International Baccalaureate Programs, Article Critique Example

Introduction

This paper is based upon a critique of “Advanced Placement and International Baccalaureate Programs: Optimal Learning Environments for Talented Minorities” by Robin M. Kyburg, Holly Hertberg-Davis and Carolyn M. Callahan of the University of Virginia. This article explains “why these programs are being increasingly used as the pathway to college” (Kyburg, Hertberg-Davis, Callahan, 2007). This paper is particularly focused upon how poor people in urban areas compete in these types of programs. The study examined how school teachers and students, within high poverty urban environments, responded to the AP and IB programs. Measurement was achieved through empirical research carried out using classroom lesson observation and interviews.  Demographics were 9 Administrators, 4 Counselors, 43 Teachers and 75 students across 3 urban high school areas.

Summary

The authors have completed a qualitative research study that covers ethnicity, economic conditions and the creation of scholastic environments within poor urban areas. Examinations of how the academic and social needs are met considering the many barriers that have to be overcome. The researchers investigate specific case study examples and examine such programs as “No Child Left Behind” and the progress made in this area. The paper also brings in a wide degree of secondary research and information from other academic researchers in this field of study.

Review and evaluation

The authors are academics from the University of Virginia, and their research synopsis is being published in the Journal of Advance Academics, Winter 2007 edition. The study carried out was a qualitative research study. This type of research has its roots in social disciplines and examines real-world situations without the need for intervention or interference in the subject matter under review. It contained inductive analysis which involved immersion in the data as opposed to the testing of a single hypothesis. In this way it is possible to obtain a better understanding of the raw data and gain a more holistic understanding of a complex subject matter.[1]

Methodology

Data collection used the grounded theory[2] of development. Hence the quality of data was iterative and gained robustness, which either confirmed or disqualified evidence, over time.  Sampling techniques were also used e.g. examination of twenty three high schools from a geographical dispersion over seven States. Data collection and analysis was based upon an iterative approach based upon representative samples of AP (and/or IB) from Teachers, Students and Classrooms. An example of the data collected is illustrated in the table shown to the left.

The research demonstrated good use of tables for the summarizing of key information.  Other techniques employed included that of deductive methods, inductive methods and verification; the latter confirming or disregarding key findings of the research.  The team followed a very logical and structured approach to the research being carried out. During each visit the research team observed participating classrooms for approximately a 90 minute time period. Teachers were instructed not to modify or change their plans for the observation team and were notified in advance. Data was recorded as field notes by the observation team.  Verbatim quotations were used from both teacher and student observations.

The research examined the changing demographics in the United States urban school settings. The records contained a wide range of academic and noted sources and statistical compilations in this area. The team recognized opinionated data and where possible substantiated this by looking at wide sample sizes. It is considered that where there were inadequate correlations and confirmations, the elements of the data (included such items as the field notes, teachers planning documents, instructional materials, student artefacts etc.)  Were disregarded as evidential information in support of the research. The research team built a solid bibliography and academic references to support their findings. The concept of inadequate school funding was supported by legal research and reference to specific legal case history i.e. Williams vs. State of California. The Williams v. California settlement had one simple truth at its heart: that at a minimum, all students need and may legally expect instructional materials to use in class and at home; clean, safe, and functional classrooms; and qualified teachers. (Brooks M. Allen, 2009)

Accuracy: There is every reason to believe that the information and results presented are fairly accurate. The research team used a wide sampling size over a diverse geographical area. .  Demographics were 9 Administrators, 4 Counselors, 43 Teachers and 75 students across 3 Urban high school areas. The schools, where much of the source data was obtained, through means of observation and interviews,  were also visited at different periods of frequency throughout the year in order to ensure that the results were not skewed.

The sample sizes were also. Teachers, students, empirical research gathered from observing classrooms etc. The participants were selected by representational samples from the Students, Teachers and Classrooms. The process of research was based upon observation and interviews plus examination of documents and instruments used in the classroom setting. These both in collected from different sources decreased the validity of the study and ensured that the analysis was not merely representative of one class type. The authors acknowledged that the qualitative research was limited but they did believe that it represented a fairly accurate opinion of the poor urban population under review.

Interpretation: The general interpretation of the findings did lead the reader to concur with the research findings. The data has been triangulated over a number of different sources, thereby lending credence to the interpretation of result. It might be argued that the interpretation has certain limitations because of the small sampling size. The most significant statement being, “As racial, ethnic and linguistic diversity continues to characterize urban populations, educators will be challenged to ensure equity and excellence in education opportunities” (Kyburg et al., 2007 page 205).

Logistical argument: The authors built a platform for a well-constructed argument. Adequate foundations were laid that illustrated the background to the nature of the problem being addressed. Both internal and external influences were represented and this included comparative analysis outside of the study area under review. This was supported by other leading researchers and academics and carefully integrated into the overall theme of the research. The research followed a sound and logistical approach to both construction and reasoning of the different points. The authors provided adequate differentiation of facts vs. opinions. The larger study conducted by Hertzberg-Davis (2006) indicates that where consistent and widely supported structures are in place, then those talented student can triumph over adversity and attain the requisite skills and background knowledge in order to become successful in their educational goals and objectives.

Counter argument: It is possible that the research information as analysed from the observations, interviews and classroom sessions,  might vary if a much wider sample size was taken. The focus was primarily upon high density poor economic and socially deprived areas If this was expanded to include more “middle tier” schools it might put forward a different argument. Nevertheless, the prime objective of the research was to focus upon the more deprived economic areas of the United States and as such changing the emphasis of research might be considered as self-defeating.

Timeline: The research is 3 years old having been published in 2007. Events have not changed significantly to modify or corrupt the findings. If anything as the USA is deeply rooted in a current economic recession, then the findings are likely to have become more consolidated and deepened in both gravity and consequence.

Final results: It is considered that the authors were extremely successful in making their points. “Similarly, the efficacy of building-level support and teacher-student scaffolding is only possible within the context of a greater administration structure that endorses initiatives compatible with the core mission of meeting the academic and socioemotional needs of talented students…”(Kyburg et al., 2007). The research carried out was limited in scope but broad enough to suggest that all capable students could participate in AP and IB programs. The school curricula needing to focus upon higher expectations and more rigorous support of the talented learners. All of this requires a common vision, adequate communications and a unified plan. Items such as Mentorship programs, internships, and dual enrolment are amongst the options for program improvement The teachers are rising to the challenges in the poor urban areas but they are confronted with many obstacles and external influences like poverty.

Conclusion

In general terms, despite the limited sample size, I agree with the main points and findings presented by this research paper. There is a need to find improved pathways for academic high achievers from deprived areas. The concept of academic success and learning cannot purely be in the domain of affluent society otherwise we are to deprive our community of a rich pool of talent that would otherwise remain undeveloped, un-nurtured and simply disregarded on poverty, social and economic grounds.

High School researchers and educators need to focus their energies on discovering new means for those regards as non-typical students. The research information from this study indicates that environments are indeed flexible in terms of culture, linguistics, social and economic considerations. It is the responsibility of the school leaders to recognize the importance of raising the bar on expectations for achievement and ensuring that an adequate support structure is in place for all students and not an intellectual minority

Works Cited

Brooks M. Allen. (2009, 5). Williams vs California a progress update. Retrieved 11 9, 2010, from ACLU Foundation: http://www.decentschools.org/settlement/Williams_Progress_Update_May_2009.pdf

Robin M Kyberg, H. H.-D. (2007). Advanced Placement and International Baccalaureate Programs. Journal of Advanced Academics, 172.

[1] Abi-Nader, J (1990) “A house for my mother”: Motivating Hispanic high school students. Anthropology and Education Quarterly. 21 41-58 and Andrews H (2003) Progress in advanced placement and international Baccalaureate in SREB states. Atlanta GA: Southern Regional Education Board.

[2] Glaser and Strauss developed the theory in 1967