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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!


PLACE urban studies students presenting at City Hall

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You're invited!

PLACE students will present their recommendations for improving SE Powell Blvd. to the Portland City Council on Wednesday, July 16, at 9:30 a.m.

Come to City Hall to hear the presentation.

City Council Chambers
1221 SW 4th Ave
Portland, OR 97204

Link to Google Map


They are making the same presentation at the Portland Bureau of Planning and Sustainability on Thursday, Juy 17, at noon.

Portland Bureau of Planning and Sustainability
1900 SW 4th Ave
Portland, OR 97201

Link to Google Map


About the PLACE recommendations

PLACE students have created design concepts for the Oregon Department of Transportation parcels on Powell Boulevard between 50th and 82nd to assist with the implementation of high-capacity transit. Specifically, they hope to improve the aesthetics and functionality of the ODOT parcels on Powell, while prioritizing the needs and desires of the community.

Check out the PLACE blog for more information

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 

Commencement 2014 photo gallery

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Congratulations to the newest members of the Alumni Association!

 

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
 

Gabby Bishop '14 on her experiences as CatlinSpeak co-editor

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From the Spring 2014 Caller

I came to Catlin Gabel in my sophomore year from Grant HS. . . . I had never done any journalistic writing before.
 
One of the favorite stories I wrote came about because I heard that a friend was involved in a protest against austerity measures in November 2012 with the Portland Student Union. There was no permit to walk in the street, but they walked near Lloyd Center, and the police pepper-sprayed them. Researching it was a very long process of asking for and being denied access to public records. . . . It was a fun article to write, but I found the process to be the most interesting part.
 
Editors Simon McMurchie, Nico Hamacher, and I each lead groups of three to four people, and each group publishes every third week. It keeps the workload lower but allows for more in-depth articles. The editors lead the groups, create schedules, help students come up with ideas, and edit the articles.
 
Our advisers Pat Walsh and George Zaninovich review the ideas and content to see if we are on the right track with angles and help facilitate class discussions. We talk about current events and about possible articles. We talk about how to pump an article up or offer angles so a student can choose a direction if they are having trouble writing.
 
CatlinSpeak is a creative outlet for me. Catlin Gabel has an open curriculum, but CatlinSpeak is astronomically more open. Writing about what I’m interested in is very rewarding, especially when I think I’ve done a good job or learned from it. As editors, it’s gratifying to see other students fulfill their full potential. The education offered here is amazing, and students accomplish wonderful things. CatlinSpeak is just one way.
 
I guess I just have an open mind. I’m very determined about things and have opinions, but they’re not set, and I want to learn more. If people ask me for my opinion and I’m not educated enough, that drives me to find out more.
From an interview in March 2014

»Read about her co-editor Simon McMurchie '15

My Introduction to Journalism

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The CatlinSpeak newspaper provides an incredible learning opportunity

From the Spring 2014 Caller

By Simon McMurchie '15

I had little idea what to expect when I entered into CatlinSpeak, the student newspaper, in my sophomore year. I was aware that it had only just become an official class, moving beyond its traditional club status, and it was clear its presence in the community in the school community was growing from year to year. Still, I wasn’t quite sure how I would fit into it, especially as a feckless youngster in a class of accomplished juniors and seniors. Perhaps unsurprisingly, I was welcomed right away. My editor, Fiona Noonan, who graduated at the end of that year, was a phenomenal writer and leader in the class, and as much could be said of the rest of its members. What at first had been a typical course, consisting of semiimportant assignments that begged to be completed half-heartedly, quickly transformed into a wonderful opportunity to be ambitious and creative in a loosely structured system.
 
I wrote an article on the quirks of the electoral college, I attempted to tackle the complex and convoluted relationship between federal and state legislation, I submitted a 4,000- word piece that previewed each and every one of the 32 college football bowl games that was met with a smile and an editor’s critical eye (the final version was a tidy 1,500). I interviewed, among others, a member of college basketball’s March Madness selection committee, and gained the valuable experience of teasing out the words and phrases I needed for a quality piece.
 
With little instruction, and a healthy dose of freedom, I found I could research any topic I found interesting, learn how to synthesize it into something meaningful, and then publish and share it with the community. Suddenly the pieces I wrote for school extended beyond the essay process: my grandfather emailed me about a piece; I found myself speaking to friends and classmates about something I had written; Peter Shulman, a history teacher, approached me and said one of my articles had sparked an interesting debate between him and a friend.
 
In January of 2013, CatlinSpeak’s advisers, Upper School teachers George Zaninovich and Patrick Walsh, reached out to non-seniors working on the paper to feel out interest in filling the positions of the graduating editors. I leaped at the opportunity, sensing the chance to push further my role in the class, and was lucky enough to be selected along with Nico Hamacher, a fellow sophomore, and Gabby Bishop, then a junior.
 
Changes were proposed for the new year, including a switch to daily news updates in place of the traditional weekly editions. Most ideas were student-driven, and the structure of the class was largely left up to discussions between the editors-to-be and the advisers of the course. All of a sudden I found myself helping to design a curriculum, the type of responsibility I would never have expected of myself, but which presented a wonderful and exciting opportunity.
 
Summer came and went; with its departure came the arrival of a new crop of writers ready to forge a new identity for the class. Daily news began without a hitch, and even as new writing styles and heavier workloads were introduced, students produced an incredible number of quality pieces.
 
Lauren Fogelstrom, a current junior and a newly appointed editor-to-be, followed an interest in the issue of youth homelessness, writing a piece focused specifically on the issue in Washington County. While it would have been simple and easy to do the entirety of the research online, Lauren reached out to nonprofits in the area and directly interviewed kids on the streets. She wrote an article that felt authentic and relatable, going beyond the requirements to produce something with a greater level of meaning.
 
Trevor Tompkins, a senior fond of writing about basketball and hip-hop culture, visited De La Salle North Catholic High School for its Black History Month celebration and reacted so positively that he wrote an article both describing his visit and, to some degree, pointing out the lack of effort by the Catlin Gabel community to promote discussion on issues of racial diversity.
 
Trevor’s story is key to what makes CatlinSpeak important. This is one of the few opportunities for students to have a voice in the community, to speak up and, at the very least, start the discussions that need to happen. Often, Catlin Gabel’s biggest problems are student-driven, and thus the response needs to come from within the student body. CatlinSpeak provides both a forum and a firestarter for meaningful discussion and, hopefully, change.
 
Looking to next year, fewer students have signed up than in years past, but to look at the numbers as a negative would be a mistake. With the ability to scrap the class structure and start from scratch at our fingertips, CatlinSpeak’s future is thrillingly malleable. Perhaps we’ll be a monthly periodical, with students required to report on topics within the school community. Perhaps we’ll make each edition focused on a particular issue, ranging from climate change to election coverage and more.
 
What makes CatlinSpeak such an incredible and unique opportunity is its nature as a class that will give back however much a student puts in. All it takes is a few inspired kids to create something great, and with some effort, those kids can make a difference in a community they care for deeply.
 
Simon McMurchie will be a senior this fall at Catlin Gabel.