The Downside of International Baccalaureate
Q. You hear
a lot about the high test scores that kids who are in International
Baccalaureate schools can get. But what's the downside of this relatively new
The International Baccalaureate (IB)
program was created in 1968 to provide a quality education for the children of
European diplomats who weren't living in their home countries. IB is aligned
with the United Nations Educational, Scientific and Cultural Organization
(UNESCO) to produce an internationally standardized educational system that
affords equal weight and value to every system of government, cultural practice
and social construct in the world.
Parents like how IB students are
required to master two foreign languages, write a long, original research
paper, and participate in out-of-school "service learning" activities. They say
IB schools raise test scores in elementary, middle-school and high-school
programs, and prepare students better for college than regular curricula. They
say that even if the cost per pupil is higher than for regular students, estimated
at more than $200,000 per school plus ongoing continuing education costs,
sending educators on learning junkets to faraway places, it's well worth it.
Critics of IB, however, say students
can and do get a highly competitive, globally-focused K-12 education from a
regular school program with control in the hands of local educators and elected
representatives in the local school board, state legislature, state board of
education and other democratically selected leadership.
They say IB is "un-American"
because the ideas and values taught align with United Nations philosophies.
Basically, the idea taught is that no one political philosophy is "right" and
that no one country or system is superior to another. In effect, critics say,
IB promotes "world citizenship" as opposed to teaching students to become
better American citizens. IB also undermines and minimizes the state learning
standards put in place by local educators and state legislatures, creating a de
facto global curriculum over which local parents and teachers have no sway.
What's taught must be of "universal"
importance. By definition, that means the curriculum will have a different
perspective than the ideas and values that come from the United States
Constitution, and American history, literature, culture, religion and system of
The American experience is valued at
the same level as any other nation's, so the students learn a lot less about
American history and study a lot less American literature than students in
regular curricula. This disarms these students from being able to recognize the
legitimate advantages of our constitutional republic, since the less you know,
the less ammunition there is in your intellectual arsenal for quality
American principles of government
and law are undermined and minimized in subtle ways, including the simple fact
that they are grouped alongside so many other governmental styles and
arrangements in a "value-neutral" way. That steers the students toward
accepting globalism rather than valuing American sovereignty and American
This is the heart of the controversy
over IB, and a big reason elected school boards have trouble allocating extra taxpayer
dollars to pay for IB programming which can be seen to "put down" the American
way even though it's being delivered to students at the expense of American
Through the system of IB assessments,
taken throughout the world on the same day and scored at IB headquarters, the
critics say, student minds can be shaped toward globalism and socialism, rather
than toward capitalism, democracy and pro-Americanism. If you don't "cave in"
to the globalist/socialist way of thinking on the tests, you won't get a high
score or a high grade, or get in to the elite colleges controlled by the same
type of people as promote the IB curriculum to parents.
It may not be evident right now, but
the simple fact of acceding power and control to the IB officials on curriculum
and assessment poses a dangerous risk of a gradual transformation to more
blatant Marxist content over the course of years, and local parents and
educators would be powerless to reverse that trend.
IB supporters, on the other hand,
say that participating schools can write their own curriculum. So, they say,
the beliefs and values that are taught are really up the schools, not the
International Baccalaureate Organization, which is based in Geneva,
Switzerland. As long as locally-elected school boards are still responsible for
curriculum, IB won't unduly propagandize young minds, they say. Of course, the
students might not score as well on the IB assessments if they aren't schooled
specifically in the IB curriculum.
more concern is the fact that the IB program requires schools to teach what is
contained in the United Nations' "Universal Declaration of Human Rights," as
well as the content of such treaties and accords as Kyoto, the UN Treaty on the
Rights of the Child, the Earth Charter, Agenda 21, the Biodiversity Treaty, and
many others which are considered leftist and socialistic, and the United States
does not support them.
Typical examples of what is a "must"
in IB programming: eliminating the death penalty, restricting guns to military
and police, environmental protectionism, teaching global warming as
incontrovertible fact, AIDS as the primary health issue, endangered species, nuclear
disarmament, women's rights, slavery, forced wealth redistribution from rich
countries to poor countries, forced wealth redistribution and "equalization"
within rich countries, human rights, obesity, aging, cloning, and so forth.
These topics are to be taught throughout the curriculum, from language class to
math class to foreign languages and sciences.
While no one would argue that those
aren't important topics, when they are studied in the context of globalism -
very close to Marxism - and taught to young children rather than college
students or even adults, with American principles and documents excluded or
minimized, it's easy to see how a globalist, leftist worldview matching the
United Nations' approaches could be formed in students.
Opponents are concerned about the
IB's literary selections being markedly anti-western civilization, excluding
the "canon" of classic books by authors of European or American descent.
Instead, the books are by multicultural authors from Third World countries,
covering politicized cultural or feminist struggles.
More criticism is leveled at IB
programs which are hostile to, or indifferent about, Christianity, while
actively promoting non-Christian practices and organizations, mostly New Age
and pantheistic belief systems. What passes for "spiritual education" in IB
programming is actually New Age, Earth-worship type religion in environmentalist
IB programming is growing quickly in
the United States, with 925 schools, two-thirds of them high schools.
International Baccalaureate Organization website is www.ibo.org, For more on the downside of IBO,
see www.truthaboutib.com or see
articles indexed on http://www.edwatch.org/index.html,
the organization of Professor Allen
Quist, a former three-term Minnesota state legislator and author.