The IB Advantage

The IB has developed a coherent set of values. At its heart is an explicit Learner Profile, which encourages students to be open-minded inquirers, reflective learners, intellectual risk-takers, as well as caring citizens of the world.

IB learners strive to be:

"IB students know about education; not just three subjects (i.e. 'A' levels). They can think across boundaries; not along straight lines. University is the natural extension of IB and together they can provide the essential lateral and creative thinking that employers look for." (Dr. Mike Dobson, University of Exeter)

In regular independent surveys conducted with university admissions officers and tutors around the world, the IB is seen as providing an excellent – and better – preparation for university and the world of work. The level of intellectual challenge is frequently referred to as the "gold standard." It is their view that elements that typically define a curriculum as rigorous are routinely found in IB courses: high academic standards; rigorous exams that are well-aligned with the standards; informed teaching that helps students meet the standards.

In addition, a considerable body of research has been conducted which supports the claim that IB grads are more likely to attend top universities when compared with the overall undergraduate population and that their performance levels and degree results were markedly better when compared with the same population.

The International Baccalaureate is more than a curriculum, set of exams and a diploma. At its heart lies a mission to create a better world through education. The IB program encourages students to become active and compassionate individuals who understand that other people, with their differences, can also be right. In essence, the International Baccalaureate aims to develop caring young people who help to create a better and more peaceful world through intercultural understanding. Knowledge and attitudes are key considerations in this regard. Teachers cultivate global perspectives by valuing the world as the broadest context for learning. They will develop conceptual understandings of an international outlook in their students by drawing on a range of disciplines and international examples and by providing students with authentic opportunities to inquire, reflect, and act upon these understandings.

Creativity, Action, and Service (CAS) involves students in a range of activities alongside their academic studies. CAS is sometimes seen as a refreshing counterbalance to the world of research, investigation and study. The goal of CAS is to provide students with a broad and balanced education. They are encouraged to explore their talents, try new activities, and discover strengths outside of the classroom. The emphasis is on learning by doing and then reflecting on these experiences over time. CAS leads to maintaining a healthy range of activities in adult life.

Creative is interpreted broadly to include a wide range of activities that involve creative thinking. Creative activities include participation in school plays and concerts, being part of a photography team, contributing to school publications such as the yearbook and newspaper, and designing sets for theatre productions.

Action seeks to develop a healthy lifestyle through physical activity. Students are encouraged to participate on one of the school sports or intramural teams. They may also design a personal action plan tailored to meet individual goals (i.e. yoga, fitness, swimming, golf).

Service activities require students to understand their capacity to make a meaningful contribution to their community whether on campus at MHIS, locally in the Shenzhen region, or internationally with a project in a developing country. Service activities include helping younger students as a tutor, visiting the elderly in a home or hospital, environmental work, providing assistance with school activities (i.e. serving as an usher for the school play), or being part of a Habitat for Humanity home-build. We intend to foster in students the notion that service is very connected to the "compassionate global citizen" that is embedded as part of our mission statement. It is our belief that service activities foster empathy, develop a sense of responsibility and leadership, and will inculcate in students a view that part of being human is to find opportunities to put oneself aside in the service of others.

"IB is well known to us as excellent preparation. Success in an IB program correlates well with success at Harvard. We are pleased to see the credential of the IB Diploma Program on the transcript." (Harvard University)

"There is a stark contrast between IB students and 'A' Level students with the former at an advantage" (London School of Economics)

The IB Global Research department collaborates with universities and independent research organizations worldwide to produce rigorous studies examining the impact and outcomes of the IB programs. Areas of inquiry include: standards alignment, program implementation, the learner profile, and student performance. With respect to performance, a considerable body of evidence exists to demonstrate that IB programs are superior to other state or national programs and that the IB Diploma is more highly valued by university admission officers in the US, UK, Canada and many European countries than other pre-university programs. Data from these studies also offers evidence that IB students were more likely to enroll in a top-ranked university; receive honors degrees or awards; continue on to graduate studies programs; and be employed in higher paid occupations. (www.ibo.org/research/)