Op-Ed: A Response to 'Kicking the Tires'

by Marina Budhos

I appreciate Marian Cutler’s spirited program expressed in an Op-Ed previously published on Patch, and I agree heartily that any IB program worth its salt lies in its implementation. She also raises many valid points about the administration communicating more clearly its timeline, benchmarks and goals in implementing MYP, and explaining the value IB-MYP brings to our middle schools.

However, I’m afraid her piece has veered off into many inaccuracies, selective and confused information, and does not fully reflect the broader promise of the program, nor the history of the idea of IB in this community.

Ms. Cutler may not be aware of the groundwork laid many years ago. In fact, our work began with the prior administration, and continued under Superintendent Dr.Brian Osborne’s tenure. As a group, from the very start, we have worked very hard to brief both the Superintendent and his staff on the crucial features of a successful program and provided research and important contacts to other programs. Dr. Osborne has engaged with educators in the field, far before this summer’s decision to move forward.

First, as to the question of being one of the few New Jersey programs in the area: The strength of IB is that we are not locating ourselves in the parochial confines of New Jersey, but rather, in a broader network of schools that includes over 400 middle schools throughout the country and over 900 in the world. When I first began my research into IB, I discovered that New Jersey is not one of the strongest states for international education. (Florida and the D.C. area are much stronger IB hubs for these programs.) One might argue, in fact, that it is because we are a forward-looking community that we may lead the way for IB and for a more international, global outlook.

Thus, the Cherry Hill example is of limited use. There were many factors that went into their decision to discontinue their full array of IB programs, among them a change of superintendent, confusion about unusual budgeting practices, and particular Board members who were politically opposed to the program. In fact, Ms. Cutler obscures the fact that in the vote regarding IB, one school does remain—Rosa International—and it is a thriving middle school that is an excellent example of a well-done implementation. Indeed, I was recently told that the former Superintendent continues to be a supporter of the program and plans to bring it to his new district. 

Second, there are many factors that contribute to a successful implementation.  One of them is community buy-in. Sometimes IB is a top down introduction; sometimes it comes from within the community. In this district, IB was a grassroots effort that eventually caught fire with the administration. When we held coffees and large events we discovered that the nature of the program, its outlook, its approach resonated deeply with families here. I have always felt the MYP philosophy—an educational model that is aligned with Howard Gardner’s theory of multiple intelligence, while also offering superb criteria and assessments—was a winning combination for the values of this community, which is cosmopolitan, diverse, and growing increasingly global. I have no doubt that IB is not for every community. I do believe that it is the right fit for ours.

Indeed, when creating our group, one of my models was Mendham, NJ, where two parents simply spearheaded a campaign to bring IB Diploma to the community. It continues to be a thriving program that runs alongside AP, enhanced by the passions of the parent community. They have also found that many international families have moved to the area for the program. Again, given what an active, resourceful, and creative community we are; given how Seth Boyden is a prime example of a school whose culture was shaped by parent involvement, I think our community stands a better chance than many in creating an exciting IB culture.

Third, while I think it is instructive to look at failed implementations, it is also important to distinguish between communities, the particulars of each situation, and to look at what makes a robust implementation. Ms. Cutler’s piece neglects to mention the numerous successful IB programs, some of whom we have spoken with, and with whom Dr. Osborne and his staff have been in contact over the years. Many of these districts have a far more diverse population than we do, and thus again, Ms. Cutler's narrow use of NJ District Factor Groups—in a state not renowned for international or IB education—is misleading. 

In addition, in her examples, Ms. Cutler frequently muddles IB-MYP, a whole school program, with IB-Diploma, a rigorous, choice curriculum that deserves its own, separate conversation. Surely our community also deserves greater clarity. 

Fourth, Ms. Cutler throws out a lot of scattershot information about costs. Her citation of the costs of an Ohio district, for instance, neglects to point out that the district in question needed to budget for airfare and hotel costs. As was mentioned at the meetings, we are fortunate to be so close to local training thereby reducing our costs considerably. In addition, these costs already exist in the budget since we are simply reallocating professional development for this purpose.

It is true that eventually we will have to restore our Foreign Language teachers—a budgetary item I am sure many will welcome, IB or not, since our foreign language program for middle schoolers is languishing. The same is true for the curriculum specialists that were budgeted. I take this line item as a very heartening signal that the administration takes seriously the need to manage several converging forces: full deleveling, IB, Common Core, and 21st Century skills.  This, to me, is a good sign—not a bad sign—that they understand the heavy lifting that must be done for all aspects of this plan.

Fifth, Ms. Cutler not only quoted Beth Brock out of context in this regard, from many years ago, but she has misattributed her position. (Indeed, I wonder why she did not simply call her up?) Ms. Brock is no longer Global Head of Research and Policy at IB, has always been scrupulous about any conflict of interest, and could have easily provided her with other research studies. She—and our group and the administration—never asserted that MYP could, on its own, narrow the achievement gap. From the start, this proposal, along with the wrap-around services and interventions, are part of a holistic approach to bring our schools into the 21st century, to bring quality education to our children, while also offering targeted help for struggling learners. That IB takes about 5 years to truly settle in is hardly a criticism or flaw of the program—it reflects the deep and sustaining change that is involved here. I welcome any initiative that offers such thorough and long-term transformation, rather than the superficial, patchwork nibbling we have been riddled with in this district.

Which brings me to the heart of my problem with Ms. Cutler’s piece: her lack of understanding of the nature of the program and the kind of quality education we aim to bring to our middle school students. Recently I have been hearing fears that the program may be ‘too hard’ and that we will get ‘push back’ if children don’t get As. Programs such as IB-MYP are not about piling on more chores and work, but about the nature of the work students are doing. It is also about the reflective nature of the teaching practices—how teachers are trained to help students frame their own inquiries and connect material to other content areas.  It is known for having a much wider array of assessments, thus ensuring student success in different areas of ability.  

In all her visits, I do wonder if Ms. Cutler actually stepped into a successful IB classroom and observed the felt and seen experience of those classrooms.  We have, as did our administrators, and they understood, on a deep level, the profound difference.

Thus, I invite Ms. Cutler to join me and others in a more productive and better-informed conversation about IB and how to make this truly work, as I outlined in my previous .  These are the real and necessary steps to make this a successful implementation.