March 8, 2011 - TAIB wants to know what it's going to take to get these runaway Superintendents and School Boards to stop wasting public money on an unwanted, unproven, unAmerican program. As readers can see, the fait accomplis without public input race to implement IB in Ozark, is no different than in Greenwich, CT or Incline Village, NV. And when decent, informed, caring citizens speak up to voice their objections, those objectors get characterized as being a "vocal minority" who are liars or misinformed.
Very bad form, Mr. Fugate. Very bad form, indeed.
"The point is not the point." ~ IB Consultant Dr. Reed Say WHAT?
March 3, 2011 - The IB dog and pony show rolled into Ozark, MO, on February 24th. Only Board members were allowed to ask questions of the IB consultants they deemed important. These charades are getting more and more bizarre. Please read the CCHeadliner's coverage of the meeting.
For anyone who "doubts" that IB is an organization with militant, non-negotiable rules which must be abided by, please take the time to review the Leadership in IB document obtained by Sgt. White when he learned Jane Reed, EdD, had been hired by Ozark schools to "consult" with the district on IB.
This document is what your taxdollars are paying for when your school board agrees to IB. This is not TAIB's opinion. This is not a "freak" appearance. This covers the entire mid-west and is obviously being used in the Southern U.S. See it. Read it. Know it.
I think it is important to provide some context prior to outlining my concerns regarding the IB program. No writer comes to a task without biases or predispositions. In fact it is these biases and predispositions that are at the heart of my concerns regarding the IB program.
I am the father of three Ozark High School Students. None of them will enroll in IB. One is currently a senior taking classes at OTC through the A+ program. One is a sophomore who will likely take a class or two at OTC through A+ if that is still an option. One is a freshman who will likely take AP classes prior to graduating.
I have my doctorate in Clinical Psychology and my practice includes psychological and neuropsychological evaluation. I teach graduate school and am involved in independent research. I have undergraduate and graduate classes in philosophy as part of my education. I am a Christian with some undergraduate coursework in Religion.
I am currently the Ozark JROTC Booster Club president and initially became aware of IB due to Sergeant White’s concerns about the program. I attended a meeting he had to discuss his concerns. I attended the school board meeting at which he raised his concerns. I did not speak at that meeting but chose rather to do some additional research on my own and to flesh out my concerns.
I will not speak to the financial issues raised by others as I have no basis upon which to evaluate the accuracy of these claims and no point of reference for the meaningfulness of the numbers cited. I will speak to the underlying philosophical shift which this curriculum makes when compared with traditional American education.
A few years back President Bill Clinton during a deposition made a statement which most people thought was ridiculous. He stated "It depends on what the meaning of the words 'is' is." On the surface this seems like attorney-speak. But in reality he is applying a basic tenet of post-modern philosophy: words have no inherent meaning. This concept of deconstructionism is too long to go into here but is a foundational concept in post-modern philosophy and education. As such the word “is” has no inherent meaning. What makes this a laughable dodge is that President Clinton used the word “is” immediately after citing it as having uncertain meaning thereby expecting the listener to understand the meaning of the second “is” while citing the questionable meaning of the first “is.” The deconstruction or re-defining of words is crucial in understanding and evaluating the IB literature. Much like operational definitions in a research study you must understand them to make sense of the study. Throughout the discussion and the literature of IB the term “rigor” or “rigorous” is frequently used. So what does rigor mean? Traditionally when we were uncertain of a term we would be told to look it up in the dictionary. The dictionary definitions of rigor include:
1a (1) : harsh inflexibility in opinion, temper, or judgment : severity (2) : the quality of being unyielding or inflexible : strictness (3) : severity of life : austerity b : an act or instance of strictness, severity, or cruelty
2: a tremor caused by a chill
3: a condition that makes life difficult, challenging, or uncomfortable; especially : extremity of cold
4: strict precision : exactness
5a obsolete : rigidity, stiffness b : rigidness or torpor of organs or tissue that prevents response to stimuli
What is the IB definition of rigor? William Doll’s definition of rigor is used by the IB curriculum. According to Doll, rigor is “one’s commitment to exploration.” When I hear the IB program is rigorous I hear that it is demanding, precise, and difficult. However, when the IB meaning is inserted it means it is “committed to exploration.” I would expect exploration means a person is making a systematic search, however, how do I know how IB has “deconstructed” exploration since this is not provided. This little shell game of meaning makes communication very loose and speculative when reading post-modern literature or evaluating IB.
When a person explores and/or evaluates information they do it though their default system of values, perceptions, and beliefs. This is commonly called a worldview. IB makes no qualms about their default position being post-modern as it is often stated “We live in a post-modern world.” This is not presented as a debatable point or discussion point but rather as a given. I would argue that point but would concede that Europe is largely post-modern and this philosophy is becoming more prevalent in the US. However, this is not the default philosophy that has existed in America to this point.
What is the traditional American perspective? Russell Kirk in his bookThe Roots of American Orderdoes an outstanding job of explaining this. Kirk’s premise is that US Order is based upon the influence of four great cities:
1.Jerusalem – the source of our Moral Structure.
2.Athens – the source of our Philosophical Structure.
3.Rome – the source of our Legal Structure.
4.London – our immediate cultural progenitor.
I would expand on this to note that Judeo/Christian values are “traditional values” in the US. Greek philosophy pervaded European empiricism which gave rise to the science and technology boom in the United States following World War II. The court system is based upon systems started by Julius Caesar which influenced British Common Law. The philosophical structure for centuries has included Aristotle’sOn Rhetoricwhich offered the following three factors that influence reason:
1.Logos – intellectual factors
2.Pathos – emotional factors
3.Ethos – social/ psychological factors
These foundational, or apriori, truths are the bedrock of United States culture and education. Following WWII the moral structure of the US changed from religion based to science based and the influence of the church on society began to wane. This period has been referred to as modernism. Post-modernism has a very different set of aprior assumptions. There is a de-emphasis on objective truth and an emphasis on subjective experience. While modernism focuses upon empiricism, order, historical record, study, rigor, and best available evidence; post-modernism focuses upon subjective experience, deconstruction, and re-interpretation. While modernism tries to reflect reality post-modernism “creates reality.”
How does this apply to IB? The Theory of Knowledge is the core to the IB program. It is re-evaluating all spheres of study through the lens of post-modernism. I have no problem with college students studying post-modernism or any other philosophy. I do have a problem with it being the default theory through which all things are evaluated and an even bigger problem with this being required of high school students.
The skill set referred to as executive functioning includes the capacity for judgment, reasoning, and abstract thought. It has long been theorized that these skills develop primarily from the mid teens to mid twenties due to myelination of the frontal lobes. Neuroimaging has confirmed what was previously theorized. These brain circuits are the hardware which need to be in place to benefit from opportunities of critical thinking. You can’t run the software if you don’t have the hardware. This developmental truth has long been known and is applied in reading readiness at the primary level. However, it is not applied to upper level high school classes and is yet equally relevant. The limited nature of executive functioning is reflected in society through limiting these same persons from being able to sign contracts, limited driver licenses, and other legal restrictions. I would submit that most high school students cannot fully evaluate these complex abstractions. They can memorize or reflect the thoughts of a trusted teacher, author, or parent. The younger the child the more this program would reflect indoctrination and the less it would reflect education.
I am also concerned about the influence of UNESCO on the IB program. Some will try to marginalize this concern by stating detractors are suggesting the UN is going to take over the school system. This is absurd and amounts to a straw man argument. Rather the concern is that the IB program is closely allied to UNESCO and the principles of UNESCO are integrated into the IB program. In fact the first director of UNESCO was Julian Huxley who is often quoted in IB information. Julian Huxley was a secular humanist, socialist, and president of the British Eugenics Society. His values still permeate UNESCO and influenced IB when it was established. Marie-Thérèse Maurette who ran the international school is credited with establishing much of the structure of IB. Ms. Maurette was a “peace” advocate, but as with all things IB you need to understand the new post-modern definition of peace. In this case it is not the absence of war but rather the equal distribution of resources to all world citizens. While this sounds good in a Robin Hood sort of way it is in fact redistribution of wealth as last seen in the Soviet Union complete with the corruption inherent in such systems.
Another focus is world citizenship or as some call it to become post-national. Much like the US moved from a focus on states to a focus on nation after the Civil War there is a drive to change the focus from nations to world. This sounds harmless enough until you consider that the leaders of such a society would be even further from the citizens and less accountable. World courts and unelected international appointees would have no accountability to individuals. IB states they are not Anti-American and I would agree they are not overtly anti-American. However, if the vision they promote was to take hold America would cease to exist as a constitutional republic.
IB also has an interest in the environment. This is presented as stewardship of resources but is in fact a way to control wealth. It removes individual rights in use of private resources, production, and consumption. This is already seen in some cases with private property being taken from private citizens; companies facing heavy regulations and restrictions; and consumers being limited in product choices.
My final point addresses the idea that completing IB will improve college readiness. Most college professors are politically liberal as has been clearly demonstrated by David Horowitz in his research. As such, many have post-modern and socialist leanings. Students who are already indoctrinated in these philosophies would have an advantage in such settings. This is not the outcome study I would suggest. Rather, do these students do better in the post-college world as citizens and employees? If not then doing better in college is meaningless. To illustrate via absurdity: Given the degree of binge drinking on college campuses maybe it would be helpful for high school students to develop a higher tolerance for alcohol as this would also make their adjustment to college smoother.
There are a number of other concerns I won’t go into for the sake of brevity. Rather I would like to offer a succinct summary of post-modernism and final summary paragraph.
British journalist Steve Turner wrote the following:
We believe in Marx Freud and Darwin
We believe everything is OK as long as you don't hurt anyone
to the best of your definition of hurt, and to the best of your knowledge.
We believe in sex before, during, and after marriage.
We believe in the therapy of sin.
We believe that adultery is fun.
We believe that sodomy’s OK.
We believe that taboos are taboo.
We believe that everything's getting better
despite evidence to the contrary.
The evidence must be investigated
And you can prove anything with evidence.
We believe there's something in horoscopes
UFO's and bent spoons.
Jesus was a good man just like Buddha,
Mohammed, and ourselves.
He was a good moral teacher though we think
His good morals were bad.
We believe that all religions are basically the same-
at least the one that we read was.
They all believe in love and goodness.
They only differ on matters of creation,
sin, heaven, hell, God, and salvation.
We believe that after death comes the Nothing
Because when you ask the dead what happens they say nothing.
If death is not the end, if the dead have lied,
then its compulsory heaven for all excepting perhaps
Hitler, Stalin, and Genghis Kahn
We believe in Masters and Johnson
What's selected is average.
What's average is normal.
What's normal is good.
We believe in total disarmament.
We believe there are direct links between warfare and bloodshed.
Americans should beat their guns into tractors .
And the Russians would be sure to follow.
We believe that man is essentially good.
It's only his behavior that lets him down.
This is the fault of society.
Society is the fault of conditions.
Conditions are the fault of society.
We believe that each man must find the truth that is right for him.
Reality will adapt accordingly.
The universe will readjust.
History will alter.
We believe that there is no absolute truth
excepting the truth that there is no absolute truth.
We believe in the rejection of creeds,
And the flowering of individual thought.
If chance be the Father of all flesh,
disaster is his rainbow in the sky and when you hear
State of Emergency!
Sniper Kills Ten!
Troops on Rampage!
Whites go Looting!
Bomb Blasts School!
It is but the sound of man worshipping his maker
Mr. Turner’s Creed addresses the foibles of post-modern philosophy in the real world very well. In summary, I encourage the School Board and Administration to engage in a rigorous (real rigor, not deconstructed rigor) review of the IB curriculum and underlying theoretical suppositions prior to advancing this agenda. If after doing so it is your decision to proceed I would still disagree but would believe you have done your due diligence.
Let the Games Begin!
TAIB would like to apologize to Sgt. White for not being as clear as we should have been about what to request when filing FOILs with a district when it comes to IB. But what Sgt. White DID obtain is a goldmine for several reasons:
1. It exposes that the district lied about an IB committee being formalized - in which case the district also failed to keep and produce by FOIL the minutes from those committee meetings
2. It exposes that the district has already jumped the gun on its IB strategic plan for teacher training by sending teachers to LA, CA in October
3. It demonstrates that the district plans to make IB "by admission" and plans on a 1-10 teacher to student ratio
4. Ozark's application claims the district will pay all IB fees
5. Ozark's "revised" cost table is a fraud and demonstrates the district's attempts already to "undersell" the cost of IB to the community. The first table is much more accurate.
Great job, Sgt. White. We will be looking forward to your future FOILs for:
1. Official IB Exam Reports from every IB graduating Class in Camdenton and Springfield Central HSs
2. Purchase Orders to IBO for teacher training/conference/workshop fees
3. Purchase Orders to travel agencies
4. Ozark's "Intent to Apply" form (Consideration phase) and Purchase Orders for travel and IB workshop fees for attending administrator.
5. Copy of the Ozark's "feasibility study".
In Ozark's case, as was the case in Incline Village, Nevada, it would appear that no "feasibility study" was ever conducted. Nonetheless, it doesn't hurt to request a copy of this presumably important step. Unfortunately, TAIB did not save copies of the IB Applications from pre-2006. In the "old" days, IBO used to recommend engaging the community in a feasibility study to make sure everyone was "on board" before going ahead with IB application. Apparently, IBO has now found a way to get a district to start spending money and cut the community out of the process by indoctrinating whomever happens to be the IB ideologue at any school.
Before starting the application process to become an IB World School, the school conducts a feasibility study in which it analyses the IB philosophy, programme structure and requirements, compares its findings with the situation of the school and defines what needs to be done in order to implement the programme. The head of school or designee participates in an IB workshop to become familiar with the IB programme and the authorization process. The school can contact the IB for support during this phase.
Until September 22nd of this year I knew nothing about the International Baccalaureate Program or IB. When I read the Article by Emily Hoffman in the CC Headliner about Dr. Taylor’s presentation to apply for the program and this board’s poor judgement to approve theapplication, without discussion, in the same evening I was astounded.
Especially during this time of economic downturn with all the cuts in funds from the state and lower tax revenues locally.I needed to find out what IB was all about and if it was something I could support for the high school. It did not take me long to figure out that this program was not well suited for Ozark High School or any other American school based on ideology and cost alone.
That was enough for me to go to Dr. Taylor and express my concerns and tell him I would not support IB at Ozark High School. Since when - do we need to pay to play for a so called rigorous academic program when in 2009 79 % of our graduates went on to higher education; 43.1% to 4year colleges, 34.2% to 2year colleges and 1.4% to Technical Institutions? In comparison Camdenton High School (One of the schools visited by Dr. Taylor) has had IB for two years, of their 2009 graduates only 62 percent went on to higher education: 37.6% to 4 year colleges, 22.6 to 2 year colleges and 1.4% to Technical Institutions. That is a 17 percent difference. And that is not the whole story, in 2005, pre IB Camdenton 75 percent of Camdenton graduates went on to higher education: 41% to 4year colleges and 34% to two year colleges. That is a 13% drop! Makes me question the viability of IB seeing how Camdenton has 9th and 10th graders take IB courses to prep them for the so called rigorous academic program at the 11th and 12th grade level. This is ridiculous! Camdenton’s graduation rate went from 93% in 2006 (pre IB) to 85.8% in 2009 that is a 7.2% drop. ACT scores have not improved in fact they are lower than pre IB ACT scores.
So what do we really want to do? The facts don’t support Ozark becoming a World School under the IB program. We will be moving backwards not forward.What about the cost? Everyone wants to cover this up by saying IB cost is minimal. What does that mean? It is cover talk for a program that will easily cost six figures per year. The bare minimum is $150 to $200,000 dollars just in application fees, IB official visits, IB teacher training, and principal and media center training, not to mention IB curriculum materials, staff stipends, ongoing professional development, and exam fees and so on.
IB charges a $141 registration fee plus $96 for each IB exam. That is $237 for a student to take one exam. Oh did you know that Camdenton requires their students to pay for their own exams?
All this effort, time and money spent for WHAT? Lower ACT averages, Lower graduation rates and far less students attending 2 and 4-year colleges.It is time to STOP this application process, not one more dollar or man-hour spent on this insidious program!
In your packets is an incredible amount of well researched information as well as a list of responsible questions that should be asked to Dr. Taylor this evening when he gives his progress report on IB. I encourage you to ask them, to not do so would be shirking your responsibility as an elected school board representative. Ask the questions in front of this assembled body, so all can hear the answers; after all it is our money that you desire to spend. If these questions can not be asked here this evening I would request that they be answered (along with source) in writing and posted on the district web page for all to view.
Thank You for Your Time and may God and your conscience guide you in your decision making!
October 20, 2010 - Sgt. White was excellent. As for KSPR's reporting .... TAIB is wondering what kind of scrambling is going on in Bethesda to counter Sgt. White's research. That was Debra Niwa's IB Unraveled paper on the picnic table between Sgt. White and the reporter, which was not credited by the station, so we will credit it here.
For interested readers, the statistical lies by IB supporters continue. Upon hearing that the ACT scores at Camdenton HS rose, TAIB immediately went to the Missouri State Report Card to check that out. Oopsie! No, they didn't rise. They declined. Not by much, but they didn't rise.
But here are the truly stunning statistics. Since IB was implemented in Camdenton HS in the Fall of 2007, the overall HS graduation rate has declined from 93% to 85.8%, a 7.2% drop! Worse than that, the number of HS graduates going on to attend 2 or 4 year colleges dropped from 75% to 60.2%, almost 15%!! (What possible explanation, other than the fact that IB distracted from overall school excellence, can Camdenton attribute to these terrible declines?)
This is Proof Negative (shameless plug for Freedomizer radio DJ) that IB hurts American public schools.
October 13, 2010 - Sgt. Ronnie White has taken the IB bull by the horns and we here at TAIB know that he will not let go. He has established a Facebook page "Stop Ozark IB" and is making the most amazing effort to enlist parents and taxpayers to attend the October 21st Board of Education meeting to protest the Board's decision to make application to IB. TAIB received Ronnie's permission to repost the following exchange from his Facebook page. Ronnie begins by posting a link to the Wikipedia article on IB's Theory of Knowledge.
In reply to Ronnie's link, a gentleman asks: "Why is it wrong that we question what we know rather than take it at face value?"
TAIB is pleased to share with you Ronnie's thoughtful and reasoned reply. This will require a lengthy answer. If you question what you know (to believe to be true with absolute certainty), then you didn't know it. Every individual bases his thoughts, decisions and actions on a worldview. A person may notbe able to identify his worldview, and it may lack consistency, but his most basic assumptions about the origin of life, purpose, and the future guarantee adherence to some system of thought.
Today there is a battle between worldviews. On one side is the Christian worldview. On the other is the Humanist worldview divided into three easily definable branches: Secular Humanism, Marxism/Leninism, and Cosmic Humanism or the New Age Movement. While the latter three don't agree in every detail, there is one point on which they unanimously concur - their opposition to Biblical Christianity.
IB with it's Theory of Knowledge, worldcitizens view and compulsory service requirements is just another program forcing our young people into the Humanist Worldview. IB subjects will be taught from a non-Christian perspective and some will be taught from an anti-Christian perspective. This program effectively brings to the high school students Humanist style teaching of most colleges. What has this type of instruction at the college level done for America? Family values are trashed in favor of co-ed dorm "new morality," "safe sex" kits, trial marriage arrangements, feminist and homosexual values. Atheism, agnosticism, nihilism and despair attack religious values, and social values are replaced by radical politics, Marxism, socialism, etc.
Out of this resultant value erosion, four things become obvious:
1. Christian young people are not intellectually well grounded in their faith and therefore do recognize the truth and power inherent in their worldview.
2. Parents have a premonition something is wrong, but cannot put their finger on it. Rarely do they realize their child is being seduced out of one worldview (Christianity) into another (Secular Humanism or Marxism).
3. Hostile or lukewarm educators stack the deck against Christians. The traditional family values and the Christian point of view seldom are justly represented. A 900-page biology textbook, for example, may contain 200 pages about evolution and only a line or two admitting that some “ fundamentalist” Christians believe God created the heavens and the earth.
4. Christian parents are paying the salaries of Secular Humanist professors (and if IB is approved high school teachers at Ozark) through taxes and tuition for the seduction of their own children.” “Professors and teachers, whose salaries are paid by the taxes and tuition subsidies of millions of hard-working Americans.” Say James Dobson and Gary Bauer, “ridicule capitalism, attack family values, and rewrite American history, so that if it is taught at all, America is always the villain.” This is the cruelest irony. While Christians in the United States clearly outnumber their worldview rivals (192 million Americans claim to be Christians while there are an estimated 7.3 million Humanist in the United States) taxpayers’ school children are taught almost exclusively the Secular Humanist religious world view.
This is why you don’t question what you know. One of my favorite quotes has always been “Know what you know and know what you don’t know!” You can then stand on your on knowledge base and research what you don’t know to come to your own understanding. Always remember what you believe must be backed by truth! A lot of people are lost on this subject. Just know that programs that teach global citizenship vs American citizenship should always be refused. Any program that requires you to question your belief sytem should be refused. Any program that requires compulsory community service should be refused. And elected officals that don't do their homework before approving such programs should be refused from continued service!
IB = "Redistribution of Funds"
October 8, 2010 - This is a first. Never before has TAIB heard this socialist excuse as justification for inviting IB into an American public school. Congratulations to Sgt. White for wasting no time in getting local press coverage. Please take a moment to read the following article from CCHeadliner.com which includes extensive quotes from Debra Niwa's scholarly paper, IB UNRaveled.
October 3, 2010- TAIB has been contacted by concerned citizens in Ozark, MO, to assist in helping them put a stop to the proposed implementation of International Baccalaureate in Ozark High School. Ozark's Superintendent just issued a press release announcing the district's intentions on September 22nd. TAIB is pleased to see parents wasting no time in rallying opposition to IB.
As we have witnessed throughout the country, enthusiastic administrators and Boards of Education tend to over-sell IB by promising students and parents the sun, the moon and the stars. IB demands ideological endorsement from the "governing body" of a school district. In Ozark's case, Board President Chuck Fugate issues a formidable statement: "This has long been a desire of the board. We are very much in favor and long-term, the board and any future administrators will be 100-percent behind this effort."
This represents Statist solidarity. Not only is Mr. Fugate speaking for those present and accounted for, he portends to speak for any future not yet elected, not yet hired representatives as well. TAIB recommends that the good folks of Ozark, MO, might want to politely and respectfully remind Mr. Fugate that he is supposed to represent THEM and not sit on the Board to fulfill his own, personal desires.
It is important to look at commonalities in ideology, management and spending when attempting to analyze what role IB plays in the big picture of a public school district's "reform efforts". Remember that phrase - it's always about educational reform or simply code for the Progressive agenda. It is vitally important that citizens take into account the many partisan political issues that come in to play and they almost entirely are based on funding. In Ozark's case, we see that the Board is all a-tingle over an anticipated $1.2M from "President Barack Obama's 'jobs bill'". WARNING! WARNING! Acceptance of these Federal monies come with many strings attached along with an agenda for social justice. And when the money runs out? Who gets stuck holding the bag for the outrageous school property tax hikes to pay for all of these wonderful programs and new construction? YOU ARE! Wait, did we say new construction? That's right. It appears the district has already contracted with Hollis & Miller Architects to develop a "long-range plan". Of course, the district has been involved in a "long-range" construction plan since 2004. In fact, it built a new sports stadium that raised more than a few eyebrows in Ozark. You can read about it HERE.
TAIB has personally gone through an almost identical situation in our home district here in NY. Ozark has 2600 students, Locust Valley has 2300. What is being unrolled in Ozark is almost identical to what happened here in NY. Since the early 1990's, our school taxes here have quadrupled. We can see the writing on the wall if this entire machine is not brought under control. Grand educational temples of learning with no students left to attend them because families can no longer afford to live in the district due to the exhorbitant taxes. These people are set to spend many millions of your taxdollars without any sort of community input, other than maybe a few PTA mommies.
The only way to get this behemoth under control is an active citizenry. There's a common sense way to assess building and teaching needs without hiring architects and a Swiss educational firm. This is clearly putting the cart before the horse and wasting YOUR money in the process.
You have a right to your say and you also have a right to vote these Board members out of office when their terms expire. Do not let this opportunity to take back your schools pass you by.
The very first mention of the International Baccalaureate by the Ozark Board of Education can be found in the official Board minutes of September 16th, 2010. First, it appears as an Informational Item:
D. International Baccalaureate Program
Dr. Sam Taylor, high school administrators and teachers have been investigating the possibility of Ozark High School becoming an IB school. Ozark is looking at the diploma program which is a 2-yr pre-university course program taken during a student’s junior and senior year. Successful completion could earn college credit for an IB student. The IB school application process takes up to 30 months. The first application is due October 1. The 30 month process includes teacher training, education resources and curriculum development. Students could start classes in the 2013-14 school year.
To be followed at the very same meeting with a vote under New Business: X. *NEW BUSINESS - A. International Baccalaureate Program A motion was made by Frankie Forgey, seconded by Kim Maddox, to pursue the international baccalaureate program at the high school. Vote taken, motion passed 7-0.
One has to ask, is this standard operating procedure for Ozark City Schools? Aren't "informational items", as a rule, usually given time for discussion and community input before proceeding to a vote?
The Ozark City School District has already posted the following notice on its website. Please note that all links lead to www.ibo.org
The process to offer the IB diploma will take about 2 1/2 years, but the district hopes it will mean great things for the students' futures."
"When it comes to college admissions, I think our kids will have a better chance to get in some of these prestigious colleges and universities," explains Dr. Sam Taylor, Principal at Ozark High School.
"I am very excited. I wish it wasn't as lengthy a process, but understand that good things are worth waiting for," adds Jackson. Nita Jackson says she also foresees more students qualifying for scholarships if they are involved with the program. (TAIB isputting money on Ms. Jackson as vying for the IB Coordinator job)
"The IB program will cost the district an annual fee of $10,000, which will come out of the general fund, students don't pay for the program."