From the start of Huron's IB programming, access and equity was at the heart of the foundational pillars. To us, this has meant that students would be able to meet all of the requirements of the IB programs inside of the school day.  

A full Diploma Candidate must study in 6 DP classes and completed 3 Core components (Extended Essay, Theory of Knowledge and CAS).  An MYP student must study in a minimum of 6 MYP subjects and complete Personal Project.

In order to do this, we need 7 hours in the day to support 6 subjects plus the core components. 

While collaboration is a foundation of all successful IB programs, the reason a collaboration period was created at Huron is to support student access and equity to pursue our IB programs inside of the school day.

Students need 7 courses and, contractually, teachers teach 5 classes per day. Rather than creating an additional personal planning period for teachers, we created a period that is designed to focus on allowing teachers to collaborate with those they share IB classes.  This structure allows them to focus on teaching and learning that is common across the course to provide students with a guaranteed experience based on inquiry, concepts and context and builds the same skills, regardless of the individual teacher of the course.  

The mission of Ann Arbor Huron High School is to inspire and advance academic achievement for all students through excellence in teaching, learning and equitable practices. Students will be challenged to be successful, caring, life-long learners and active members of the global community.

We strive to model and transparently develop the characteristics of the IB Learner in the profile of a Huron graduate. These traits are: Knowledgeable, Principled, Caring, Open-minded, Balanced, Inquirers, Risk Takers, Balanced, Reflective, and Communicators.

Here are some insights regarding how universities perceive International Baccalaureate (IB) graduates entering their institutions. College admissions officers highly value the unique qualities exhibited by IB graduates, such as being risk-takers, reflective, and balanced. These attributes indicate a readiness to embrace challenges, learn from experiences, and maintain a holistic approach to education. Research conducted by the International Baccalaureate Organization (IBO) has consistently shown that IB students not only perform well academically but also demonstrate resilience, critical thinking, and self-awareness. These qualities are highly sought after by universities.

At HHS, our own examination data from the DP exams reflects the effectiveness of the IB program in preparing students for success in higher education. Our students have consistently performed well, with a high percentage earning passing scores (3+), college credit (4+), and selective credit (5+).

Link: Getting IB Diploma Credit at US Colleges and Universities

Our Diploma Program (DP) exam data demonstrates that IB graduates from Huron High School are well-equipped to excel in university settings. We are proud of the achievements of our students and the positive impact the IB program has on their academic and personal development. Approximately 51% of a graduating class is taking at least one DP class, many are taking more than one. For further information, you can refer to the following resources from the IBO: 

Research - International Baccalaureate®

DP key findings - International Baccalaureate®

Key findings from DP and CP student research - International Baccalaureate®

Diploma Years Studies | Research - International Baccalaureate®

CP studies - International Baccalaureate®

This is research based on the impact of participating in even one DP course.