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 IB Mission Statement

​​​​The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.​

 Background of the IB Program

The International Baccalaureate Diploma Programme is recognized throughout the world as a very comprehensive and challenging high school curriculum. Currently there are over 2000 schools in more than 130 countries that offer the program. YCMHS became one of those schools in April, 2007.

The International Baccalaureate was originally conceived and designed to meet the needs of the children of members of the international diplomatic and business communities. Since those students were often highly mobile, it was not uncommon for them to experience schools where the curriculum and expectations were deemed inadequate. Since European countries in particular required secondary students to pass a rigorous series of exams, such as the British “A Levels” or the French “Bach”, a consistently high level of preparation was necessary.

Thus, ten member schools of the International Schools Association created the International Baccalaureate Organization in Geneva in 1963. At the outset, it received funding from governments and private benefactors, such as the Ford Foundation and the Mountbatten Fund. The founders then set out on their mission of creating an international curriculum that would satisfy the demands of various nation education ministries.

From 1963 through 1969 working parties, consisting of both university and secondary teachers, devised the various syllabi and prepared a set of examinations that was first administered on a trial basis in 1969. Since the results met the expectations of the participating schools, negotiations with governments and a number of major universities were conducted. Consequently, the IB was recognized as a credential in lieu of national exams and as sufficient for university admission. Though the process of introducing the IB to universities around the world would be a long one, the promotion of the program was facilitated more than anything by the high quality of preparation exhibited by IB graduates after they entered post-secondary education.

The greatest boost during those formative years came in 1966 when Mr. Alex Peterson, Director of the Department of Educational Studies at Oxford University, assumed responsibility for directing the project. Since the IB was so closely linked with Oxford, which supplied continuous evaluation during its entire experimental period in 1976, considerable credibility was derived from the relationship alone. Yet more than anything else, acceptance was won by the inherent quality of the program itself, and universities around the world extended their recognition not only for admission purposes, but in terms of advanced placement and credit as well.

The project received unanimous recognition in UNESCO’s General Conference in 1975 and was confirmed at the first Intergovernmental Conference at The Hague in 1976 where fifteen countries agreed on a plan of action and offered moral and financial support. Rapid expansion quickly followed. One of the most pivotal events in the early growth was the acceptance of the IB in 1978 into the first public school, Francis Lewis High School in Queens, New York. Greatly encouraged by the experience, the school began to publicize broadly the benefits of the IB in various periodicals and journals.

Coincident with the public demand for excellence in education, the time could not have been better. Forward thinking public schools around the world sought to join the IB family.

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 Benefits of IB:

There are a number of special benefits gained by IB students, particularly those in the full diploma program. They include:

1.       A genuine challenge.

2.       The development of a critical thinking approach.

3.       A program and curriculum that is recognized worldwide.

4.       An internationally based standard of achievement.

5.       The acquisition of an international and multi-cultural perspective.

6.       The development of excellent time management and study skills.

7.       Classes with other highly motivated students.

8.       Social service activities.

9.       Enhanced scholarship opportunities.

10.    Possible course credit or advanced placement standing at university.