Tons of work, do it if it is easy or manageable for your kid, not worth it if it stresses them out too much.

Anonymous wrote:IB parent here. Yes, it makes a difference in college acceptances. I have friends whose kids took IB courses and were great students, but they were not IB Diploma candidates, and it hurt them in the college application process. If your school offers the diploma, admission officers may dock your student for not pursuing the most rigorous program at the school. The only time it might be okay is if you have a special interest or class. I know the IB math track messes up some student schedules. And students in the band or chorus sometimes have issues. Just found this video that basically says the same thing: https://www.youtube.com/watch?v=9XiosPO4uP4

We have the opposite experience. IB diploma kids receive zero boost in admissions and due to the time commitment have limited time for EC’s. My DD elected not to pursue the full diploma to leave time to be the editor of the school paper and take more advanced calc classes. Was admitted ED1 to a T10. IB candidates are not faring as well.

Anonymous wrote:Firstly, PLEASE let’s not turn this into an AP vs. IB discussion. Or how FCPS should cut IB. Kids are slated for IB. I’m just curious if getting the full diploma vs. taking IB classes (but not getting the diploma) makes a difference in college acceptances. Not really concerned about getting college credits. Just wondering if the extra effort a) helps with admissions b) helps prepare for college, c) makes a difference for colleges abroad. There are mixed opinions on whether the full diploma is worth it. I would love to hear from IB parents, teachers, etc. Thank you.

IB parent here.
(a) Impossible to know and probably depends on the college, but my sense is that it does help with admissions, especially if you write about your IAs and extended essay as part of your application. Often, your IA and EE topics reflect your specific academic interests.
(b) In my son's case, absolutely. The IAs and extended essay were a good blend of self-directed work with teacher support that required sustained effort/focus and editing in response to feedback from the teachers.
(c) I do not know.

Anonymous wrote:My son graduated with the diploma last year. If you ask him, he doesn't think the diploma helped him get accepted to schools. He probably would have been accepted to all the same schools without it. The 5 years of language was a struggle for him and he thinks it hurt his GPA leading to some rejections.

That said, his writing improved dramatically in the program and he found his first semester in college very easy compared to his senior year in high school. In that regard, I think he is glad he did it.

Did he apply to colleges that place high value on the diploma?

For those with kids who completed the IBDP, did it make a difference for admissions to a college? In what type of program did they end up in college e.g. engineering, social science (not the college name)?

Have heard plenty of how the full diploma prepares students time management. What else?

Anonymous wrote:Depends where and how well it is implemented. One of my kids had weak teaching. I’m sorry I pushed it. I believe in the program/curriculum but it was not worth it.

Unlike a previous poster’s comment on Theory of Knowledge, it was my kid’s most interesting class. My goal was to have engaged, curious learners with strong writing, thinking and problem solving skills. Wish fjer had been better teachers.

Teacher quality is a common comment regarding IB

My son graduated with the diploma last year. If you ask him, he doesn't think the diploma helped him get accepted to schools. He probably would have been accepted to all the same schools without it. The 5 years of language was a struggle for him and he thinks it hurt his GPA leading to some rejections.

That said, his writing improved dramatically in the program and he found his first semester in college very easy compared to his senior year in high school. In that regard, I think he is glad he did it.

Depends where and how well it is implemented. One of my kids had weak teaching. I’m sorry I pushed it. I believe in the program/curriculum but it was not worth it.

Unlike a previous poster’s comment on Theory of Knowledge, it was my kid’s most interesting class. My goal was to have engaged, curious learners with strong writing, thinking and problem solving skills. Wish fjer had been better teachers.

Anonymous wrote:What do those kids who graduated with an IB diploma in 2025 or earlier say was a plus of IB? Or do you not recommend it ?

I guess it depends on the IB school.

My kid went to an IB magnet, and most of the kids in the program went on to T30 above schools. Most were very high achieving.

DC is a STEM kid, but said IB was worth it in that it made school not boring. They were completely bored throughout MS (went to a gifted program in ES but not MS due to logistics), and they were surrounded by other high achieving students.

They didn't find the program all that challenging, but said that they knew how to buckle down and get things done and not procrastinate. Whereas most of the kids who were not sleeping as much procrastinated way too much or they had too many extra curricular activities that were time suckers.

To answer the title question- my American IB kid is a junior now. No AP pathway at their school. They would say it is only worth it if you want college abroad. Seems to be too much work for US colleges.

What do those kids who graduated with an IB diploma in 2025 or earlier say was a plus of IB? Or do you not recommend it ?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The only advantage for the IB diploma on its own that I’m aware of is within University of California system. IB diploma recipients with scores of at least 30 get 6 elective quarter credits. For comparison HL and AP classes get 8 quarter credits.

So the IB diploma counts less than an extra course, but only after the scores are received, so after admissions decisions.

Keep in mind that UC has some of the most generous IB credit policies, I don’t know of any other college doing the same, so that’s the greatest advantage one can derive from being a diploma candidate, and less than that at other colleges.

Ballpark, the participation in the IB diploma matters for admissions as much as enrollment in a HL/AP before getting a grade, so it makes perfect sense that doing an assortment of IB classes won’t hold the student back.

That’s in line with the benefit of the AP Capstone diploma. The only one in top 20, MIT gives as much credit as for one class for AP Capstone with a score of 5.

Also in line with the extra amount of work required, TOK, CAS and EE require similar amount of work as an HL course.

I agree that if you really like the diploma program, you should do it. If not, choose something you’re enthusiastic about and you’ll be fine.

Given how rarely credit is given for these diploma programs, I’d argue it’s always better to take a real class, that’s consistently valued across all top universities.

+1

This jibes with how Cambridge University in UK evaluates diploma programs.

Minimum entry requirements for IB are a score of at least 41, and 776 in HL subjects.

For US applicants they require 5APs with a score of 5 and specifically say that AP Capstone diploma cannot be counted, so it’s worth less than a regular AP class.

In short:

IBDP+3HL+3SL=5AP

The IB diploma is worth less than an extra course.

Its a moveable feast at Cambridge. Note the term "minimums"

We’re not talking here about what’s needed to get into Cambridge, just to figure out how much universities value diploma programs.

The answer is not much since Cambridge states AP Capstone can’t be considered an AP class even for their minimum requirements which is a low bar anyways.

In top 30, MIT, Berkeley and UCLA give the equivalent of a class for non elective credit. Not worth it in my view, unless Seminar is taken as English 10, but even then you’d have to burn an elective with AP research in 11th grade.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The only advantage for the IB diploma on its own that I’m aware of is within University of California system. IB diploma recipients with scores of at least 30 get 6 elective quarter credits. For comparison HL and AP classes get 8 quarter credits.

So the IB diploma counts less than an extra course, but only after the scores are received, so after admissions decisions.

Keep in mind that UC has some of the most generous IB credit policies, I don’t know of any other college doing the same, so that’s the greatest advantage one can derive from being a diploma candidate, and less than that at other colleges.

Ballpark, the participation in the IB diploma matters for admissions as much as enrollment in a HL/AP before getting a grade, so it makes perfect sense that doing an assortment of IB classes won’t hold the student back.

That’s in line with the benefit of the AP Capstone diploma. The only one in top 20, MIT gives as much credit as for one class for AP Capstone with a score of 5.

Also in line with the extra amount of work required, TOK, CAS and EE require similar amount of work as an HL course.

I agree that if you really like the diploma program, you should do it. If not, choose something you’re enthusiastic about and you’ll be fine.

Given how rarely credit is given for these diploma programs, I’d argue it’s always better to take a real class, that’s consistently valued across all top universities.

+1

This jibes with how Cambridge University in UK evaluates diploma programs.

Minimum entry requirements for IB are a score of at least 41, and 776 in HL subjects.

For US applicants they require 5APs with a score of 5 and specifically say that AP Capstone diploma cannot be counted, so it’s worth less than a regular AP class.

In short:

IBDP+3HL+3SL=5AP

The IB diploma is worth less than an extra course.

Note that the IB students typically take 3 HL classes in both 11th and 12th grade. The "course" is over 2 years.

For credit at US universities, it’s the exam that matters not how many years you studied. HL classes and full year AP classes generally get two semesters of credit. It’s not true that colleges look at IB classes and give them more weight compared to AP just because they are taught over two years.

Anonymous wrote:

Anonymous wrote:
I haven’t seen a single college admissions page stating you need to do the diploma, recommending it, or suggesting it is beneficial in some way, no idea where this is coming from. IBO advertises the number of students taking it, but that’s another matter.

OK, now tell me if you've ever seen a college admissions page stating that you need to do some given (high) number of AP courses, recommending you do so, or suggesting it is beneficial in some way. They don't. Obviously all these FCPS kids shouldn't bother taking 10+ AP courses, there is no point in doing so if college admissions pages don't directly tell you to.

What college admissions pages tell you is something along the lines of "take the most challenging courses available at your high school and get good grades in them." At an IB school, that means get the IB diploma.

Colleges don’t tell you the number of APs to take but they do give some guidance on what courses to take. Read this one for example:

https://mitadmissions.org/apply/prepare/foundations/

It’s clear that if interested in this school, Calculus and math in general is important as well as taking Physics, Chemistry and Biology. While they say that not all need to be advanced courses, I interpret it as being helpful if they are. I’d also load up on as much math as I can handle, so linear algebra and statistics before Math HL. Among sciences prioritize Physics C since they specifically mention electromagnetism. Add writing intensive courses like AP English and History.

For humanities “There are no specific high school courses in these fields that we require.” If you read that page and you’re still convinced you need to take Theory of Knowledge then take it and be happy.

Most would read it differently and plan their own path. Multiple posters and IB teachers in the thread said it’s fine to not do the diploma, I don’t know why you’re so adamant the diploma is required.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The only advantage for the IB diploma on its own that I’m aware of is within University of California system. IB diploma recipients with scores of at least 30 get 6 elective quarter credits. For comparison HL and AP classes get 8 quarter credits.

So the IB diploma counts less than an extra course, but only after the scores are received, so after admissions decisions.

Keep in mind that UC has some of the most generous IB credit policies, I don’t know of any other college doing the same, so that’s the greatest advantage one can derive from being a diploma candidate, and less than that at other colleges.

Ballpark, the participation in the IB diploma matters for admissions as much as enrollment in a HL/AP before getting a grade, so it makes perfect sense that doing an assortment of IB classes won’t hold the student back.

That’s in line with the benefit of the AP Capstone diploma. The only one in top 20, MIT gives as much credit as for one class for AP Capstone with a score of 5.

Also in line with the extra amount of work required, TOK, CAS and EE require similar amount of work as an HL course.

I agree that if you really like the diploma program, you should do it. If not, choose something you’re enthusiastic about and you’ll be fine.

Given how rarely credit is given for these diploma programs, I’d argue it’s always better to take a real class, that’s consistently valued across all top universities.

+1

This jibes with how Cambridge University in UK evaluates diploma programs.

Minimum entry requirements for IB are a score of at least 41, and 776 in HL subjects.

For US applicants they require 5APs with a score of 5 and specifically say that AP Capstone diploma cannot be counted, so it’s worth less than a regular AP class.

In short:

IBDP+3HL+3SL=5AP

The IB diploma is worth less than an extra course.

Its a moveable feast at Cambridge. Note the term "minimums"