Washington and Lee University will consider for credit or advanced placement IB courses with Higher-Level examination results of 5, 6 or 7. Decisions for or against awarding credit or placement are made by the department concerned on an individual basis.
In order to receive Washington and Lee credit, all documentation (official transcripts, official score reports, required W&L forms, etc) must be received by the University Registrar before the end of the first term in which the student is enrolled at W&L.
Transcripts are forwarded electronically from the IB office if students have authorized the release of results to W&L. If students prefer to order a paper transcript to be sent, please direct it to:
Mr. D. Scott Dittman
University Registrar
Washington and Lee University
Lexington VA 24450-2116
As with any transcript, it must be requested in writing (by mail, fax or e-mail); be sure to use the full name under which you originally registered; provide your seven-digit IB candidate code; give the name of the IB high school you attended; and include your month and year of graduation and your date of birth. The detailed information on ordering transcripts is available at http://www.ibo.org/ibna/graduates.
To contact:
International Baccalaureate North America
475 Riverside Drive, 2nd Floor
New York, NY 10115
Tel: +1.212.696.4464
Fax: +1.212.889.9242
E-mail: IBNA@ibo.org
Recently awarded credits include the following ("FDR" refers to foundation and distribution requirements):
| W&L Discipline-IB Higher-Level Test | Score | Equivalency (Automatic Credit) | Registration Recommended |
| Art-Visual Art |
5,6,7 |
ART 1-HA-M (3 credit 100-level HA elective) |
|
| Biology |
5,6,7 |
BIOL 1-SL-N (4 credit 100-level SL elective, but not the major) |
if science major or pre-health, take BIOL 111/113 |
| Chemistry |
5,6,7 |
CHEM 100(4) SL |
if science major or pre-health, take CHEM 111 |
| Chinese Language A1 |
6,7 |
CHIN 262 (4) FL |
|
| Economics |
6,7 |
ECON 101(3), 102(3): SS1 and the major intro sequence |
see department head for recommendation |
| English | No credit awarded | students must take W&L's English placement exam during first-year orientation |
|
| French Language A1 |
5,6,7 |
FREN 2-FL-M (3 credit 200-level FL elective) |
|
| French Language B |
5 6,7 |
FREN 1-FL-N (3 credit 100-level FL elective)| |
|
| Geography |
6,7 |
GEN 10N (3-credit, 100-level, non-FDR, non-major elective) |
consider politics, sociology, or geology course |
| German Language B |
6,7 |
GERM 262 (4) FL |
|
| History-Asia/OCE |
5,6,7 |
HIST 1-HU-N (3 credit 100-level HU elective) |
may be used toward the major with permission |
| History-Americas |
5,6,7 |
HIST 1-HU-N (3 credit 100-level HU elective), if no AP credit |
may be used toward the major with permission |
| History-European |
5,6,7 |
HIST 1-HU-N (3 credit 100-level HU elective), if no AP credit |
may be used toward the major with permission |
| History-World |
5,6,7 |
No credit awarded | |
| Mathematics |
5,6,7 |
MATH 101(3), 102(3), FM and SC and the major intro sequence |
MATH 221A |
| Physics |
6,7 |
6 receives PHYS 1-SC-N (6 credit 100-level, SC elective), a non-major intro sequence without labs; 7 receives PHYS 111(3), 112(3) meeting SC, the major intro sequence without labs | appeals for higher credit should be made as soon as possible to the department head, preferably prior to beginning of fall classes |
| Psychology |
5,6,7 |
PSYC 1-SS3-M (6 credit 100-level SS3 elective) |
may be used toward the major with department head's permission |
| Spanish Language A1 |
5,6,7 |
SPAN 2-FL-M (3 credit 200-level FL elective) |
|
| Spanish Language B |
5 6,7 |
|
At this time, no W&L credit is awarded in the following areas: |
|
Business & Management Design Technology Philosophy |
Course coding: Courses with a number such as 2-FL-N or 1-SC-N represent a subject and if the course counts toward the major and/or meets a foundation and distribution requirement. Example: CHEM 1-SC-N = Chemistry elective, 100-level, meets FDR-SC, non-major course. A second example: SPAN 2-FL-M = Spanish elective, 200-level, meets FDR-FL, may be used for the major.
Advanced Standing: For some departments (computer science, foreign language, or mathematics), qualified first-year students may take a University-administered examination no later than four weeks into fall term to qualify for college credit in lower-level courses. Students must be pursuing and must pass, with a C (2.0) or better the higher-level course noted in the registration recommendation. Students must contact the appropriate department head to indicate an interest in this option.
Mathematics Notes (for W&L placement tests, AP and IB scoring)
|
Note #1 |
Students may opt to enroll in MATH 221A (3) instead of MATH 102 for the fall term. Upon completing the course with a grade of C or better in the fall term, credit for MATH 102 (3) also will be awarded. |
|
Note #2 |
Students may opt to enroll in MATH 102 (3) instead of MATH 101A for the fall term. Upon completing the course with a grade of C or better in the fall term, credit for MATH 101 (3) also will be awarded. |
|
Note #3 |
Students may opt to enroll in MATH 221A (3) instead of MATH 101A for the fall term. Upon completing the course with a grade of C or better in the fall term, credit for MATH 101 (3) and MATH 102 (3) also will be awarded. |
Last updated July 21, 2009
IB Frequently Asked Questions (FAQ)
What is the International Baccalaureate Program and what does it offer?
The International Baccalaureate (IB) Program is an internationally recognized, pre-university curriculum that offers 11th and 12th grade students an opportunity to earn a diploma based on an integrated curriculum and international standards. There are 1595 secondary schools in over 125 countries authorized to offer the IB Diploma Program. The North American and Caribbean region, which serves IB schools from its offices in New York City and Vancouver, contains 800 schools in six countries, representing half of all Diploma Program schools worldwide.
The curriculum is traditional and broad: students take six subjects over two years in the major academic areas (native language, second language, social studies, experimental sciences, mathematics and the arts), which are then held together by three core components called Theory of Knowledge (ToK), Creativity, Action and Service (CAS) and the Extended Essay. This advanced, comprehensive program of study offers an integrated approach to learning across the disciplines with an emphasis on meeting the challenges of living and working in a increasingly interdependent, technological society.
Students who take IB courses without completing the entire program may earn IB certificates by testing in selected IB courses.
I've never heard of the International Baccalaureate before. Is it an organization?
The International Baccalaureate Program is governed by the International Baccalaureate Organization in Geneva, Switzerland and administered by the International Baccalaureate Curriculum and Assessment Center in Cardiff, Wales. The organization originated nearly fifty years ago in Europe as an effort by international schools to assure quality educational standards for students, regardless of where they lived. Today, the organization uses the talents of educators around the world to continuously update curriculum, train teachers, assess student work, and evaluate the program.
The IB sounds like a great deal of work. What are the advantages of taking an IB curriculum?
There are numerous advantages to taking the IB curriculum. First, the IB curriculum was originally designed to insure a cohesive, comprehensive education for students, no matter where they lived in the world. Today, that goal is still at the forefront of the IB mission. Students who complete this program are preparing, not only for success in college, but for success in life. Students gain a broader world view; follow in-depth approaches to the academic disciplines; and develop time management, problem-solving, research, and organizational skills that will remain with them long after the IB experience is over. CAS activities provide opportunities for student involvement in the larger community beyond classroom walls.
An additional benefit is that student work is assessed over a two-year period using internationally accepted performance standards. Student achievement is assessed in a variety of ways: on examinations that are developed and scored by international examiners; on oral language demonstrations in both the student's native language and a modern second language; and on science laboratory notebooks, art portfolios, computer science dossiers, essays, and other projects. These activities all count for a percentage of the student's final score in each subject and allow the classroom teacher to have input to the student's scores. The IB Program also allows for student and school flexibility in choosing areas of academic interest for student research. The IB offers such unique courses as Information Technology in a Global Society and Environmental Systems.
How is the IB Diploma Program assessed?
The underlying philosophy of the assessment process is to give students an opportunity to demonstrate what they know, rather than find out what they do not know. This is accomplished through rigorous, criterion-referenced assessment, both internal (by the teacher) and external (by more than 4400 subject expert examiners worldwide), over a two-year period. Multiple methods of assessment are used within each subject area and various skills are tested across the disciplines. There is a balance between independent and teacher-supervised work, with all internal assessments being externally moderated and standardized.
How is the IB different from AP? Is one better than the other?
The IB is a comprehensive curriculum that requires students to demonstrate knowledge and skills through both in-class and outside assessments in six academic areas. Campuses that offer IB must be prepared to offer the total program upon initial implementation. AP, on the other hand, permits campuses to pick and choose from over 30 offerings. While neither program is better than the other, they each have different aims. Students whose main goal is college credit will probably choose AP because many colleges offer credit on a more widespread basis for satisfactory AP test scores than for IB scores. Students whose main goal is preparation for either a career with an international perspective or college in another country may prefer IB because of its recognition at overseas universities. Also, IB diploma students who plan to attend selective colleges may receive preferential admissions consideration and/or college credit for satisfactory IB exam scores.
How do IB courses compare to other high school courses?
IB courses are more challenging. They are aimed at highly motivated students who seek extra challenge and involvement in their education beyond the classroom.
What preparation does my child need in order to succeed in an IB Program?
Because IB courses offer a high degree of challenge, students should, above all, be highly motivated learners. To participate in the IB diploma program, students should take algebra in the eighth grade and begin foreign language study no later than the ninth grade. In addition, students should complete graduation requirements such as health, physical education, and speech early in their high school program. Honors or enriched level classes from middle school onward provide solid academic training for the IB. Students need to develop good reading and writing skills and good study habits early in their schooling.
Why should I encourage my child to take IB courses?
Students who succeed in the IB Program do better than many other groups of students in university level work. Two studies carried out in the 1980s indicated that IB students maintained higher grade-point averages at universities and earned higher average SAT scores than students who had not attended IB schools. Clearly, the knowledge and skills obtained in an IB Program prepare students to succeed in higher education. Furthermore, university admissions officials expect students to take the most challenging courses of which they are capable in high school. Also, students who take IB courses learn to see the world from a variety of perspectives, to examine different points of view, and to see themselves as part of the world community.
What IB courses are required for the IB diploma?
(see the IBO Web page) IB diploma students take six academic courses during their junior and senior years. The six required areas are: a. Language A (English or the student's native language); b. Language B (a modern second language which is spoken today); c. Individuals and Societies (History, Geography, Economics, Philosophy, Psychology, Social Anthropology, or Organization and Management Studies); d. Experimental Sciences (Biology, Chemistry, Physics, Environmental Systems, or Design Technology); e. Mathematics and Computer Science; and f. a sixth area subject, which may include Art, Music, Theatre, Computer Studies, a second experimental science, a second social studies, Classical Language, or History and Culture of the Islamic World. IB diploma students also take Theory of Knowledge, a course that encourages students to make connections among the academic disciplines and to examine knowledge, perception, and language as they relate to those disciplines. An extended essay of at least 4,000 words, based on independent research, is also required.
How and when do IB students test in their subjects?
IB diploma candidates test in three of their subjects at the higher level and three of their subjects at the subsidiary level. Two subsidiary level tests may be taken in May of the junior year. All other tests are taken in May of the senior year. Higher level tests are longer and more challenging than subsidiary level tests; these are the tests which may qualify for college credit. All examinations are administered by the high school, which is responsible for ensuring that IB standards for testing conditions are met.
What scores must a student earn in order to gain the diploma?
Diploma candidates must earn a total of 24 points on their six IB examinations. Bonus points may be awarded for excellent extended essays, and for excellent Theory of Knowledge work. A score of 4 is considered to be a passing score on an IB examination. Though every university has its own criteria, most universities which award credit for IB courses require a score of 5 or higher on higher level exams.
Will the student receive college credit for IB tests?
Every college has its own credit policies concerning AP and IB test scores, and students should research individual college policies. No high school can promise college credit based on these test scores. The IB Web site has a search engine to find the specific policies.
Does the student have to take an IB course in order to take an IB exam?
Yes! The IB is a curriculum that provides for ongoing assessment throughout the two-year program. Because a percentage of the exam score is based on those assessments, the student cannot just sit for an exam without having taken the course.
Why do colleges consider the IB Diploma in recruitment?
Universities want to attract students who have engaged in rigorous academic preparation for post-secondary study.
Because of the internal and external IB assessment moderation process, universities can be assured that they are receiving an accurate picture of the IB student's achievement, without grade inflation.
As the curriculum for each subject is revised every five years, IB teachers must routinely engage in professional development by attending IB training workshops.
IB Diploma holders have shown an abiding commitment to community service and extracurricular activities, as proven through the completion of the required Creativity, Action and Service (CAS) component.
What can admissions officers assume about the IB Student applicant?
In an article published in College and University, the journal of the American Association of Collegiate Registrar's and Admissions Officers, the authors summarized the work that had been done over several meetings by the deans and directors of admission that serve on IBNA's College and University Recognition Task Force (CURT). [Ed. Note: the article, titled "The International Baccalaureate: A Diploma of Quality, Depth and Breadth", is reprinted in its entirety on the Web at http://www.ibo.org/ibna/elibrary/documents/CollegeJournal.pdf ] The article describes assumptions that admissions officers can make when reviewing an IB student's application for admission. The summary of assumptions can be found in the table accompanying the article.
* adapted from information on the International Baccalaureate Organization and Texas Education Association Web sites (updated June 2004)
