Eastside High School’s International Baccalaureate scholars are curious and open to new ideas. They have a sense of humor, and they enjoy being around other people. Many independently pursue special interests in school subjects that trigger their enthusiasm. They read widely and well, and they enjoy reading for pleasure. They care about knowledge for its own sake, and they care about the world and its peoples. Most importantly, IB students are willing to work diligently to realize their dreams.
Students from many nationalities have attended Eastside’s IB Program, and several have successfully presented IB credit from Eastside to universities in their native countries. Among the nations that have been represented at Eastside are Argentina, Australia, Brazil, Bulgaria, Canada, China, Colombia, Egypt, Ghana, Germany, Haiti, Honduras, Hungary, India, Iran, Israel, Jamaica, Japan, Korea, Mexico, Nigeria, Pakistan, Romania, Russia, Saudi Arabia, Thailand, Ukraine, and the UK.
Testimonials from our Program’s Graduates
Don't immediately think 'IB is too hard for me', you'll never know until you try. IB gives you a worldwide connection that you'd never dream of. Anywhere in the world I travel to or study in, I can proudly say that I completed an IB program and people respect that. I have met lots of international IB students as well and we have an immediate common ground and connection. High school is just 4 years of your life, but IB opens doors around the world.
Many high schools offer roughly the same curriculum and experience. Go to EHS IB if you want to break free from that mold. The people who attend, the atmosphere, and the curriculum will set you on a profoundly unique path that you are likely to not take elsewhere.
Being part of the IB Program really helped me when one of my parents had to make a job change that took us to another state. Lucky for me there were IB Diploma Programs in all the locations my parents considered moving. I was able to easily transfer into an IB Program in my new city. I had to make new friends, but the transition from one IB Program to another was seamless.
I should have mentioned--since the IB program was all about being good at every subject and working your tail off at equal learning capacity at all times, it really helped me see that you really can do all the above. When I got to college, I wasn't intimidated at all, I took 22-23 credits a semester (the average workload was 12-15 credits) and managed to get 2 majors, 2 minors, 1 concentration, study abroad, have an internship every semester, and study at essentially 3 colleges (Columbia, Barnard, MSM) all at the time. The education I received EHS IB showed me I could do anything, and I did!
I’ve worked with 8th graders for the past 4 years working at Camp Crystal Lake, and now interning in a middle school. When they transition to high school, they all want to know how they are going to fit in. Every student has a group, or more than one group, that they can call their family. “Ram Band Family”, “Cross Country Family”, “Drama Family”, the school as a whole is a community that values working and learning with people you care about. The IB program has high expectations for students, but it has a tremendous support system to get them to success, in whatever they want to be successful in.
That confidence gained from being at a school like EHS carried over into college, medical school, and into residency. Because I learned to push myself in high school, I knew I could push myself to do other things that I didn’t think I could later in my career such as staying up for 40 hours operating on broken bones and taking care of people.
These classes taught me that it was OK to be wrong and that the process of learning was far more important than always knowing the right answer. Hands down, my critical thinking skills were improved. Being able to think critically was strengthened thanks to the challenging nature of the curriculum and program as a whole. I not only had to apply those skills to my studies each year but also to my daily activities. IB taught me balance; I realized that putting forth effort and actually LEARNING did not mean I always earned an "A." I was able to maintain a social life along with my studies and I think that I became a well-adjusted individual (from first-hand experience as an advisor, I can often pick out students who participated in an IB program based on their developed skill sets). I can also praise IB for my strong written and oral communication skills. Between DBQs in history classes, the Extended Essay in junior year, detailed lab reports in science courses, and oral presentations in countless classes (Spanish, English, TOK), I feel confident articulating my ideas with/to others. I'm not afraid to speak in front of a group, and I know that I can easily collect my thoughts before presenting them to others. This was a great asset in graduate school and continues to assist me as I work with officials in administration at my current job.
Allison Gatsche, 2006. UF Undergrad academic advisor
Skills and Abilities Developed Through the IB Curriculum critical thinking time management cultural awareness sensitivity intellectual curiosity research fundamentals group dynamics oral presentation skills foreign language quantitative reasoning humor flexibility perseverance determination empathy