The International Baccalaureate Program at BSGE
Founded in September 2002, the Baccalaureate School for Global Education (BSGE) provides a world-class educational experience aligned with the frameworks and standards of the International Baccalaureate Program. We expect all students who successfully complete our course of study to be prepared for the International Baccalaureate diploma.
The International Baccalaureate Program is a rigorous college preparatory course of study that meets the needs of highly motivated secondary school students. The IB diploma allows graduates to fulfill requirements of national education systems worldwide, incorporating the best elements of each.
Our student body is composed of an ethnically diverse and economically varied population of young people from different neighborhoods in Queens, including Jamaica, Forest Hills, Corona, Astoria, Woodside, Laurelton, Rosedale, Far Rockaway, Queens Village, Hollis, Richmond Hill, Middle Village, South Ozone, Jackson Heights, Rego Park and Long Island City. Located in Astoria, BSGE students learn in an environment that encourages inquiry, as well as intellectual and social development with a commitment to human responsibility and social justice.
Only schools authorized by the International Baccalaureate Organization are eligible to issue IB certificates or diplomas. The Baccalaureate School for Global Education was authorized in April of 2005 as an IB World School.
The Baccalaureate School for Global Education (BSGE) is a grade 7-12 school with the International Baccalaureate Diploma Program implemented school-wide. The school’s mission is to help
sustain society and the global community by nurturing a spirit of imaginative and independent thinking, curiosity, and mindfulness as we deepen our consciousness of global citizenship and respect of all. We believe that our school community, through our thoughts and actions, can make the world a better place; a lofty school mission. The questions I hope you ask yourself include, “What does this mean and what is expected of each member of the school community?”
As a NYC public school, BSGE has the responsibility of sustaining society, both locally and globally, through the development of each member’s ability to think about the impact our actions have on others. This means students and adults in the BSGE community are expected to reflect on their words and actions, exhibit compassion and tolerance for all, be knowledgeable, and think before speaking and acting.
• Every student will be an IB Diploma candidate.
• Offer an intellectually compelling curriculum which follows international standards for academic achievement in all subject areas.
• Promote fluency in a foreign language.
• Qualify students for superior post-secondary opportunities in the United States or abroad.
• Build ties with local, national, and international communities.
• Promote ideals of international understanding, human rights, and responsible global citizenry.
We recognize that the knowledge and abilities residing in the collective is greater than the competence of any one individual. Leadership is distributed across a team of accomplished faculty. Stakeholders in the school community have a voice in the decisions that impact them.
In the improvement of instructional design and professional practice, a body of useful information resides both in the educational research community and the “practical” knowledge of teachers. Decisions are best made upon consideration of theory, research, practical experience and knowledge of the student community.
Focused Professional Development
Intensive professional development focused on curriculum content and pedagogical content knowledge, and supported with on-site follow-up and appropriate instructional materials, leads to significant changes in practice and improvements in student performance. A limited set of school-wide professional development goals allows staff to share experience and expertise.
Improved student learning is primarily a function of improved instructional practice in classrooms. To continuously develop professional competence, each teacher needs access to routine, on-site support and feedback for improving instructional practices. Instructional coaching can play a role in the enhancement of teaching skills for novice and expert teachers.
Group Practice (Moderation and Internal Accountability)
The school community is best served when teachers engage in collective efforts to improve teaching and learning. Group practices include review of student work and teacher instructional design, curriculum planning, grouping of students, and identifying learning needs and appropriate interventions with students. Discipline and grade teams take responsibility for the learning of particular groups of students over multiple years.
All members of our school community have the ability to continually learn to use their minds well, to become more thoughtful, to deepen their content knowledge through academic inquiry, and to demonstrate a greater appreciation and compassion for the human condition. A safe and challenging environment provides a setting for us to realize our full potential.
School, as a social institution, provides the opportunity for us to know each other well and establish mentoring/advisory relationships between youth and adults. Small class size, a deep and focused curriculum, and on-going descriptive and criterion-referenced assessments enable us to recognize the unique strengths and needs of individuals in the community.
The BSGE School Profile
Class Rank: BSGE does not rank its students due our relatively small senior class size. This year’s graduating class has 118 students.
GPA: BSGE does not calculate grade point averages. We encourage colleges and universities to evaluate our students based on the Pre-IB Program and IB Diploma Program grading scale of 1-7. Grade descriptors are provided with our student transcripts.
Courses: The Baccalaureate School for Global Education consists of both a Pre-IB Program (grades 7-10) and a Diploma Program (grades 11-12). The Pre-IB Program prepares students for the Diploma Program and New York State Regents Examinations, integrating five areas of interaction: Approaches to Learning, Environment, Community and Service, Health and Social Education and Homo Faber (man/woman the maker). To enhance their academic program, all Pre-IB students are required to perform 100 hours of Community and Service activities. Courses (continued): The Diploma Program is an advanced course of study leading to examinations in seven academic areas: English, Second Modern Language, Individuals and Societies, Experimental Sciences, Mathematics, and Arts and Technology. The academic content of the Diploma Program ensures that students develop mastery in the great traditions of learning: languages, humanities and the sciences. Participants are assessed by internal and external examinations, student portfolios and evaluated projects. Diploma candidates must also satisfy three special features in their program: a Theory of Knowledge course, a minimum of 100 hours of Creativity, Activity, and Service experiences and projects, as well as an Extended Essay of 4000 words.
Percentage of graduating class admitted to colleges/universities in 2020: 98.75% (79 of 80)
Percentage of graduating seniors attending four-year colleges/universities in fall 2020: 91.25% (73 of 80)
Percentage of eligible students in graduating class that received the IB Diploma in 2020: 83% (54 of 65) According to U. S. News and World Report’s annual report, The Baccalaureate School for Global Education (BSGE) ranked as the #65 high school program in the United States, #15 in New York State, and #11 in the New York Metro Area (2020). The Washington Post ranked BSGE as the 6th most challenging high school program in the Northeast (2016). The New York Post ranked BSGE as the #4 public high school in NYC (2016). Niche ranks BSGE as #12 Public High School in New York, #101 of 19,314 Best Public High Schools in America, and #150 of 16,801 Best College Prep Public High Schools in America (2020).