• Classrooms do not look, feel, or sound like a traditional classroom where students are in rows facing the teacher, and emphasis is placed on obedience and quiet. Students take an active role in their learning (building their agency) and teachers take the role of a facilitator of that learning.

• The learning is holistic. While content is important, how much a student knows is never as important as how well a student understands. A growth mindset is required when assessing student work.

• International mindedness is fully developed in the classrooms where students are exposed to a variety of perspectives and cultures widening their awareness and preparing them to take up the mantle of global citizenry.

In this Research Snapshot, you will find comparisons between MYP and non-MYP students. You will find that MYP students have higher GPAs, PSAT and SAT scores, and record more service learning hours than non-MYP students.

In the Research Summary, you will find comparisons of MYP and non-MYP students' participation and performance in high school. In this study you will find that when compared to similar non-MYP students, MYP students were 34% more likely to enroll in a rigorous program of study in their 11th and 12th grade years and were 39% more likely to score a credit obtaining score on AP or DP exams.

What does this mean? Students who have had the MYP framework have built up the confidence and the practice to not only challenge themselves with rigorous coursework, but also succeed in that rigorous coursework at a rate that is 1/3 more successful that those who have not had and MYP framework in their school. Not only do MYP students believe in themselves, pushing themselves to go further than they might have originally thought they were capable of, but they also produce "college ready" work according to national standards.