These remarks are from “Beyond IB Puffery, a work in progress”, a compilation of news and blog articles, quotes, and commentaries about the International Baccalaureate program.  (Used with permission. Emphasis added by compiler.)

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VIDEO: Parents address the Bedford School Board, [New Hampshire]
Ann Marie Banfield | Dec 13, 2010 http://www.youtube.com/watch?v=OTI0osj4W9w
Parent | Dec. 13, 2010 http://www.youtube.com/watch?v=OTI0osj4W9w

AUDIO: Media Chats About International Baccalaureate Program — WCSDTV.com
Includes: 1) Lisa McLaughlin [ http://truthaboutib.com/] | Incline Village IB Program | Oct. 21, 2010

2) Bill Manders | 78KKOH AM | Nov. 23, 2010  http://www.youtube.com/watch?v=Z0WhPhzzwWY&feature=related

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[U.K] “Parent anger at low exam pass rate” By Becky Thornton | Get Surrey | March 06, 2009
http://www.getsurrey.co.uk/news/s/2046592_parent_anger_at_low_exam_pass_rate

Excerpt:     A PARENT is calling on a Camberley secondary school to investigate why more than three-quarters of students sitting the International Baccalaureate Diploma during the last six years failed to get the full qualification.
Excerpt:     Statistics showed that last year only one out of ten students passed the IB Diploma, which is equivalent to C passes at A-level. In 2007, a quarter of students passed, and in 2006 a third of students managed to get the qualification.

Comment section — 13/03/2009 at 10:19 pauline robertson, camberley wrote: . . .  On a wider level students and parents should have the right information to hand when making choices about further education. It is Kings ‘duty as a public organisation to publish its results in an open and honest format that is easily understood by students and parents. No parent should have to resort to the freedom of information act in order to have a clear picture of Kings International’s past results with the IB Diploma. It is for this reason that it is now possible to access these results on the Kings College Guildford parent’s website. Students and parents need to be properly informed to make the right choices. If they then wish to study the IB Diploma or certificate at Kings at least they are aware of the limitations of the course.

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[Washington] Comment by Maxim | Posted Mar 27, 2011, 06:30 AM
(See comments section for “Preschools Are Using a Marxist’s Theories to Manufacture Collectivists” |
American Thinker | March 27, 2011. http://comments.americanthinker.com/read/42323/793475.htm

Excerpt: ….. I would like to add that the International Baccalaureate or I.B. schools endorse the teachings of Lev Vygotsky. A few years ago an I.B school was built in our neighborhood in Bellingham, Wa. During the rollout presentation, an information pamphlet was passed out listing endorments by the I.B., with only the last name Vygotsky. After researching, and concluding Lev was the Vygotsky, I confronted the Principal about the author of the Marxist child psychology theory, only to have him deny knowing who Lev Vygotsky was. Unbelievable! There are over 600 of these schools in the U.S., public schools, that impose this doctrine , mandatory for those that attend these elementry schools or I.B. labeled “Primary years Program”. . . .”

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[Connecticut] Lawrence Perry and Rebecca Wayland, Feb. 1, 2011, 10:38am
(See comment section for “IB Programs; ‘Race to Nowhere'”, Jan. 31, 2011.)
http://greenwich.patch.com/articles/ib-programs-race-to-nowhere

Important concerns have already been raised about the costs and local control of the IB curriculum. As the  father and stepmother of three graduates of the International School at Dundee, we are concerned about the  quality of the program. There has been too little discussion or analysis about this issue.

Our experience suggests that the IB program sacrifices academic rigor in spelling, math, English and critical thinking by reducing the class time available to these important elementary school subjects in favor of group projects. Even repeated spelling mistakes are overlooked in student essays because “we are studying creative writing not spelling.” IB values are all too often used for self-justification rather than personal responsibility. It is bad enough when young children say, “I don’t care if that’s the way you say it, this is how I like to spell/pronounce/solve it.” What’s worse is when you hear from IB values-driven parents, “We are risktakers, so we can’t help it if we have to keep  your child 60 minutes longer than planned.” Are these the attitudes we want to foster at our middle schools and high school?

To the extent that the IB curriculum becomes more than just one option among many, it is critical to understand how these trade-offs are valued by those who have deliberately not chosen  that path for their children, as well as those that have, and regretted it.

Let us have an informed debate about these issues.

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[New York] (See comment section for the article “Flyer Raises Questions Over District’s Academic Plans,” HauppaugePatch, Feb 16, 2011) http://hauppauge.patch.com/articles/flyer-raises-questions-over-districts-academic-plans
Comment from IB BEEN THERE, AND I GOT A BAD TASTE IN MY MOUTH | Feb. 17, 2011 8:19 pm

Excerpt:     By chance I ran into a IB math teacher who happens to have a child attend the school where she teaches. She also has a child at the school where my youngest child attends school so from time to time, I do run into her. This time, again, the IB teacher is asking me how to help HER with the “IB System”. Her daughter is dyslexic and the IB Coordinator will not fill out the forms to allow her daughter extra time on IB exams. Her daughter has these rights under US law for all of her classroom work and the IB Coordinator refuses to fill out a form for a child with a disability. This is a very easy process. My older son was granted extra time without inquiry from me or my son. While we do live in a different county and it was a different IB Coordinator, the IB Charter spells it out for all to see. The IB Coordinator, who this teacher reports to, should be held accountable…but there is no one to do it. The district has no responsibility, the US GOVERNMENT, Dept. of Education has NO authority in the IB program…and the IBO will repeat their mantra, “GO BACK TO THE SCHOOL TO RESOLVE YOUR CONCERNS”. On another note, her daughter was accepted into Auburn University and guess what…got ZERO college credit for her four years of IB torture.

Her mother, the teacher, the IB math teacher cannot understand that all the hard work did not result in even a scholarship offer. Don’t be blind! Keep your $$$ in the USA.

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Comment from IB BEEN THERE, AND I GOT A BAD TASTE IN MY MOUTH | Feb. 19, 2011 9:21pm
Excerpt: We left the New York area and Long Island was as a result of high taxation. Thankfully, schools that are not teaching the IB trash, they still believe that New York, specifically, Long Island is part of the United States…so is Florida… a state that usually is neck and neck with California for the most IB programs. Don’t be afraid of the truth…be afraid of the slick IB sales people…we don’t need to take our info from Wikipedia to make tests…we don’t need to plagarize a speech…both of which is has been done by the IB program and executives….we can usually uncover the paid, yes, I said paid contributors by the IBO to these type of forums to invalidate the truth….they show up with a grand entrance but they are quickly exposed to those of us who know their playbook. I enter my two cents into these forums so that others may not suffer the indignation my family has at the hands of the IBO, et al.  My son has initiated a Federal investigation by the US Department of Education regarding the administration of the IB program and the IB Coordinator who did not follow ADA Regulations…..as mandated by US law…he was not given the accommodations that the IBO had already agreed to and they had put in writing...some have been burned in the pocketbook, our family on the other hand has walked through the fire, been burned and we will continue to tell others..we must….the truth will set you free…be open to those who have nothing to gain…those of us who care.

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[Connecticut] Comment by Diva4ever | Feb. 17, 2011 at 2:12 pm http://christopherfountain.com/2011/02/17/more-on-ib/
Having 2 kids graduate from Dundee, I can tell you in the broadest terms that IB claims to improve education by making kids better inquirers, thinkers, risk takers (those are the “hot button” terms). Supposedly IB achieves this by adding depth to the breadth of the existing curriculum.

Case in point: Fifth Graders take part in a Fifth Grade Exhibition, designed to show their exemplary critical thinking skills. In years past, Exhibiton has taken the form of an “opera” which one year featured a Gwen Stefani song. A couple of years ago, it became a series of 3 one act plays–all having a global theme, like animal testing and conservation. Although the powers that be would have you think this was student-driven, this required most of the parents to come to school for 3 hours a day over the course of 2 months! Apparently even the IB accreditation panel didn’t even like this. The following year each child had to study a topic in depth and do a presentation at the end of the year. That idea lead to such diverse presentations as water recycling to girls fashions to Star Trek. It was really quite ridiculous and a source of embarrassment.

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[Connecticut] Comment by Diva4ever | Feb. 18, 2011 at 1:18 pm
http://christopherfountain.com/2011/02/18/still-more-on-ib-and-its-agenda/
Excerpt: I used to be a strong supporter of IB because my children were “lucky” enough to go to Dundee. but after spending 7 years as a parent there and now having children with friends from other feeder schools to Eastern, I’ve revised my opinion. I don’t think IB gets a good bang for the buck in terms of academic performance. . . .

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[Arizona] Subject: IB in Tucson Unified School District
By Debbie Niwa | Feb 3, 2011 email [Note: the figures cited below are in addition to the regular school expenditures]:

On July 30, 2009, a TUSD administrator gave a presentation to the school board that included a rough estimate to implement an International Baccalaureate program in one high school.[1] The figure was $100 – $300 thousand annually for 1 to (possibly) 3 years. Thereafter, “recurring costs” were estimated at $100 thousand per year. Below is what has transpired since IB was implemented

International Baccalaureate “Diploma Program” costs for CHOLLA HIGH MAGNET SCHOOL

FY 2008-2009: $302,487* (first year of IB program implementation;
student participation: 42 juniors; no seniors)
FY 2009-2010: $619,259* (second year of IB program implementation;
student participation: 32 seniors; juniors ?)
(Update: One student from Cholla’s (first) IB graduating class (2010) was awarded an IB Diploma)

“Total expenditures are likely higher — the amount shown here represents only the total of what was contained in the TUSD Budget Books (from Desegregation/OCR monies).

[SEE ATTACHED PDF FOR DETAILS. Be prepared to be appalled at what public education dollars are being spent on — e.g.,  $55,715 salary/benefits for an IB school choice “recruiter”.
Endnotes: [1] Listen to the audio for the July 30, 2009 TUSD Governing Board meeting. See segment time stamped 24:25 to 25:00 < http://quill.tusd.k12.az.us/20093007 >]

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[Connecticut] No Rush on IB
Letter to the Editor By Kay Wall [former PTA Council, Chairman of Academic Challenge Committee, and past Chairman of Connecticut Commission on Academics] | Greenwich Patch | Feb. 15, 2011

http://greenwich.patch.com/articles/former-pta-leader-questions-motives-actions-of-school-board-superintendent

What Is IB and How Does It Affect You?
There is widespread debate about expanding IB in Greenwich Public Schools. The contrasts among various positions expressed in this paper, let alone in discussions all around town, demonstrate that the Board of Education should not rush to a vote on IB implementation at our secondary schools any time soon.

Apparently, the February 24th Board meeting agenda contemplates the possibility of a vote to reverse engineer approval of IB implementation for Western Middle School. This would deprive board members, parents and taxpayers of the opportunity to understand what IB is really about in secondary schools, and its merits relative to alternatives. Greenwich has only had experience with elementary level IB.

There is an obvious need to separate fact from opinion, using critical thinking and analysis. As of now, I doubt most Board members can answer such basic questions, among others, as: 1) exactly how would IB in our secondary schools affect policies, teacher training and other curriculum; 2) what restrictions are imposed by the IB organization regarding school management and staffing; 3) what are the real IB costs (including opportunity costs and initiative fatigue), by year, and over 5 years, and 4) what have been the experiences, both positive and negative, of other American school districts which have considered, adopted or rejected IB.

It was claimed in a recent editorial that there would not be “loss of local control.”  An equivalence was made to the New England Association of Schools and Colleges (NEASC) and also to College Board, which includes AP and SAT’s. That is like comparing the process involved in getting a driver’s license to the process involved in renovating 5 square blocks in downtown Greenwich.

The NEASC is an accreditation organization. There are not endless agreements, “rules and regulations” and strict “marketing” documents (IB’s word!). The NEASC accreditation application is two pages. To be accredited, NEASC simply requires that a school adhere to “the school’s stated mission and expectations,” not anyone else’s mission.

College Board products and services are optional and have set standards for traditional American academic subjects, such as English and math. Their focus is on preparation for American colleges and universities. In fact, they have been accepted as the highest standard for generations.

IB (for grades 6-12), on the other hand, requires schools to conform to the IB mission and curriculum direction, subject to their 5-year periodic review of everything a school is doing. Schools must comply with hundreds of pages of IB agreements, “Rules and Regulations” and “IB Standards”. And, if a school wants to get out, you have to go to court in Switzerland. Good luck. Expensive to the end.

If our Board tries to push a vote through at the next board meeting, it will tell you several things loud and clear. 1) The Chairman and Vice Chair want to close the door on both board member analysis of IB and further public discussion. 2) It’s more important to them to let a new superintendent change Greenwich schools at will than to fulfill the Board’s responsibility to conduct due diligence. 3) They want to cover their serious, probably illegal, action, which permitted an agreement to be signed between GPS and the IBO without board approval in 2010. This has resulted in committing over $250,000 already to IB … without Board knowledge or approval. Please contact your elected officials at every level to help stop this vote.

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[New York] Parents: Lack of Communication Built Skepticism Towards IB

District residents believe school officials failed to adequately reach out and inform parents on IB from the beginning. By Sara Walsh | March 8, 2011
http://hauppauge.patch.com/articles/parents-lack-of-communication-built-skepticism-towards-ib

Excerpt: Hauppauge parents blamed school district officials lack of transparent communication about the International Baccalaureate program for skepticism, almost outlash against the academic change.

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[Arizona] Letter: Now the banner of UNESCO has been shifted to IBO
Letter to the Editor by Gene Birkeland [Cottonwood, AZ] Verde Independent | 3/2/2011 7:52:00 AM
http://verdenews.com/main.asp?Search=1&ArticleID=40685&SectionID=36&SubSectionID=1192&S=1

Excerpt: A “playbook” for IB was drawn up on how to respond to criticism, by an obviously very partisan principal of the International Academy in Bloomfield, MI, in 2005, when the local newspaper featured a story on the anti-American bias of the program. The principal had anticipated such an attack and had “created and maintained support for the IA through his relationships with parents, administrators, and local decision makers.”

This “playbook” began circulation wherever the program exists, where one is supposed to ignore the ramifications of such statements as IBO’s “unwavering commitment to prepare students to be citizens in an international community.” said Dr. Gerald Tirozzi, Executive Director, Natl Assn of Secondary School Principals.

Many years ago John T. Flynn, journalist, commentator, writer, said UNESCO’s “doublespeak” and expressed attitudes lead to the logical conclusion that “If there is anything UNESCO dislikes, it is patriotism. It wants to replace it with what it calls ‘world mindedness.’

In order to bring this about, it must wipe out of the minds of our youngsters respect and admiration and love for American traditions and the American way of life and instill in their place respect and admiration and love for all the countries of the world. Logically, this could only mean respect and admiration and love for the socialist and fascist and communist way of life which is prevalent in those countries.”

Substitute IB for UNESCO and recognize the UN itself has been under the control of Communists and socialists from its very inception and now the banner of UNESCO has been shifted to IBO.

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[Arizona] Letter: A brief history of IBO
Letter to the Editor by Gene Birkeland [Cottonwood, AZ] Verde Independent | Feb. 17, 2011 1:28:00 PM
http://verdenews.com/main.asp?SectionID=36&SubsectionID=73&ArticleID=40519

The sucking sound you will soon hear comes from tax dollars being siphoned out of cities, counties, states and the U.S. national treasury. Complaints are stacking up on the Internet about the high costs associated with the adoption of this international brainwashing program for children. It is, of course, quite deliberate on the part of its protagonists, as the end goal of the program is to create “global citizens.” This is not now particularly a secret as it was back in 1951-52-53 when we tackled its predecessor, the UNESCO program in the Los Angeles schools, which ended officially getting thrown out. UNO representatives kept denying this but their writings for and to each other were very open about the end goal – now discretely termed “global government,” as if a name change changes the meaning, then it was the New World Order, but “they” didn’t want the patriotic public to know until it was too late.

Since then, of course, “they” have been quietly working-—and came up with IBO, offshoot of the iniquitous UNESCO. an IBO director, George Walker, said this programme(sic) was the brain child of Marie Therese Maurette, who had, he said, “strong left-wing political views.” She determined that “international mindedness is not acquired by some instinctive process of cultural osmosis. It requires specific interventions; a carefully designed programme (sic) of educational activities. It is taught not caught.” Her words as recorded by Walker.

His time-line puts her in with Mead and Benedict and a whole cabal of other left-wingers in the formation of UNESCO in 1945-46, world government advocates who aided in drawing up the original program, under Julian Huxley. To quote just one of Benedict’s UNESCO writings:

“As long as the child breathes the poisoned air of nationalism, education in worldmindedness can produce only rather precarious results. As we have pointed out, it is frequently the family that infects the child with extreme nationalism. The school should therefore use the means described earlier to combat family attitudes that favour (sic) jingoism.” Vol V

This is echoed since in the subjects discussed at IBO annual meetings in various exotic locations around the world, including, “Education for Sustainable Development, based on redistribution of  resources, disarmament, climate change, along with redistribution of wealth.”

In 2005 the above named Walker said education should be directed to creating “the global citizen, the person with the necessary intellectual skills, the cultural understanding,” for the “hidden curriculum that determines the schools values.” (Note the elitism of the attitude.)

In 2006 in a “values education” topic, the speaker labeled “dangerous” any viewpoint that teaches good vs. evil, right vs. wrong, and specifically, the ‘American Way;’ Western Ideas are ‘confused,’ but Asian values, particularly Chinese Confucianism, with universal values should be taught. He equated Christianity as a kind of “fundamentalism” on a par with Islamic Fundamentalism.

A four-year summary of IB statistics from Lake City High school, (Coeur d’Alene, Id.) prepared by the clerk of the school board for a local attorney:

• Number of students over 4 years — 1,000
• Number of students receiving IB diplomas in 4 years — 1 (.01 percent)
• Money spent (4 years) — $1.3 million ($325,000 per yr average)
• Cost per diploma =    $1.3 million

In the Ozark District, one complainant, JROTC instructor Ron White, pointed out “The annual cost
of the IB program for Ozark High School will far exceed the Professional Development budget for
Ozark School District that we have been told will be used to pay for IB. The numbers just don’t work.”

Mr. White also pointed out : “The UN world view includes the promotion of the Earth Charter (a religious pantheistic document); the Universal Declaration of Human Rights (which views human rights the same way Communist countries view human rights—our education system is under assault by the ideology expressed and embedded in the IB program…..” The Charter is the object of Maurice Strong and former Soviet leader, Mikhail Gorbachev’s pursuit through Gorbachev’s Green Cross based on U.S. soil at the Presidio, San Francisco.

A U.S. veteran, Ron White, who served in our armed forces, for his pains in caring about the internationalist slant of the program was called, among less polite names, xenophobic and isolationist! No attack on the message, kill the messenger!

Shortly thereafter, on January 25, 2011, Michael Novak, Assistant Director of the Americanism and Children & Youth Division of the American Legion National Headquarters, urged schools to follow the Legion Resolution of 1992 to incorporate solid instruction in American History, civics, English, math and science. The Legion had already denounced UNESCO in its 1952 resolution against its brainwashing textbooks and program nationally.

In about the same time, Beaufort County, SC decided to put the program on probation at Hilton Head High. An analyst found the County schools could save $1.2 to 1.5 million a year if all 6 schools eliminate the program—the problem being students already in the program have to be allowed to complete it, which makes the elimination process long an drawn out – two years in fact.

A teacher in one IB training session reported IB’s lecturer, Dr. Steve Hreha, a Canadian physicist, saying “morality is relative, i.e., what’s true for one person or group, is not true for others. The goal is to develop global citizens.” A calculus teacher reported he was shown that even in teaching calculus he should demonstrate the underlying agenda: declining animal populations, pollution, global warming, the tenets of Earth Charter with calls for universal health care, equitable distribution of wealth, responsible reproduction, and all the other shibboleths of the radical left currently plaguing the United States. .

There was a certain consistency in reports about IBO ramming through various communities without any preliminary notices to the parents and public, at the same time, quotations from some parents who think internationalism will broaden the minds of their offspring. This has not developed so far, but it does have a tendency to separate children from their parents’ standards of morality and concepts of right and wrong.

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[New Hampshire] Committee did not conduct serious analysis on IB
Letter to the Editor [by Ann Marie Banfield, Bedford, NH] | Bedford Journal | Feb. 10, 2011
http://www.cabinet.com/bedfordjournalbedfordletters/908462-308/committee-did-not-conduct-serious-analysis-on.html

Excerpt:     IB hasn’t been criticized in Bedford only, this program has been criticized by School Board members, parents, teachers, students and even state Congressmen.

IB is in partnership with the United Nations. U.S. lawmakers are talking about cutting funding to the U.N. due to the rampant fraud and abuse within the organization.

The head of the House Foreign Affairs Committee, Ileana Ros-Lehtinen, has begun holding hearings to stop funding the U.N. because the U.N. undermines U.S. interests.

Mark Olsen, a Minnesota congressman on the floor of the Minnesota House, referred to IB as indoctrinating against America rather than educating for America. He refers directly to an IB document that supports the United Nations Declaration on Human Rights (www.ibo.org/diploma/documents/continuum.pdf ). A document that states rights and freedoms cannot conflict with the United Nations (Article 29). This contradicts our individual rights as stated in the United States founding documents.

The government is not the guarantor of human rights in the United States. What IB promotes is similar to supporting the constitution in Cuba.

IB has caused so much concern by residents that IB has a document at their website informing school districts on how to address the criticism. I’m not aware of AP having the need to offer schools a step by step procedure to silence the critics.

IB refers to organizations and individuals pushing Marxism as good ethical guide on global poverty. An example is Dr. Peter Singer who has publicly stated his support for killing newborn disabled infants (globalengage.ibo.org/files/Global_lesson_ToK_E.doc).

There is strong criticism against this program in a number of communities, however, this has been dismissed as conjecture, opinion and internet clippings. These criticisms were drawn from what IB publicly states in their program and materials.

Unfortunately, the committee also failed to get a cost analysis of IB vs. AP. We’ve been told the costs of IB are “reasonable.” How can we be assured of this when there has been no cost analysis on both programs?

Other schools have dropped IB in favor of the AP Scholars Program to save taxpayer money (www.islandpacket.com/2011/02/04/1536239/international-baccalaureate-program.html ).

While I appreciate the committee attempting to dig a little deeper into the IB program, it is unfortunate we still have no real transparency on how IB is implemented in Bedford.

Will IB in Bedford promote the UNDHR in the program? If not, will Bedford notify IB that we will not be incorporating that agenda in the program, and then make that public?

How does the partnership with the United Nations work with IB? Are Bedford taxpayers funding the U.N. through the IBO?

Can IB identify what part of the U.N. agenda is in their program and how much we will see in Bedford?

Is the Earth Charter, a pro-Marxist document part of the IB program in Bedford? The IBO once publicly endorsed the Earth Charter and has maintained their support for the Earth Charter through the IBO program. What part, if any of the Earth Charter, is part of the IB program in Bedford?

It is unfortunate the Curriculum Committee did not take the initiative to conduct a serious analysis on the criticisms and costs to taxpayers. It would be beneficial if our School Board Members, took this initiative at some point and truly make this program transparent to the community.

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[Connecticut] Concern That IB Program Will Replace AP Courses
Sean Goldrick argues that AP classes are more acceptable than IB diplomas.| Greenwich Patch | Jan 30, 2011

http://greenwich.patch.com/articles/letter-to-the-editor-concern-that-ib-program-will-replace-ap-courses

Excerpt: Parents in Fairfax County, Virginia, whose school district operates 16 high schools that offer AP programs, and 8 that offer IB, have found that the per student cost of IB is more  than six times higher than that for the AP program. Those high costs have begun to emerge here in Greenwich as well- tens of thousands of dollars for annual registration fees, hundreds of thousands of dollars in annual teacher training costs mandated by the IB Organization, substantially higher test fees than AP, as well as a steep initial registration fee for each student in addition to the higher test fees. To that add the cost of curriculum materials that must be purchased only from IBO. Further, as Dr. Freund stated at the September BOE meeting, IB “is not for everyone.” Indeed, as parents in Fairfax found, only a tiny fraction of students in any of their IB high schools actually earned an IB Diploma, far smaller than the percentages in most Fairfax AP schools who qualify as AP Scholars.

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Comment posted by Kelly Mann | Posted: Dec. 3, 2010

(See comment section for “Letter: Many unanswered questions on International Baccalaureate program,” Verde Independent, Nov. 20, 2010. http://verdenews.com/main.asp?SectionID=1&SubSectionID=73&ArticleID=39323 )

IB is waste of time- my kids are having the 12 behavior profiles forced down their throats as opposed to learning something useful like multiplication or about American History- no they are bring home assessments they did on themselves- how they are portraying ( risk-taking,caring, knowledgable etc) do we know learn this on our own on this path called life- why do we need 12 years of school to teach us how and what to think according to the United Nations- I can’t wait to get my kids out of this school- I love the teachers- the neighborhood but the curriculum and IB garbage or not for us-

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[Idaho] Research shows true agenda of IB program
By DUNCAN KOLER/Special to The Press [Duncan Koler is a Hayden Lake resident.]
Posted: April 10, 2010 12:00 am | Updated: 9:58 am, Dec 10, 2010.
http://www.cdapress.com/columns/my_turn/article_da7f4ea1-626e-5e6f-9071-986e0640e3c7.html

I wish to add to The Press’ reporting of the April 5, 2010, School Board meeting and the citizens’ comments about IB. Those who spoke against the program did so passionately but respectfully, and included a number of well- and internationally-educated citizens who had done their own research.

The students who spoke for the program stated unequivocally that there was never, ever any left-wing bias in their classes. This stood in stark contrast to CHS Student Body President Tyler Smotherman, who gave a reasoned analysis and offered his observations shared by other CHS IB students he spoke with that the IB program carried a decidedly radical left-wing tilt.

Not once has any proponent of IB disputed the research we have done, and the things we found that UNESCO and the IB Organization (“IBO”) say about their education programs. We have provided citations to these UNESCO and IBO writings to all concerned, including the school board. Instead, the pro-IB folks point to the flowery, lofty-sounding marketing pablum put out by IB to sell their program.

The only contentiousness shown at the meeting was by those pro-IB speakers who resorted to name-calling, labeling myself and others opposed to the program as “propagandists” and “extreme right-wingers.” I am informed that Trustee Edie Brooks echoed these sentiments after the meeting. Interestingly, Ms. Brooks claimed to be “conservative.” Please, let’s base our arguments on research and reason, and not resort to name-calling, as some have recently, both at the school board meeting and in The Press.

The defenders of IB (i.e., the IB teachers, their students and the “conservatives” on the board) claim that U.N. globalist curriculum is not reaching our kids through IB, because the curriculum is written locally by our teachers. In other words, they claim the teachers are filtering out the globalist, anti-American, anti-Christian material from IB. Let’s review the facts linking the U.N. to the IBO and to our local students:

The U.N. says: (1) we need to downplay nationality in teaching, lest the kids identify too strongly with their country (this was written about in the 1948 UNESCO handbook, “Is There a Way of Teaching for Peace?”); (2) we need to teach “peace” defined by the U.N. as social equity (redistribution of resources); (3) we need to teach “sustainable development” (meaning putting resources out of reach and redistributing others under the guise of environmentalism and social equity); (4) we need to teach local-to-global activism to our kids; and (5) the U.N.’s related Non-Governmental Organizations (called “NGO’s) – including IBO, are legally bound to execute UNESCO’s educational objectives and to report back to UNESCO on their activities and results.

The IBO says: (1) that IB’s goal is to create true global citizens with the ability to persuade others to their way of thinking; (2) that it’s “no coincidence” that IB’s Diploma Program grew out of the ideas from the 1948 UNESCO handbook’s ideas regarding teaching a “special kind of history,” teaching community activism and teaching acceptance of others’ ideas; (3) Teaching “values” is a fundamental part of the IB/PYP programs, including the “values” of compulsory community service, openness to change, social equity/peace and sustainable development.

Our children say: (Hayden Meadows PYP 4th graders wrote “Essays to the President” titled, “If I could change the World” over the past two years. These essays are on display in the Hayden Meadows lobby.) Here are some of their suggestions for changing the world: (1) no factories; (2) no cars; (3) no logging or cutting down trees; (4) no building; (5) remove buildings and set more land aside just for animals; (6) stop global warming; (7) free housing for everyone; (8) take away all guns and weapons; (9) make everyone feel equal; and (10) “take the bull by the horns” and start to change the community first, then the nation, then the world. Ironically, the board announced that Hayden Meadows fourth-graders and their teacher were receiving a community service award for their activism in the community at the school board meeting.

It strikes me that the kids are learning exactly what UNESCO and IB aim to teach, mainly “Can’t Do” instead of “Can-Do” American exceptionalism. Not one of the PYP fourth-graders suggested anything like, “find a cure for cancer,” or “discover a new clean energy source.” Also, we keep hearing about the need for change, openness to change and to be community activists for change. This sounds eerily familiar. What change? Draw your own conclusions, but first do your own research.

Where is the school board on all this? On March 1, I presented a formal request to have the IB/PYP program made an agenda item for open discussion at the April 5 school board meeting (i.e., a dialogue between the board and the citizens, instead of 3-minute citizens’ comments while the board sits silent). In response, I received a letter denying my request. Instead, the board announced it will hold a public workshop to discuss “Schools of Choice” on May 17 at 5 p.m. at LCHS. They say that workshop will include discussion of IB/PYP.

To summarize, U.N. education is in our schools, and our bright kids are learning their lessons well. In response to legitimate, researched concerns about the U.N.-based curriculum our school board brought to our schools, we have encountered from pro-IB’ers, including school board trustees, demonization and an attempt to hijack and re-frame the issue as one of “choice.” Let’s take responsibility for our children and demand accountability from our school board – please be there on May 17.

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[New Hampshire] Plenty of examples of political influence in IB program
Letter to the Editor [by Ann Marie Banfield] | Bedford Journal | Dec. 2, 2010

http://www.cabinet.com/bedfordjournalbedfordletters/901306-308/plenty-of-examples-of-political-influence-in.html

Excerpt: IB uses a “discovery or Inquiry” approach to learning. This is also called constructivism. The student constructs knowledge for themselves – unstructured, or self-guided. The teacher is more of a “coach or facilitator”

Taken from an article printed in Educational Psychologist called “Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching.” It read, “Although unguided or minimally guided instructional approaches are very popular … the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process.”

You can compare that with a more structured approach to learning which is what you would find in an Advanced Placement class or a traditional college prep class where information and concepts are fully explained.

Years of research on constructivism shows overwhelmingly that minimal guidance during instruction is significantly less effective and efficient than guided instruction that is necessary for learning.

The article goes on to conclude: “This may have negative results when students acquire misconceptions or incomplete or disorganized knowledge.”

In the Journal of Science Education, they report findings from another study that showed “Structure More Effective in High School Science Classes.” This is according to findings from a study conducted by University of Virginia professor Robert Tai and Harvard University researcher Philip Sadler.

They reported: “Students with a weak math background who engaged in self-structured learning practices in high school may do as much as a full letter grade poorer in college science … many secondary science classes are turning to a self-structured method of learning with the notion that students will discover science on their own.” However we can see from these studies, this puts the student in a constructivist classroom at a disadvantage.

So what does this mean for IB students in Bedford? Since we are not currently conducting studies on IB students, we really have no means to measure performance and compare that to students in the AP classes. According to The National Academies Press: there is little evidence available for evaluating the long-term effects of the AP and IB programs.

However given the findings from the studies I listed, this could explain why test scores rose at Independence High School in Charlotte. The Charlotte Observer reported that when IB was removed from the High School many residents prepared for scores to drop. However, the scores actually improved.

John Tyler High School in Texas also dropped the IB program and conceded that it wasn’t any more rigorous than the AP program.

[ . . . ] With little or no evidence that IB offers any significant advantage for Bedford students, and may actually put them at a disadvantage, it is wise to re-examine the advantages of IB and the costs in this economic climate.

A few years ago, I attended the meeting in Bow with the superintendent, a few teachers and roughly 40 people from the community. Bow considered adopting IB. However, the Bow parents rejected IB and from the discussions that took place, the main issue the residents had was the added expense. Keep in mind, this was before the economic problems we face today. During the height of the economy, the Bow taxpayers weren’t convinced this program was fiscally responsible.

This program hasn’t shown that it offers anything more they would get in an AP class. In fact, according to the studies cited, they may actually be at a disadvantage taking IB over AP. AP doesn’t have the additional costs associated with IB and it certainly doesn’t come with the numerous criticisms that have cited in the past.

It appears that the editorial staff failed to look at the entire program and the numerous other complaints. It might help to take months and even years like other researchers have done, to get a full understanding of the numerous problems prior to offering support.

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[New Hampshire] School Board needs to take closer look at IB test results
Letter to the Editor [by Joan Buchanan, Bedford, NH] | Bedford Journal | Dec. 2, 2010

http://www.cabinet.com/bedfordjournalbedfordletters/901298-308/school-board-needs-to-take-closer-look.html

At an August School Board meeting, where Bedford High School’s International Baccalaureate testing results were revealed, the opinion expressed by the administration and the School Board was that the IB students had performed well and the district was “pleased.” Unfortunately, the district presentation failed to mention key deficiencies in terms of results. Looking at the raw data, I have made the following determinations:

Bedford High IB diploma students, as a group, performed below the national average.

Many IB tests taken by Bedford High School students last year were not eligible for college credit, due to either low scores or a non-qualifying “SL” course level. For example, 72 percent of individual IB tests taken by Bedford students would have been deemed ineligible for college credit at Keene State College, UNH, UConn and Boston University. More than 90 percent of Bedford’s individual IB tests would not have qualified for college credit using the policies of Boston College or Colby College.

Many citizens are expressing concerns over our IB program. My objection is not with the IB program itself – it is with the disappointing outcomes achieved to date. I am hoping the School Board will take a closer look at the raw data, pose questions to appropriate district personnel and gain a full understanding of our IB results. The board should then re-evaluate the IB program based on the cold, hard facts and not on the district office’s overly optimistic interpretation of those same facts.

As policy makers, the school board has bet the farm on IB. The high school’s Advanced Placement offerings are minimal, severely limiting student options. In fact, our former high school, Manchester West, offers more AP courses than our new high school. If the School Board allows a costly IB program to edge out a free AP curriculum, it must ensure that the IB program produces excellent results as measured by scores achieved and college credits granted. The IB students, their parents, and the taxpayers of our community expect and deserve as much.

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[New Hampshire] BTA should support taxpayers
Letter to the Editor [by J.W. Brown, Bedford, NH] | Bedford Journal | Nov. 12, 2010
http://www.cabinet.com/bedfordjournalbedfordletters/899254-308/bta-should-support-taxpayers.html

I had to laugh at the timing of the two letters in the Bedford Journal last week. One letter was submitted by an IB student in Bedford telling us how IB doesn’t push a political agenda. The fact that IB is a political U.N. program discounts that claim not to mention, all you have to do is wander through the IBO’s website to see the leftist agenda. How the student missed that remains a mystery to me.

Then we read from a Bedford resident who is upset about a book being used that promotes socialism by a self-admitted Marxist.

Now I’m not sure what Kool-Aid flavor the Administrators are serving up at BHS, but one thing is obvious, the students are filling up on it.

I have a suggestion for the taxpayers in Bedford since the school refuses to listen to the ones paying their salaries, vote no on all proposed tax increases put forth by the district. That means no raises, no improvements to the school and no budget increases. If the Administrators are going to force these radical leftist programs on these kids, they can pay for it out of their future raises.

I hope the taxpayers in this town are equally angered by this left-wing radical agenda in our school. The BTA should support the taxpayers and turn down all proposed tax increases until this school changes direction.

One more question, where are the School Board members on this newest revelation? Hopefully not drinking the same Kool-Aid and rubber stamping more of this nonsense!

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[Arizona] Many unanswered questions on International Baccalaureate program
Letter [by Frank Ogden, Cottonwood, AZ] | Verde Independent | Nov. 20, 2010 1:29:00 PM
http://verdenews.com/main.asp?SectionID=36&SubsectionID=73&ArticleID=39323

Excerpt: I encourage all citizens, especially school board members and teachers, to review the documentation, get answers and reject this plan to surrender our control over our children’s education and moral upbringing. By the way, the IB (formerly IBO) claims to be a Non-Governmental Organization (NGO) of the United Nations UNESCO. Imagine, the UN controlling our kids’ education and indoctrination as “world citizens” of the one world government. That’s what IB is all about.

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[Arizona] IB siphons funds from programs
Letter to the Editor [by Debbie Niwa, Tucson, AZ] | Bedford Journal | Nov. 12, 2010

http://www.cabinet.com/bedfordjournalbedfordletters/899252-308/ib-siphons-funds-from-programs.html

The Bedford Journal commentary “Is un-American ideology really infiltrating BHS?” (Nov. 5)
contains numerous inaccuracies. The lack of attention to fact is a common problem I have noticed with opinion pieces that seek to defend International Baccalaureate (IB) programs.

One of the false claims in the op-ed is: “’peace education’ is not under the control of the United Nations.” . . . I have information from United Nations (UN) and IB sources that contradict such a claim.

The U.N.’s so-called peace education is “an integral part of the (IB) curriculum at all levels” according to an IBO NGO report to UNESCO (United Nations Educational, Scientific and Cultural Organization). (Source: http://www3.unesco.org/iycp/Report/IBO.pdf )

(And it should be noted that as an officially recognized NGO to UNESCO, the International Baccalaureate Organization is bound “to make an effective contribution to the achievement of UNESCO’s objectives.” (UNESCO Constitution, 2004 version).

[. . . ] I would not want my student in an IB Diploma Program (DP) because he would not receive an adequate education about U.S. history and our U.S. Constitutional Republic form of government. Nor would I want him conditioned to accept the Marxist educational theory and practice that are integral to the IB Theory of Knowledge curriculum, such as: dialectical thinking and the group processes that are tools for transformational Marxism.

I would not want to let go of my parental prerogatives to allow IB to mandate and direct what is acceptable for how my child spends time outside of school (regarding the IB DP Community, Action, Service component). And there are many more reasons why I would not put a child of mine in an IB program; nor would I recommend IB to others.

As a taxpayer, I oppose funding an overrated program that is often implemented without taxpayer awareness and approval, siphons funds from the education of non-IB students, strains school district budgets, requires higher tax contributions to maintain, and more.

That there exists the mentality that IB programs are necessary to “see the world” just shows the narrow thinking surrounding IB. After all, the United States is rich with diversity in culture. U.S. citizens have (ancestrally) originated from all parts of the world.

The commentary closes with “Communism? Socialism? Hypocrisy? Perhaps in the future, opponents of IB will laugh at such claims.” This left me wondering what BHS IB students do not learn about communism/socialism. One with full knowledge and understanding of communism/socialism would never make such a remark, specially when discussing a program like IB that uses Marxist educational theory and practice!

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[New Hampshire] Comment from Mother of an IB student | Oct 28, 2010 at 11:23 am

(See comment section: http://bhsunleashed.com/2010/10/25/is-un-american-ideology-really-infiltrating-bhs/ )

My daughter took an IB class because she didn’t have a choice. Please do not assume that if a student takes IB, their parents approve. I do not.

[. . . ]     This program benefits 20 students out of the entire population in the Bedford School Systems. That’s not financially responsible, that’s proving to me we have our priorities wrong.

We have too many good teachers going without raises and yet we pay for IB. It’s shameful.

If the teachers were smart, they’d do what other IB schools have done and start speaking out against the program.

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[Arizona] Has the time finally come to stop funding our own insurrection?
By Linda Bentley | Sonoran News | May 12, 2010
http://www.sonorannews.com/archives/2010/100512/ftpgHB2281.html

Excerpt: In March, a group from Mesa formed the East Valley Education Action Committee (EVEAC). Only two weeks into their research, they discovered “a lot of information regarding the indoctrination of our school children through the taxpayer funded International Baccalaureate (IB) school program and the New Global Citizens (NGC) after school program.”

The EVEAC notes that the IB program promotes world citizenship; views state education standards as being subservient to the worldview of IB.

The International Baccalaureate Organization (IBO) endorses the U.N. Universal Declaration of Human Rights (UDHR), which, through that endorsement, promotes the United Nations along with actions and treaties of the United Nations, including treaties not ratified by the United States, including: Biodiversity Treaty, Treaty on the Rights of the Child, Agenda 21, Kyoto Treaty and the Treaty establishing the United Nations International Criminal Court. According to the EVEAC, by endorsing the UDHR, IBO promotes the United Nations as being the highest court of appeals on human rights and undermines the foundation principles of the United States.

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[Nevada] International Baccalaureate is wrong for Incline’s schools
By Steve Hanson | Special to the Bonanza | North Lake Tahoe BONANZA | April 28, 2010
http://www.tahoebonanza.com/article/20100428/NEWS/100429905/1061&ParentProfile=1050

I believe the International Baccalaureate Program is wrong for Incline Village schools. It is rare that my beliefs are turned completely around, as I initially was for what seemed like a positive program for our students. However, upon reading tons of information online, including its official website, the material does not support the proposed results or quality of education that we expect in our community.

I thought this inquiry method would teach students how to think instead of what to think, but it falls short on both points. I thought the IB program could co-exist with the Advanced Placement and GATE programs currently in our schools, but the experience of schools across the nation show a replacement and elimination of these quality programs in a majority of  such schools. I thought an IB high school student could earn more college credits than a high school student in AP classes, but that is not the case. I thought the IB program might be a magnet in attracting high quality students from outside our district, but again the evidence in schools across the nation show no such significant result. I thought the IB Diploma would make our students more attractive to colleges and universities, but only a small percentage of students actually earn the diploma; most colleges and universities know little about the program, and have little experience in evaluating such a program for their entrance selections. So where is the advantage?

Finally, I have two more points to make. First, remember, the International Baccalaureate Program is a non-governmental organization based in Switzerland. This international organization is asking  permission to enter and control the public, governmental-run education already in our schools and it will need hundreds of thousands of dollars from our community each and every year over many years to make this happen. Please learn more about such a sizable monetary and social investment.

And secondly, we the people of Incline Village have the right to decide if we want the IB program in our schools; it is certainly not a necessity and no educational program should be imposed upon us by a private institution nor by any outside government agency.

Make your voices heard on both sides, and let the honest debate begin.

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[Colorado] International Baccalaureate Program (IB) – Indoctrination At A School Near
by Justin Blough |  May 14, 2010
http://justinblough.com/2010/05/14/international-baccalaureate-program-ib-indoctrination-school/

On it’s face, with a great oblivious view, the IB program appears to be a great opportunity to parents for their children to advance in education and gain opportunities. That was my impression when my Son’s school made the switch, along with the impression of some other parents I have spoken with. The reality is this seemingly positive program has some very troubling roots pushing globalist propaganda to our youth and a direct contribution to the destruction of the Western Culture and the relinquishment of U.S. Sovereignty.

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[Idaho] What we have learned about International Baccalaureate (IB)
by Duncan and Aileen Koler | Idaho Observer |  March 2010 http://proliberty.com/observer/20100318.htm

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[Texas]
“I withdrew my child from a public school as it was implementing the IB Program. Like the parents Racine, Wisc. parents in this article, I saw that advanced classes were being eliminated and being replaced with so-called “GT Cluster” classes. Within a year of the elimination the advanced classes, a third of the high performers in my son’s previously ability-grouped advanced class left the district. There is a term for this … “Bright Flight”.

Will KISD have ability grouped classes if it implements the PYP? My understanding is that such a practice is forbidden by the IBO. Has this prohibition been communicated to the community? Again, it appears that the “lack of education” is centered on KISD administration. Otherwise, we must conclude that KISD administrators are intentionally concealing negative aspects about IB.”

— Comment posted by Anonymous on 05-21-2010 at 10:11 am., see comment section for “KISD board readies for vote on IB program,” Helen Eriksen, Ultimate Katy website, posted May 18, 2010 3:05 pm
http://www.ultimatekaty.com/2010/05/kisd-board-readies-vote-ib-program

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[Virginia] From a Concerned Parent from Fairfax County, Virginia:
http://www.crossroad.to/text/responses/edu-1.htm

Excerpt: . . .  My own research has made me aware that IB is a result of the International Schools Association (ISA) and UNESCO.  The IB North America office . . .  is a slick marketing organization that is not only promoting IB to school systems around the nation, it is also promoting itself as the national testing standard.  Some IB exams may now be used as a substitute for NY Regents exams and Virginia Standards of Learning exams. Go to www.rvcshools.org/Gibs/ and also http://www.iteachnet.com/April97/RPeel_intedcomesofage.html to see the marketing effort.

IBNA is actively marketing the “benefits” of the IB Diploma to American universities andcolleges so that it will be recognized and accepted.  Currently, most colleges recognize the Advanced Placement (AP) program.  The AP program is usually eliminated in any high school that implements IB.  School officials usually implement IB through the “consensus” process.

. . .    Parents need to know what is actually being promoted under the guise of “internationalism,” “education for life,” and “lifelong learning.”  Parents are being told that their children cannot possibly learn “critical thinking and writing skills” without the IB program.  But that is not its real agenda.

. . .  Fairfax County has also implemented the middle years program in three schools (grades 7 & 8).  All students are exposed to this curriculum in all classes.  The basic framework of this program has children analyze all material by filtering it through five categories (see www.ibo.org – MYP).  I went to an IB informational meeting at the middle school and a teacher talked about watching a war movie and filtering the information through the five categories.

She explained to the class that there wouldn’t be any notes in the category “community service.”  I thought of my father who served in WWII fighting to defeat Hitler.  Isn’t that a form of community service I thought?  The teacher went on to actually say “We teach them how to think.” I looked around the room. People were nodding like sheep.  IB is a form of outcome based education.  It uses the Socratic/dialectic method of teaching in all of its classes, even math and science. Supposedly all IB classes are the same around the world because all teachers receive the same training and grade using the same “standards.”   This program is a wolf in sheep’s clothing that must be stopped.

Tags: International, International Baccalaureate, global