DP's impact in US public schools serving low income communities

Melissa Gordon, Emily VanderKamp and Olivia Halic—IB Global Research

Impact of DP on US public schools thumbnailLow-income and underrepresented minority students have less access to social and economic capital, which can hinder educational attainment and exacerbate the cycle of poverty. US schools with a high proportion of low-income students are eligible to become Title I schools, which allows for the allotment of federal resources to attempt to close this achievement gap (US Department of Education, 2014). This study identifies trends in Title I schools offering IB programmes, explores issues of access to the IB, and examines the postsecondary trajectories of IB students from these schools. Overall, 60% of all public schools that offered one or more IB programme in the US were designated Title I in 2012–2013. The findings indicate that Diploma Programme (DP) students from Title I schools, including low-income and minority students, enroll in college at much higher rates than national averages. Moreover, DP students from Title I schools enroll in college at the same rate as DP students from US public schools generally. Additionally, results show that African American DP students from Title I schools enroll in college at higher rates than any other racial group, and this is even the case for African American DP students from low-income families.

Research brief pdf
Presentation on the research