When considering how to provide advanced coursework to high school students that may result in college credit, schools frequently look to the Advanced Placement program by the College Board.
Nevertheless, the popularity of International Baccalaureate programs, which also offer opportunities for earning college credit, has been increasing in the United States.
Educators involved in IB programs highlight numerous advantages for students’ academic achievement. They believe that these programs provide them with avenues to engage in meaningful discussions with students on various topics including race and gender. Last year, the state gained national attention for prohibiting a pilot program, leading to uncertainty regarding schools’ ability to offer topics related to gender identity and sexual orientation.
While both AP courses and the courses within the IB diploma program cater to high school juniors and seniors and offer similar benefits in terms of college readiness and credit acquisition, there are distinct differences that educators should be aware of in terms of program structure.
For example, schools have the flexibility to select specific AP courses to offer their students. This means that a school can opt to provide one or several AP courses at a time, subject to an audit process by the College Board to ensure compliance with AP course guidelines and resources, as outlined by the nonprofit organization.
On the other hand, the IB organization, also a private nonprofit entity, does not provide standalone courses. Instead, it presents four programs categorized by student age groups. The most recognized programs in the United States are the diploma program and the career-related program tailored for high school students. These programs include foundational courses along with elective subject-area courses that schools can select from. In contrast to AP, IB courses offer more flexibility to teachers in terms of designing the curriculum and syllabi.
Here are further points of distinction between IB and AP: