The District Role in International Baccalaureate
Leslie Santee Siskin and Meryle Weinstein
What is, or could be, the role of the district in the adoption and implementation of Interational Baccalaureate?
When the majority of IB schools in the U.S. are public schools, many of which according to our recent studies (Siskin, 2008), struggle with reconciling the demands of IB with differing district procedures and policies, the question of district role is a relevant one. At a time when an increasing number of districts are contemplating introducing IB as part of a larger reform strategy, the question is particularly timely. To explore that question, researchers from the Institute for Education and Social Policy at NYU selected one site that has earned a reputation success in both participation levels and performance in its school programs, and as a leader for its role-as a district-in the expansion and support of those programs. Our questions focused on why they made that choice and how they went about implementing it, where they created new structures or supports for schools, and what evidence they point to as markers of success (or pitfalls to avoid).