Tarek Azzam, Sarah Mason, Megan Mansfield, Blake Beckman and Devin Larson
Claremont Evaluation Center
In 2014, the International Baccalaureate (IB) began a curriculum change intended to enhance the Middle Years Programme (MYP), making it “better for students, easier for teachers, and more flexible for schools”. This report summarizes findings from the third phase of a multi-year study examining the implementation and impact of this change, which was named “MYP: Next chapter”. The third phase of the study documented how schools have implemented changes to the MYP and identified factors that help or hinder implementation. In this phase, 2,500 MYP teachers and more than 17,000 MYP students completed online performance monitoring surveys, and 18 schools took part in case study visits. Findings suggest that most schools appear to be implementing MYP: Next chapter in a way that meets IB expectations. Comparing the first and second years of survey data, both implementation trends and student-level outcomes have remained steady. Although no negative changes were apparent, this also suggests opportunities for growth and improvement. Similar to previous years, teachers tend to prioritize written curriculum requirements over embedding MYP concepts into everyday learning, and teacher collaboration remained challenging. Lastly, researchers found “whole-school alignment” to be critical for implementation success.
Tarek Azzam, Sarah Mason, Matt Swope, Agnieszka Rykaczewska and Megan Mansfield
Claremont Evaluation Center
In 2014, the International Baccalaureate (IB) began a curriculum change intended to enhance the Middle Years Programme (MYP), making it “better for students, easier for teachers, and more flexible for schools”. This report summarizes findings from the second phase of a multi-year study examining the implementation and impact of this change, which was named “MYP: Next chapter”. The second phase of the study explored how schools implement nine MYP curriculum components. In this phase, more than 2,500 MYP teachers and nearly 17,000 MYP students completed online performance-monitoring surveys and 19 schools took part in case study visits. Findings suggest that most schools are meeting expectations for this stage of implementation, although the full MYP “package” is not always implemented. Instead, some schools tend to prioritize certain MYP components over others, with a particular emphasis on concept-driven teaching and global contexts. Teachers’ understanding of the MYP curriculum and their belief in its value as a framework for learning were the strongest facilitators of MYP implementation. Consequently, a school’s capacity to facilitate understanding of the MYP curriculum was a key driver of success in MYP implementation. Lastly, there is initial evidence of emerging student outcomes consistent with MYP: Next chapter intentions.
Evaluation of the International Baccalaureate (IB) Middle Years Programme (MYP) mathematics skills framework (2017)
Nathan Hoon, Lucy Ellis and Angela Hopkins
The National Foundation for Educational Research (NFER)
The National Foundation for Educational Research (NFER) was commissioned to evaluate the Middle Years Programme (MYP) mathematics skills framework as part of the International Baccalaureate’s (IB) curriculum review of MYP mathematics. This study aimed to inform the review cycle through a curriculum comparison with other systems from around the world and an examination of the implementation of the MYP mathematics skills framework. Four main research activities were carried out: a curriculum comparison, an expert panel discussion, a practitioner questionnaire, and practitioner interviews. Overall, while there are some areas for possible improvement, the authors conclude that the MYP mathematics skills framework is broadly fit-for-purpose. A key difference between the MYP and several of the other systems is that the MYP does not provide specific or suggested year-by-year content, but allows schools to structure this themselves. The practitioner questionnaire indicated predominantly positive feedback about the MYP mathematics skills framework, although there were some concerns about the level of planning support available to teachers within the MYP’s flexible curriculum framework, and whether certain topics in the framework were overly ambitious. Lastly, practitioners generally felt that the content in both the standard and extended level guidance prepare learners well for Diploma Programme (DP) studies.
Alignment and coherence of language acquisition development in the International Baccalaureate Middle Years Programme (2017)
Michael Thier, Erin Fukuda, Stephanie Knight, Julie Sykes and Kristine Chadwick
Educational Policy Improvement Center (EPIC)
The International Baccalaureate (IB) has authorized more than 1,300 schools in about 145 countries to offer its Middle Years Programme (MYP) to learners aged 11 to 16. One of the MYP’s unique features is its focus on second-language acquisition, which the MYP codifies in its Language Acquisition Guide (MYP Guide). This study examined the alignment and coherence of the MYP Guide, and involved five phases: a literature review, a within-document analysis, a cross-document analysis, a progression analysis and a discrepancy analysis. Examining literature review findings alongside results from within- and cross-document analyses, researchers determined that the IB could consider attending to specificity and exemplification in some areas, but not universally across the MYP Guide. The researchers also recommended that the IB begin conversations about the scope and purpose of change before making any decisions about what in the MYP Guide requires revision, how to approach that revision and to what extent revision is advisable.
Tarek Azzam, Sarah Mason, Agnieszka Rykaczewska, Matt Swope, Megen Mansfield and Cason Fayles, Claremont Evaluation Center
In 2014, the International Baccalaureate (IB) began a curriculum change intended to enhance the Middle Years Programme (MYP), making it “better for students, easier for teachers, and more flexible for schools”. This report summarizes findings from the first phase of a multi-year study examining the implementation and impact of this change (MYP: Next chapter). Through online surveys of more than 3,000 MYP teachers, coordinators and students, this study aimed to: capture school perceptions of the curriculum changes; document how schools have put the changes into practice; and understand factors that support effective implementation of MYP: Next chapter. Findings suggest schools are generally supportive of the next chapter changes, but aren’t always confident in their capacity to implement them. When asked to rate the quality of their MYP: Next chapter implementation, just under half of the participating teachers rated this as good, one quarter rated this as average, and a quarter of teachers rated implementation as below average. Across certain areas (such as global contexts, interdisciplinary planning and subject group flexibility), findings also suggested the need for additional clarification about expectations under MYP: Next chapter.
The potentials of K–12 literacy development in the International Baccalaureate Primary Years Programme (PYP) and Middle Years Programme (MYP)
Misty Adoniou, Grette Toner and Moosung Lee, The University of Canberra
The purpose of this study was to investigate literacy development across the International Baccalaureate (IB) Primary Years Programme (PYP) and Middle Years Programme (MYP) and to inform programme development. The full report consists of a literature review and an analysis of key PYP and MYP documents. The literature review revealed five key themes: theoretical perspectives, basic literacy skills, disciplinary literacy, new literacies and multilingualism. These themes were then incorporated into coding matrices to analyse how the MYP programme guides published in 2015 and the current PYP curriculum map onto the research. Based on the document analysis, the researchers offer 10 recommendations to further strengthen literacy development across the PYP and MYP. A number of these recommendations involve additional guidance and documentation from the IB to support the scaffolding of learning, basic and disciplinary literacy skills and multilingualism.
This literature review provides an account of research on the International Baccalaureate Middle Years Programme (MYP). It summarizes themes and trends of both theoretical and empirical evidence gathered from a comprehensive search of educational literature published in English since 2005. Some of the themes covered include: holistic approaches to education and characteristics of the MYP in teaching and learning; approaches, strategies and interventions of programme implementation; a distributed perspective on leadership and management; teacher attributes, pedagogy and professional development; collaboration and teamwork; curriculum coherence and consistency; the transition across programmes; and student engagement. The review brings together significant debates, key messages, findings, implications and suggestions on relevant research topics and related issues. Consequently, it considers the gaps, connections and possible implications for further developments and research on the MYP.
Kimberley Daly, Gordon Brown and Chandra McGowan, 2012
This literature review aims to define interdisciplinarity, multidisciplinarity, and transdisciplinarity in education and identify common ground between these approaches in the MYP. It also demonstrates programme- and subject-specific applications of curriculum integration and explains why it could be considered as an effective approach to interdisciplinary curriculum development.