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Comparing Catlin Gabel to Advanced Placement and International Baccalaureate Programs

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Q&A with Lark Palma, head of school

Edited from a longer piece published in the December 2008 All-School News newsletter.

Students and parents frequently ask me about the Advanced Placement (AP) and International Baccalaureate (IB) programs and how they compare with each other and with Catlin Gabel. Prospective students and their parents ask Traci Jernigan Rossi ’83 and Marsha Trump in the admission office about these programs, too. To help explain to our readers, Karen Katz ’74, communications director, interviewed me about the programs.

What is the history of the AP and IB programs?

In the 1950s educators identified a widening gap between student achievement in high school and college expectations. The AP program was developed to offer college-level curricula and assessment to students in high school. The International Baccalaureate Programme was created in the 1960s at the International School of Geneva to develop consistent curricula at schools in different countries for students whose families moved around the world.

Can you describe the AP and IB programs?

The programs are quite different from each other. One commonality, however, is that both programs establish a point of comparison for students in different schools. AP and IB are offered in a mix of small and large private, public, and international schools.

Advanced Placement is a registered program sponsored by the College Board, which also administers SATs. The AP classes are promoted as college level courses, and some colleges give college credit to students who do well on AP exams. You don’t have to take AP classes to take the AP exams. In fact, we do not offer AP classes, but many Catlin Gabel students take the AP exams and routinely score 4s and 5s (the range is 1 to 5). Paradoxically, we were recently identified by the College Board as having one of the best student success rates in AP math, science, and technology in Oregon and were nominated for the Siemens AP High School Award. However, it turns out we cannot receive the award because Catlin Gabel does not offer AP classes.

The International Baccalaureate Programme offers programs at three age levels: a primary program for students ages 3 to 12, a middle years program for students ages 11 to 16, and a two-year “Diploma Programme” for students aged 16 to 19. In the Portland area only the Beaverton International School offers the middle program. No local schools offer the primary program, although a couple of schools are applying for certification. I will focus on the Diploma Programme, which is offered to juniors and seniors in the United States.

Let’s get back to AP and college credits. How does that work?

Individual colleges decide whether or not they recognize AP credits; some do and some do not. There are ways to advance in college without taking AP tests. Colleges offer their own placement exams, particularly for languages and math. The downside of AP is that you can test out of freshman and sophomore classes that are beneficial building blocks for future academic work. I am a good example of this because I tested into junior English when I entered college. But I feel like I missed the boat by not taking freshman and sophomore classes. I had to learn the hard way about critical writing and constructing a solid research paper. When I entered graduate school I had some catching up to do.

Are Catlin Gabel students at a disadvantage because we don’t offer AP classes?

No. We offer college level courses that allow students to enter higher-level classes in college if they choose. If you are wondering if our students are at a disadvantage in terms of college admission, they are not. College admission offices look at high school profiles to ascertain graduation requirements, grade distributions, college acceptance records, and most relevantly for this conversation, what classes and extras are available to students. If the high school offers an AP program then naturally the colleges seek applicants who have stepped up to the challenge. But if you don’t offer AP classes—and many of the finest schools in the nation do not—then the students are not in jeopardy.

How does the core curriculum for AP differ from Catlin Gabel’s curriculum?

That’s an important question because that’s how Catlin Gabel really distinguishes itself from AP. Students in AP classes are evaluated based on their test scores, pure and simple, so the curriculum is geared toward the test. AP classes emphasize absorbing knowledge and memorizing facts that will appear on the tests. At Catlin Gabel we emphasize depth of understanding, constructing knowledge, and making discoveries. The facts are put into context. In truth, and I am not embarrassed to say this, our students do not do as well on the AP history exams as they do on the math, science, and technology exams because the history test questions are so fact oriented. Our students are accustomed to writing, questioning, discussing, reasoning, and putting history into context — not just memorizing what the teacher or textbook tells them happened on such and such a date.

How does the core curriculum for IB differ from Catlin Gabel’s curriculum?

IB is more akin to what we do at Catlin Gabel. The program is progressive in its approach to learning with an emphasis on critical thinking and providing a liberal arts foundation.

Sounds like you are pretty impressed with IB. Convince me that Catlin Gabel is a better choice.

First of all, I congratulate schools that raise expectations for student achievement. That is vital to turning around education in this country. During rough economic times, I applaud public schools that have figured out how to challenge their brightest students through either the AP or IB programs.

To answer your question, the IB program is impressive, but there are several shortcomings compared to our program. The IB diploma requirements are standardized, and students are, for the most part, locked into a prescribed set of courses. At Catlin Gabel we offer a more individualized approach. For example, a student who is passionate about a subject area can take classes beyond the requirements. Remember, the Diploma Programme is only a two-year program for juniors and seniors. Many students in the IB track are not accepted into the Diploma Programme or fail to meet the criteria for earning the IB diploma, which can be a mark against them in applying to colleges.

One of the capstones of the IB diploma is an extended essay the students write at the end of their senior year. Our students write extended essays in ninth grade and even earlier if they attend our lower grades. IB classes cannot go into as much depth as we can because they have to follow a rigid curriculum. They have set scoring on their tests and projects so their teaching is more standardized. To earn the IB degree, students submit exams and papers to graders in a country other than their own. That means feedback on work is delayed, which is a real detriment to learning. Our students receive feedback quickly through post-test reviews, one-on-one conferences with teachers, and peer edits. Swift reinforcement and critiquing is so important. The IB program and how it is implemented varies tremendously from school to school based on the caliber of the students and the teachers. The local school board, parents, and students have no input into the IB curriculum. To put it in business terms, Catlin Gabel is much more accountable to our clientele

Who is admitted into AP and IB programs in public schools?

The AP and IB programs develop their own selection criteria that differ from school to school. It’s not uncommon for the programs to skim for the highest achieving students, which is fine for those kids, but what about everyone else? At Catlin Gabel we provide equal opportunity for every student to rise to his or her highest ability. One thing I love about Catlin Gabel is that students who excel or struggle in different areas are not segregated from each other. Students who are motivated to take advanced chemistry and biology as seniors hang out with students who finish the three-year science requirement and turn their focus to English and creative writing. We stay connected as a community and students value each other for whatever talents and interests they have.

How is teaching different at Catlin Gabel compared with AP and IB?

Our teachers can shape the curriculum to meet the interests of the students. They can shift the content of a lesson to make it meaningful and relevant to students by letting the students lead the conversation, try the experiment a different way, or present findings unconventionally. Of course, we have an end goal of what we want the students to learn, but getting there can take twists and turns that engage and excite. We allow our teachers the autonomy to teach what they are passionate about. That is the key to inspiring students. We depend on highly skilled, excellent teachers because they create the curriculum and are expected to teach to each student’s learning style and ability. Our teachers’ educations, our mission, small class sizes, student-teacher relationships, and the intellectual risk-taking we encourage generate the learning bonanza that makes Catlin Gabel exceptional.

 

Video: PLACE students impress at City Hall, Oregonian newspaper takes notice

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Students from Catlin Gabel's PLACE civic leadership program presented their plans in July 2014 to Portland's mayor and city council for improvements to SE Powell Blvd., a major Portland artery. Their plan was exceptionally well received! A reporter from the Oregonian newspaper took note and wrote this article about their presentation (pdf here and downloadable below).

PLACE program announces new public-private partnership

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Catlin Gabel's civic engagement program getting storefront space in North Portland

Catlin Gabel’s PLACE (Planning and Leadership Across City Environments) urban civic leadership program and One North, a Portland development and neighborhood project, have created an innovative new partnership. This partnership gives PLACE a storefront space in North Portland to continue operations and expand its mission of student and community engagement. The new location is set to open in the winter of 2015.

“Catlin Gabel is an integral part of this public-private endeavor,” said Catlin Gabel head Tim Bazemore. “Being part of this pilot project will create more experiential learning opportunities for our students, and PLACE will be a catalyst for local youth to engage and lead.”

The development group behind One North, Eric Lemelson and Ben Kaiser, generously donated storefront space to PLACE for five years. “Catlin Gabel aligns with One North’s commitment to community involvement, sustainability, and sharing resources. We are excited to create authentic partnerships in the neighborhood, and have a public purpose impact,” said development team member Owen Gabbert ’02.

This month, the unique nature of this public-private development was recognized by Metro, the regional governing body, which granted the project $420,000. The grant will support the development of the project’s outdoor courtyard, which will become an asset available for use by the community.

ABOUT PLACE
PLACE uses urban planning as a tool to teach students from Catlin Gabel and other schools in the region how to become active and engaged citizens working toward positive change in their communities and the world. For example, students have completed projects for clients such as Zenger Farm in outer southeast Portland and the Bureau of Planning and Sustainability in north Portland. For Zenger Farm, students surveyed nearly 900 youth in the David Douglas school district about food insecurity. Not only did Zenger Farm implement some of the PLACE student design recommendations, but its board of directors still uses that survey data to make organizational decisions.

Since its inception in 2008, PLACE has grown into a three-part program with an international following.

• PLACE courses are offered to Upper School students at Catlin Gabel and worldwide through the Global Online Academy during the school year.
• The PLACE summer program has enrolled students from 15 high schools in the Portland area. About 50 percent of summer students receive financial aid.
• In keeping with Catlin Gabel’s mission to model for others, the PLACE curriculum is offered for free to other schools, and is replicated by educators in 40 cities around the world.

PLACE director George Zaninovich shared his excitement about the increased opportunities provided through this public-private-educational partnership: “Expanding the PLACE program into a permanent home in the community provides more opportunities to use the city as a classroom. This will allow our students to develop closer working relationships with people of all ages, cultures, and backgrounds. This permanent home and authentic community partnerships in a vibrant urban and multicultural environment will better prepare PLACE students for collaborating in an increasingly global world.”

During the 2014-15 school year, George will continue teaching in the Upper School while also taking the lead on planning for the PLACE program’s expansion. He will work in consultation with two advisory committees—one made up of community stakeholders, civic leaders, and North/Northeast neighborhood advocates, and one composed of youth from North/Northeast Portland, PLACE, and Catlin Gabel.

ABOUT ONE NORTH
One North consists of three office/retail buildings opening up to a large courtyard that will serve as a place for sustainability education and for neighbors to meet formally and informally. The project developers are working to realize a vision focused on maximizing energy efficiency, reducing waste and consumption, and sharing resources with the community. Tenants include Instrument, a digital creative agency, and the Kartini Clinic for Children & Families. 



Ten students complete 500-mile walk from Switzerland through Italy

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This week 10 current and former Catlin Gabel students completed a 500-mile month-long walk on a pilgrimage route from Switzerland through Italy. Palma Scholars director and trip co-leader Dave Whitson said: "From Lake Geneva, we crossed the Alps, descending into Italy through the Aosta Valley. We picked up the trail at the start of the Apennine Mountains and crossed those, too. Then we walked across Tuscany before ultimately arriving in Rome. For a month, they walked every day, despite tendonitis, shin splints, blisters, and other ailments. This is the third time my co-leader and I have taken students on this route, and the first that all students completed every step of the walk." Kudos to the group!


Senior Alex Lam wins two bronze medals at the 2014 Fencing Summer Nationals

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We salute you!

Alex was 3rd out of 67 in the Division 1A Men's Saber and 3rd out of 262 in the Junior Men's Saber (U19) events in Columbus, Ohio.

His national ranking in the Junior Men's Saber (U19) category moved from 34th to 22nd in the country. He is currently in the top 10 of U19 high school fencers.

Alex was also named to the first team of the 2014 USA Fencing All-Academic Team.

Video: Reflections on Lark Palma's 19 years as head of school

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Please consider making a gift in honor of Lark Palma's extraordinary leadership 

John Hamilton's gathering photo gallery

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John Hamilton is retiring after 40 years of teaching and coaching at Catlin Gabel.

 

Students at the Center of Their Learning

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8th grade teacher David Ellenberg empowers his students to find their voices

From the Spring 2014 Caller

By Nadine Fiedler

Adopting an idea from the ancient Greeks, 8th grade history teacher David Ellenberg provides a way for his students to reflect deeply on their studies—and for their voices to be heard. His classroom is enlivened over the course of the year by innovative ways of teaching and learning as they delve into American democracy, the Holocaust, and modern politics from the Cold War on. His students have opportunities to express what they’ve learned, ask hard questions, and engage these complex topics in two key ways: debates and Socratic seminars.
 
By having his students take part in debates about difficult topics, David teaches them the critical skills of taking a single point of view and defending it, and learning how to articulate and defend both sides of an issue. “Topics such as privacy, death penalty, abortion, student rights, end of life decision-making, and marijuana use will face these soon-to-be voting 8th grade students,” he says. David encourages them to go beyond basic information as they prepare for debates. “They dig for supporting quotes, statistics, and personal stories. These elements enrich their arguments,” he says. They improve their skills in public speaking by taking on a classmate who is arguing against them, and their peers score the debates and share their own ideas. In the process of these debates, these controversial topics come alive for the students in a way they will never forget.
 
The Socratic seminars bring a different focus—one that teaches students to dig into their materials for aspects that excite them, confuse them, or just make them see history in a new light. These open-ended discussions bring an element of unpredictability into their studies as students learn from each other by talking through ideas that spark them.
 
One sunny day in April, David’s 8th graders took part in a Socratic seminar centering on their readings about the Cold War. They entered a totally rearranged room, with a cluster of tables in the center of the room—the “fishbowl”—and the remaining tables around the edges. As they filed in, the students seemed chatty and happy to have this change of pace, and nervous and eager to share the questions they had for one another.
 
“What are seminar techniques?” asked David. The 8th graders’ respond: “Pay attention.” “Are they thinking, listening, responding, speaking?” “Is everyone participating equally?” “Do not dominate!”
 
“We should encourage others, saying things like, ‘as Lydia said.’ There should be lots of answers to a question. Extend it, go deeper,” says David. He divides the students into two groups, with partners who will observe them and give them notes at the end of the session. The first group moves to the fishbowl, then the next after several minutes, and what takes place is a real and provocative conversation among students who have not only read their materials, but absorbed their import and placed them into the context of their prior learning in history.
 
They pose their questions and observations for the group to discuss, and they’re good ones: “Do you think war solves problems of control?” “What would make someone believe someone else is a Communist?” “What made Joseph McCarthy who he was?” “Why is war good for business?” “What is it like to grow up and be given your opinions?” “Would American attitudes have been different if the media wasn’t creating fear?” After initial hesitation common to 13–14-year-olds, they take comfort in the fact that everyone has something to offer, and begin offering their ideas. They are careful to include their classmates and keep the conversation moving. The atmosphere is respectful and non-judgmental during this freewheeling sharing of ideas, although the students don’t hesitate to disagree or challenge each other. It’s an exhilarating example of a teacher meeting his goal: for David, that goal is having students at the center of their learning, building critical thinking skills and their own understanding of complicated world affairs.
 
“Studying government and society brings students to the moment, to the ‘now’ where they live. It’s their first time to begin thinking about citizenship,” says David. “It’s so natural for children to look at the world around them and take it for granted. When you study society and government, you realize it’s not just there: it comes from a long process.
 
“I like to think that by the end of the class they pay more attention to current events and are more excited about becoming voters in four years. When we study the founding documents of American society, I bring modern-day topics into the curriculum. Students consider themes from the civil rights movement, the use of Native American images for high school mascots, and marriage equality, for example. I like to think that they recognize that what a government does really affects life on a personal level, and that they can confront inequalities that they come across—that they can speak up and won’t stay silent,” he says.
 
David prepares his students for this discussion-based class—and makes sure their voices are heard—using many other techniques besides debate and seminars. Students read at home and respond to guiding questions. His 8th graders write in classroom journals to “prime the pump” of discussion and often work in small groups to prepare for larger class discussions. “We use shared documents. We teach them to take ownership of their learning. I put them in front of the class and remind them that they can do better, that learning is a team sport,” he says.
 
David is undeniably a masterful teacher. Students respond easily to his calm and firm manner in the classroom, where he always shows the consideration he asks his students to show one another. When there’s a little too much typical 8th-grade talk or squirming in the class, he simply calls attention to it, and miraculously, those students stop and refocus. He commands respect because he gives it generously.
 
David’s own interest in the world led him to teach history, he says. After earning a BA at Brown University in biology, he taught both science and history at the Athenian School in Danville, California. Catlin Gabel hired him in 1991, and after teaching the 6th grade core class, science, and history, he found his niche in 8th grade history 10 years ago. It turns out that’s the sweet spot for his passions and talents. “History for me is personal,” says David. “Our stories are a part of history. I wonder how historians in the future will sift through so many millions of tweets and emails. We’ve done well moving away from history as a study of wars and treaties among European powers. What we know is that individual stories are what really matter.”

Nadine Fiedler is the Caller editor and Catlin Gabel’s director of publications and public relations.

DAVID'S STUDENTS' INTERPRETATIONS OF COLD WAR THEMES

 

 

Critically acclaimed author Miranda Beverly-Whittemore ’94 reading at Powell’s on July 1

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Alumna Miranda Beverly-Whittemore’s third novel, Bittersweet, is a suspenseful and cinematic beach read. Join her at Powell’s on Burnside for a reading on Tuesday, July 1, at 7:30 p.m.

About Bittersweet: Secrets unfold when a scholarship student at a prestigious East Coast college visits her roommate’s pedigreed New England family.

“A page-turner riddled with stubborn clues, a twisty plot and beguiling characters.” —Kirkus, starred review

“Beverly-Whittemore’s novel is suspenseful and intriguing… Her short chapters, with their cliff-hanger endings, will keep readers turning pages late into the night.” —Booklist

“The theme of Paradise Lost courses through this coming-of-age tale tinged with mystery.” —Publishers Weekly

“A suspenseful tale of corruption and bad behavior among wealthy New Englanders.” —Library Journal

“Evokes Gone Girl with its exploration of dark secrets and edge-of-your-seat twists.” —Entertainment Weekly, A- review

“Like a Downton-in-Vermont, Bittersweet takes swift, implausible plot turns, and its family secrets flow like a bottomless magnum of champagne, but Beverly¬Whittemore succeeds in shining a light into the dark, brutal flaws of the human heart.” —New York Times Book Review
 

Who Tells the Stories? Who Benefits from the Stories? Who is Missing from the Stories?

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From the Spring 2014 Caller

Ann Fyfield’s 6th grade humanities class centers on these three key questions as they explore the world from ancient civilizations through modern notions of gender. Eight of her students reflect here on their year of learning, posed with the selfies they took for their unit on gender studies.

Aarushi

I loved the unit on ancient India. You can see from the past how they made great advances and made us who we are. . . . We can change the course of history. If a woman doesn’t fit a stereotype, she’s not accepted into society and is put into a box. Men are in a box, too, but it’s bigger. When we put up this wall of selfies, we put girls under “strength” and boys under “beauty.” But if we separated it by gender, which is who you are in your mind and not your body, it would be turned around and look different.
 

Kean

I originally thought history was boring and bland. With Ann, I find it more fascinating. She lets you state your opinions, and brings in creativity and interactive activities. Our project with imaginary civilizations made me really understand that civilizations aren’t black and white and are not at all simple. Our gender groups are a great place to talk about sexism and LGBT people. We can talk a lot more when we’re with our own gender. Stereotypes do not define who we are.
 

 

Samma

I never thought before about the fact that we’ve had no woman president, although half the people in the U.S. are women. . . . . Learning about the people who lived before us and the stuff that isn’t here now interests me.
 

Eamon

We talk a lot in class about social justice and gender issues. There’s an ancient Greek ideal, arête. It combines beauty and strength. The Greeks didn’t care about gender equality, but they still thought women could be strong. I like the recitation I did from Socrates’ Apologia. The meaning was that no one knows anything until they realize they don’t know that much.
 

Emma

We watched a video about beauty and how you perceive yourself. It’s a problem that people try to look a certain way, and maybe not eat. If you change the way you think about yourself you can change everything. Ann’s class is the most creative of my Middle School classes. One of my favorite things in her class was at the beginning of the year, when we interviewed someone in class and learned something about them. It made us feel like people cared about us, and the new kids got to meet somebody. . . . Middle School is different from Lower School because everything has higher stakes. You can’t turn in something that isn’t good, and you have to put in 105 percent to do your best.
 

James and Britt

James: We studied gender stereotypes in Ann’s class to see if gender affects learning. We were separated into boys’ and girls’ groups. I learned that most legends and myths are written by men or based on ideas from men.
 
Britt: I was surprised by girls’ stereotypes about boys. . . . I also liked the ancient civilizations project. My group studied Egypt and had to write an essay and do research. I chose to research the kingdoms, and James did the dynasties.
 
James: We made a video, with a green screen and fancy lights, and wrote the scripts.
 
Britt: Right now we’re inviting people to an imaginary dinner. I researched and invited Black Elk, Cornel West, St. Marcella, and Pericles.
 
James: We wrote about why these people merited invitations, and some were famous and some we hadn’t heard of. I invited Demosthenes, Chief Seattle, Ralph Waldo Emerson, César Chávez, and Jimmy Carter.
 

Ramya

One of Ann’s projects that made me think was the creation of an imaginary culture: how would I want a civilization to be? My partner and I made it powered by women, and it intrigued me. . . . If women were treated as equally as men, what would the world be like? I hope we have a woman president soon. A parent named Jason Stevens came and talked to us about ancient Greece. We found out that their culture was similar to ours right now because men overpower women and have more rights. When I’m an adult I want to make a difference, even if a small one, to advance my community and make it better.