Examining International Baccalaureate Credit Policies in Higher Education – UROP Spring Symposium 2021

Examining International Baccalaureate Credit Policies in Higher Education

Jason Deng

Jason Deng

Pronouns: He/Him

Research Mentor(s): Steven Lonn, Director of Data, Analytics, and Research
Research Mentor School/College/Department: Office of Enrollment Management,
Presentation Date: Thursday, April 22, 2021
Session: Session 6 (4pm-4:50pm)
Breakout Room: Room 4
Presenter: 6

Event Link


The Advanced Placement (AP) and International Baccalaureate (IB) exams are two of the most prominent tests for college-bound high school students. Higher education institutions often have policies in place to grant college credits for achieving a high score on both of these exams. The topic of my research is to discover how different institutions grant either equivalent, or non-equivalent (general) college credits based on AP and IB test scores. Equivalent credits directly correspond to a specific course and non-equivalent credits do not match the courses at the institution and are used for meeting distribution and/or major requirements. My specific research question is how do Big Ten institutions grant equivalent or non-equivalent credits from IB exams scores in different subject areas and how do these policies differ between institutions? Differences between test subject areas and institutional types are examined and the implications for high school students and how IB credit policies could affect their choice of college attendance are discussed.

Authors: Jason Deng, Steven Lonn
Research Method: Qualitative Study

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