Tarek Azzam, Megan Mansfield and Devin Larsen—Claremont Evaluation Center
In 2013, the International Baccalaureate (IB) launched the MYP: Next chapter, which was intended to enhance the Middle Years Programme (MYP), making it “better for students, easier for teachers, and more flexible for schools”. This report summarizes findings from the final phase of a longitudinal study that examined schools’ implementation of MYP: Next chapter strategies. The evaluation report combines qualitative case study visits, quantitative performance monitoring framework (PMF) teacher and student surveys, and eAssessment data to report on student outcomes. Findings suggest that most schools appear to be implementing MYP: Next chapter in a way that meets IB expectations. The study indicates that high levels of MYP implementation are associated with better non-academic outcomes, such as active community membership and international-mindedness. Teachers valued programme strategies like concept-based learning, Global Contexts and Approaches to Learning, and these strategies also seemed to have notable effects on student non-academic outcomes. There was not enough evidence to determine if implementation strengths led to a change in students’ academic performance, as measured by eAssessment data. To learn more about this study’s results, the retrospective executive summary presents collective findings from across the multi-year evaluation of MYP: Next chapter.