if they’re all sort of doing different routes.” Due to this lack of an alternative for another higher-level curriculum, students continue feeling pressured to take the IB, no matter their learning style. 

Despite the IB program’s taxing workload, being a globally esteemed pathway to top universities, coupled with the social pressures in the community, incentivizes students to choose the IBDP. Therefore, as course selection draws near, it should be no surprise if most of the sophomore body chooses the IBDP. Ultimately, choosing the diploma program depends on what suits each student’s academic and personal goals. Until another internationally prestigious and higher-level curriculum like the AP is available at ISM, students must decide if the IB program is the best choice for them or simply the only option available.