The following Outcomes studies examine the impact of the MYP on students, teachers and schools. These studies explore programme implementation and outcomes within a variety of school contexts around the world.
Comparative analysis of assessment in the MYP and the GCSE
This study compares assessment in the International Baccalaureate (IB) Middle Years Programme (MYP) and the General Certificate of Secondary Education (GCSE) with a focus on four subjects: English, mathematics, integrated/combined sciences and physics.
Implementation and outcomes of the MYP in Spanish schools
With a growing number of Spanish schools undertaking the MYP authorization process and increasing interest in the MYP within the state system, this study was undertaken to investigate the implementation and impact of the MYP in eight Spanish private schools.
MYP implementation in Turkey
The purpose of this study was to investigate the implementation and outcomes of the International Baccalaureate (IB) Middle Years Programme (MYP) in Turkish schools.
MYP and non-MYP students' performance in high school
This study examined the impact of participation in the International Baccalaureate (IB) Middle Years Programme (MYP) on high school course enrollment and student achievement.
DP outcomes for students who complete the MYP or other courses of study
This study investigated the impact and influence of middle years curriculums on student outcomes in the International Baccalaureate (IB) Diploma Programme (DP) comparing students from 22 schools across China, Hong Kong, India, Indonesia and Japan.
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MYP student pathways through high school and post-secondary education (2020)
This study examined International Baccalaureate (IB) Middle Years Programme (MYP) students’ academic progressions to high school and continuing into post-secondary education.
Benefits of the MYP for teaching and learning: Perspectives from Australia (2018)
This study examines key “insider” perspectives on the benefits of the International Baccalaureate (IB) Middle Years Programme (MYP) for learning and teaching in Australia.
The incorporation of the International Baccalaureate learner profile in Chicago Public Schools’ Middle Years Programmes (2018)
This study explored how teachers understand the learner profile and integrate it into their teaching practice. Specifically, the study examined how the learner profile is incorporated into instructional practice within the context of the Middle Years Programme (MYP) in Chicago Public Schools (CPS).
The International Baccalaureate Middle Years Programme (MYP) implementation in the United Arab Emirates (2017)
This study focused on school experiences of providing the Middle Years Programme (MYP) in the context of the United Arab Emirates (UAE).
Emerging technologies and the potential and challenges of peer learning of Chinese and English in transnational learning spaces (2018)
This study explored the potential uses of synchronous technologies for teaching and learning Modern Standard Chinese and English in settings that encourage peer learning.
Comparative analysis of the PYP and MYP in the context of the Indian education system (2016)
The IB commissioned the National Recognition Information Centre for the United Kingdom (UK NARIC) to undertake a comparative analysis of two of its programmes—the PYP and MYP, within the context of the Indian education system.
A study of critical thinking skills in the International Baccalaureate Middle Years Programme (2016)
This study examined the extent to which critical thinking skills are emphasized in teaching and learning in the International Baccalaureate (IB) Middle Years Programme (MYP).
International Baccalaureate Middle Years Programme: Student social-emotional well-being and school success practices (2014)
This study explores the social, emotional and psychological well-being of International Baccalaureate (IB) Middle Years Programme (MYP) students.
Implementation practices and student outcomes associated with the learner profile attribute “open-minded” (2014)
The focus of this study was the learner profile attribute “open-minded”. The research was conducted at five Middle Years Programme (MYP) schools and one school not affiliated with the International Baccalaureate (IB) in the United Kingdom.
Multilevel modeling and the relationship between MYP and DP student performance (2014)
Multilevel modeling has recently found a substantial niche in the context of educational research, although several details about the methodological application of these models have yet to be explored in an achievement data framework.
International Baccalaureate Middle Years Programme (MYP) in the UK (2013)
The National Foundation for Educational Research (NFER) conducted an investigation into the teaching and learning benefits of the IB MYP in the UK.
Continuation study of student performance and engagement in the Middle Years Programme (2013)
This study adds to the findings of "Student performance and student engagement in the International Baccalaureate Middle Years Programme," (Wade, 2011) by further examining MYP student performance, course enrollment and global mindedness as well as teacher perceptions of programme components and professional development.
PYP and MYP student performance on the International Schools' Assessment: Phase II 2010-2011 (2012)
In 2009 the IB commissioned ACER (Australian Council for Educational Research) to report on how PYP and MYP students performed on the ISA (International Schools' Assessment).
Student engagement and performance in the Middle Years Programme (2011)
This study compares five middle schools with the IB MYP and five demographically similar middle schools without the MYP.
Evaluation of International Baccalaureate programmes in Texas schools (2010)
This study examines the impact of the PYP and MYP in Texas classrooms.
PYP and MYP student performance on the International Schools' Assessment (2010)
This study, undertaken by the Australian Council for Educational Research (ACER), investigated how International Baccalaureate (IB) students enrolled in the Primary Years Programme (PYP) and Middle Years Programme (MYP) performed on the International Schools' Assessment (ISA), relative to non-IB students.
To be IB: Supporting Title I high schools implementing the IB Programme (2010)
This study evaluated a grant funded project to design, develop and deliver new support structures and services that would improve access to the IB Diploma Programme in Title 1 eligible schools.
High school student engagement among IB and non-IB Students in the United States: A comparison study (2009)
In 2009, the IB recruited eight schools to participate in the High School Survey of Student Engagement (HSSSE). The HSSSE is a national survey measuring the academic, social, and emotional engagement of high school students.
Supplemental survey: Supporting Title I high schools implementing the IB Programme (2008)
A survey of the Middle Years Programmes (MYP) and the Diploma Programmes (DP) at U.S. schools eligible for federal "Title I" aid was conducted as part of an evaluation of the IB's attempts to increase access to the DP by providing greater support to these schools.
The district role in International Baccalaureate (2008)
In order to provide insights into the nature of the district's role in adopting and implementing the IB, the evolution of that role, and whether increased involvement can ultimately benefit students and schools, this study analyzes one site where the district has played a key role in the successful expansion of IB programmes.