Starting in the mid 1980s but mainly since the 2000s the tendency to assessment in education has increased in the United States as well as the expansion of parent choice and the multiplication of magnet schools. It is this script that allows for the incorporation of the International Baccalaureate (IB) in low performing public schools. Based on three case studies of three high schools in the states of New York, Florida and California this paper analyzes the different strategies of integration of the IB into these schools, strategies that take into account federal's, state's and district's policies on one hand and their specificities of their population on the other. These cases point to the limits of the policies targeting the general improvement of the students' level : the schools improve their results thanks to a small minority of good students but the disadvantaged population does not really benefit from a system such as that involved by preparing students for the IB.
|Translated title of the contribution||The era of evaluation in the united states and the incorporation of the international baccalaureate as a policy tool for improving public high schools|
|Number of pages||18|
|Journal||Carrefours de l'Education|
|State||Published - 2013|