Junior High

High School


General Information/Overview

Frequently Asked Questions

The IB program is open and available to all students at Bountiful High School.  It operates on two levels:  Diploma and Certificate.  Students who complete the IB Diploma must take classes in six subjects: English, History, Science, Math, Foreign Language and Art.  Students who wish to do a certificate may choose any class from those subjects.  For the IB diploma, IB requires that three of the subjects be at the higher level and three at the standard level.  Bountiful High School offers the following classes, divided into those two levels:

Higher                                               Standard

English                                                 Chemistry                                  
Music Theory                                       Math
History                                                  French, German, Spanish                           Art History                                            Psychology
Biology                                                  Math and Math Studies
Math                                                       Psychology
Art (Painting)                                          

Students who choose the diploma program also complete the “center of the circle” which includes an Extended Essay (4000 words on a topic of choice), the Theory of Knowledge class and the Creativity, Action and Service hours (150 total – 50 in each category).  Certificate students are not required to complete those requirements.

Colleges vary on how they award credit for IB.  A successful Diploma Candidate may receive thirty hours and completion of the general education requirements at most colleges.  Certificate credit is often awarded based on the candidate’s score.  Where AP credit is determined on a scale of one to five (three and above passing), IB credit is determined on a scale of one to seven; four is considered a passing score.

Students who come to Bountiful High School on an IB variance are required to complete two IB classes each year of the variance.  They may choose from the higher level classes or the standard level classes.  If an IB Variance student chooses not to take two IB classes, that student will be returned to his or her boundary school.  Since sophomore students can’t take official IB classes, we ask that they take AP European History and Sophomore Honors English as preparation for the writing requirements in each IB class.

All IB classes have requirements for both internal and external assessments.  The difference is whether or not the teacher scores the assessment or whether an outside entity gives the score.  Every IB class has both.

IB has a required registration fee (payable once only for diploma students; every year for certificate students) of $168.00 (as of 2018).  Each IB test is $116.00.  The cost for IB is significantly below what you would pay for the same credit at any college, but it is more than the cost of Advanced Placement. 

Visiting any college’s web site and typing in “IB Credit” or “Advanced Placement Credit” will help you decide which program is right for an individual student.


This fee is paid only once by diploma students.  Certificate students are required to pay the registration fee every year they test.
TESTING FEE:  $116.00 per exam.
An IB certificate would, therefore, cost a total of $274.00.
An IB diploma (with six exams) would total $864.00.
The average IB student receives thirty college credit hours.  Many receive more credit--depending on the college's policies.  Thirty hours comes out to approximately $30.00 per credit hour.  That's much less than tuition + fees + books at any college.

What is IB?

The International Baccalaureate is the most highly respected high school academic program in the world. Students graduating with an IB Diploma are given top consideration for scholarships and acceptance by colleges and universities both nationally and internationally. The program is a rigorous two-year course of study emphasizing both the sciences and humanities. It is designed with an international focus and encourages research, extracurricular involvement, creative development, and community service, as well as academic achievement. Its focus is the development of the whole person. The courses must be taken in the 11th and 12th grade years.

Mission Statement

The International Baccalaureate Organization (IBO) aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IBO works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate, lifelong learners who understand that other people, with their differences, can also be right.

IB Brochure    Diploma Programme Information

Learner Profile

The aim of the IB programmes is to develop international minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:


They develop their natural curiosity.  They acquire the skills necessary to conduct inquiry and research and show independence in learning.  They actively enjoy learning, and this love of learning will be sustained throughout their lives.


 They explore concepts, ideas and issues that have local and global significance.  In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.


They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems and make reasoned, ethical decisions.


They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.  They work effectively and willingly in collaboration with others.


They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.  They take responsibility for their own actions and the consequences that accompany them.


They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities.  They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.


They show empathy, compassion and respect towards the needs and feelings of others.  They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.


They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies.  They are brave and articulate in defending their beliefs.


They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.


 They give thoughtful consideration to their own learning and experience.  They are able to assess and understand the strengths and limitations in order to support their learning and personal development.