REQUEST FOR PROPOSALS: Academic Persistence Across the International Baccalaureate Continuum PROJECT OVERVIEW About the International Baccalaureate Organization The International Baccalaureate (IB) is a non-profit educational foundation, motivated by its mission to develop inquiring, knowledgeable and caring young people who help create a better and more peaceful world through intercultural understanding and respect. The organization has built a hard-earned reputation for quality, high standards and pedagogical leadership in the field of international education, encouraging students across the world to become engaged world citizens who are active, compassionate and lifelong learners. Founded in 1968, the IB currently works with more than 3,748 schools in 147 countries to develop and offer four programs to over 1 million students aged 3 to 19 years. The organization also provides professional development workshops for more than 60,000 teachers and administrators annually. About the Current Study Academic Persistence For the purpose of this research, academic persistence is understood as the ability to maintain action towards an academic goal regardless of personal feelings. Students with high levels of academic persistence push through obstacles even when they feel like quitting (Wright & Brehm, 1989 as cited in Constantin, Holman, and Hojbotă, 2012). Persistence allows one to keep taking action even without motivation to do so, and therefore to continue accumulating results (Waxman, Gray, & Padrón, 2003). While this study uses the term ‘persistence’, it is not the intention to adopt the term ‘persistence’ as the sole descriptor for this concept. The extant literature (see Constantin, Holman, and Hojbotă, 2012) documents both consensus and divergence regarding the term ‘persistence’ and (arguably) similar terms such as ‘grit’, ‘resilience’, or ‘tenacity’. Vendors should note that although some consider ‘persistence’ as being a fixed trait, the study should be undertaken with the view that ‘persistence’ can be developed (Chess & Thomas, 1987). The Primary Years Programme The International Baccalaureate Primary Years Programme (PYP), for students aged 3 to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. A distinctive feature of the PYP is its six transdisciplinary themes, which provide a framework for teach ers to develop challenging and engaging ‘inquiries’. Inquiries involve in-depth investigations into important ideas, and provide a vehicle for students to learn through subject areas and to engage with learning that transcends the confines of subject areas. The six transdisciplinary themes that form the basis of inquiries include: ‘Who we are’; ‘Where we are in place and time’; ‘How we express ourselves’; ‘How the world works’; ‘How we organize ourselves’; and ‘Sharing the planet.’ Currently, the PYP is offered by 1059 IB World Schools. Further information about the PYP can be found at https://www.ibo.org/pyp/. Page | 1 of 5 The Middle Years Programme The International Baccalaureate Middle Years Programme, for students aged 11 to 16, provides a framework of learning which encourages students to become creative, critical and reflective thinkers. The programme consists of eight subject groups (including languages, humanities, sciences, mathematics) and utilizes inquiry-based approaches to facilitate learning within and across subject areas. The MYP emphasizes intellectual challenge, but also acknowledges MYP students are making the transition from early puberty to mid-adolescence, a crucial period of personal and social development, of uncertainty and questioning. With this in mind, the MYP is designed to guide students in their search for a sense of place in their natural and social environments, and like all IB programmes, seeks to support the social, emotio nal and physical well-being of students. Approximately 1,020 IB World Schools offer the MYP. Further information about the MYP can be found at https://www.ibo.org/myp/. The Diploma Programme The IB Diploma Programme is an academically challenging and balanced programme of education which prepares students for success at university and life beyond. IB DP students study courses from six subject groups that together provide a breadth and depth of experience and understandings in languages, social studies, the experimental sciences and mathematics. In addition, students complete three core elements — the Extended Essay (EE), Theory of Knowledge (TOK), and Creativity, Action, Service (CAS), which encourage independent research, critical thinking and to engage in arts and creativity. Students who enroll in the DP include those who have progressed from the MYP, and also students who have undertaken their middle years studies in state, national and other international programmes. More than 120,000 students are enrolled in the Diploma Programme at 2,444 IB World Schools. Further information about the IB DP can be found at: http://www.ibo.org/diploma/. PROJECT GOALS Research Objective This study aims to explore unique elements of IB programmes that contribute to student academic persistence. The IB population at each programme level will be described in terms of factors that contribute to academic persistence. When possible, comparisons will be made between IB students and similar non-IB students at each programme level. The study is open to researchers globally. School recruitment and data collection may be undertaken in multiple countries. Research Questions We strongly recommend that the researchers bring their own knowledge and experience to the design of the research and research questions. We hope to capitalize on the strengths and interests of our research partner. Research questions may include but are not limited to the following: 1. To what extent do schools enable PYP, MYP, and DP students to develop academic persistence? Specifically, how do school philosophy, structure, leadership, and intended and enacted instruction enable students to develop academic persistence? Page | 2 of 5 2. To what extent do IB students (PYP, MYP, and DP) and teachers perceive that the IB programme and instruction within the school support academic persistence? What other factors contribute to the development of academic persistence? 3. What outcomes do PYP, MYP, and DP students obtain on measures associated with academic persistence? 4. How do PYP, MYP, and DP student outcomes on measures of academic persistence compare to nonIB students? PROJECT DESIGN We recommend that the researchers bring their own knowledge of appropriate research strategies and data collection instruments to the research design. As a general guide, it is anticipated that a Case Study approach, focusing on between 3 and 5 schools, will be undertaken to address the study’s key questions. Single programme, partial and full continuum schools can be chosen as case study sites. Relevant methods could include:  Interviews or Focus Groups: The vendor may wish to engage students, teachers, and administrators in either individual or group interviews to document understandings of and structures supporting persistence.  Surveys/questionnaires/scales: Researchers may choose to administer previously validated scales or researcher‐designed surveys with IB students and teachers. Relevant instruments include: a. Persistence Scale (Constantin, Holman, and Hojbotă, 2012) b. Persistence Scale for Children (Luff & Cohen, 1987) *These instruments are offered for illustrative purposes only and should not be considered prescriptive.  Classroom observations: The vendor may consider undertaking observational research to document how schools and teachers foster persistence.  School Documents and Learning Artifacts: Other appropriate data sources may include school policies, curriculum documents, student projects, internal assessments, and other artifacts produced by students. Please note that the vendor is expected to consult with the IB research department in the development of the final study design and choice of data collection instruments (questionnaires, interview questions etc), as well as the identification of IB schools for participation in detailed case studies. PROJECT BUDGET The project budget for the proposed study is approximately US $57,000. PROJECT DELIVERABLES AND TIMELINES 1. A brief interim report detailing the project’s progress and preliminary findings will be expected at the mid-point of the project. Page | 3 of 5 2. A draft of the final report addressing the research questions, methodology, recommendations, and findings will be reviewed by the IB. A final report, with an executive summary and abstract, written in clear, accessible language will be expected at the completion of the project. 3. De-identified quantitative and qualitative data sets collected in the course of the project. 4. Publication/presentation of research findings in an academic journal/conference within twelve months of submitting final report. 5. Presentation (via webinar or in person) of research findings to the IB staff within four months of submitting the final report. SUBMISSION REQUIREMENTS All proposals should include the following: 1. A one-page cover letter describing the vendor’s interest in the project and the vendor’s capacity to undertake the project. 2. Description of the services that the vendor will provide. 3. Research design and methodological approach: Descriptions should detail how the research design and methodological approach (including analysis of resulting data) will address the research questions outlined in the RFP. 4. Key personnel and their qualifications: Concise abstract of experiences that explains the background and expertise the vendor will bring to this project. Include CVs or resumes as attachments. 5. Itemized budget. 6. Timeline of research activities and deliverables. REVIEW PROCESS & CRITERIA Proposals will be evaluated on their methodological rigor, the feasibility of proposed timelines, and the proposed budget. Members of IB’s research team will review proposals, and will seek input from external research advisors when appropriate. All applicants will be notified of the IB’s decision within a month. DEADLINES Review of proposals will begin immediately upon receipt. All proposals received on or before June 2, 2014 will be considered. The project should be completed by June 2015. Please submit proposal by mail or electronically to: Liz Bergeron Global Research Manager (Americas) International Baccalaureate 7501 Wisconsin Avenue, Suite 200 West Bethesda, MD 20814 Tel: +1 301 202 3074 Email: [email protected] Page | 4 of 5 REFERENCES Chess, S., & Thomas, A. (1987). Origins and evolutions of behavior disorders: From infancy to early adult life. Cambridge, MA: Harvard University Press. Constantin, T., Holman, A., & Hojbotă, A. (2012). Development and Validation of a Motivational Persistence Scale. Serbian Psychological Association, 45 (2), 99–120. DOI: 10.2298/PSI1202099C Luff, D., & Cohen, A. (1987). A scale for measuring persistence in children. Journal of Personality Assessment, 51, 178-185. Waxman, H.C., Gray, J.P., & Padrón, V.N. (2003). Review of research on educational resilience. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Retrieved from: http://www.cal.org/crede/pdfs/rr11.pdf Page | 5 of 5