We have just begun our partnership with the LAC team.  In the short time we’ve worked with the professionals at LAC, we couldn’t be more impressed.  Our goal is to empower our faculty to move from being basic consumers of data to being collaborative analytical teams that prescriptively differentiate learning opportunities for all students. Everyone at LAC has been incredibly supportive as we begin this transformative process.

Dr Kelly Kramer
International School of Dongguan

Learning Analytics has been in use by the American International School of Bucharest for several years now, and we highly recommend it. When we started off using LAC, we primarily were focusing on the data and conversations around our students' profile pages, as it helped us identify trends for certain individuals and give us a complete picture of a student in one place. From here, we have started to look more in-depth at different uses of Learning Analytics, including identifying trends in certain subject groups or within details collected from external testing, such as MAP. These information points help us focus those conversations not around what we think is happening, but around clear pictures formed by the data itself. 


Our most recent use of Learning Analytics was a tool to place students into classes based on many different needs. The LAC team met with us several times to build this engine specifically for our school. They had a similar one for elementary/primary, but we had more specific details needed for a Secondary School, and they helped us throughout this entire process in putting this engine together. We were able to use it to build our class lists for the coming school year, by combining all the necessary data in one place. There are still tweaks we would like to make, and that is what we love about working with Learning Analytics, as they work with us, as we refine what we need in order to best use our data to make informed decisions. 


Andy Pontius

Secondary Leadership Team

American International School of Bucharest

ISB has been using LAC for many years now, and it has allowed us to fully understand each student and their own learning journey. From the visualization of student data to larger cohort groupings, we have been able to make strategic and pedagogical decisions based on long-term trends and patterns.

Additionally, as we use the information from our lowest grades levels and PYP through to the MYP and well into our IB Diploma Programme, we have reviewed the personalized academic information to support students and families in making course choices and setting goals.

As each teacher has access to the visualizations for their students, we are using data analytics to instilling a culture of knowing our students, which requires knowing their journey to date. The Learning Analytics Collaborative has been able to support us through this process. Their recent addition of wellbeing data will further enhance our ability to serve our students and our families. It continues to be a great partnership where they work with us and our data to ensure we provide the best insight and direction for our students.


Brent McAvoy
Senior School Vice Principal of Academics
International School of Basel

ISS International School has recently joined the LAC community and our membership has already enabled us to review, monitor, and improve our approaches to student learning and engagement. The LAC platform has enabled us to clearly visualize our historical and current student data in a format that is relevant, innovative, and easy for faculty, students, and parents to understand. Assisting the whole school to learn from and enrich our teaching and learning processes.

Our faculty have benefited from the opportunities the LAC platform provides us in offering a tool to enhance our internal and external assessment data analysis. The data and trends the LAC platform visualizes have been imperative in our drive to make collaboration and effective decision-making central to the development and continual improvement of our teaching and learning.

The competencies of the LAC team, aligned with their experience of working with other schools around the world, has offered us the support and expertise required in implementing our new data analysis system effectively and within a short time frame. I highly recommend LAC and their team to any school looking to make their student data analysis more effective for their learning community. 

Vanessa Adamberry
Former K-12 Feedback and Assessment Coordinator

ISS International School Singapore

Nagoya International School has recently joined the LAC community. We wanted to transition from being a school described as “data-rich” to a place we’d be proud to call “data-savvy”. Making sense of data so that it becomes authentic, meaningful, and above all, useful to inform teaching and learning, takes time, dedication, and an ability for all to understand what the data is and is not telling us about our learning community. LAC allows us to quickly visualize patterns and trends in our whole-school external assessments, such as the IB examinations, MAP, ISA, and CAT-4, as well as our ongoing internal class data.

We have started the process of collating and representing our data on LAC. We have been supported by the LAC team, through regular meetings with dedicated professionals, and by other members of this supportive learning community. We are excited to move forward together using our information and the LAC visualizations as the “third point” in deciphering and determining the best steps and strategies for teaching, learning, and well-being. I encourage schools to discover LAC and consider joining the growing community of data-focused educators. 

Peter Goodman
Teaching & Learning Coordinator
Nagoya International School

Zurich International School (ZIS) has been a member of the Learning Analytics Collaborative for more than 5 years. Although data management is no small task, our membership to LAC provides us with the context to have better conversations about student data. From collection, storage, access and expected outcomes, the whole cycle of student data at ZIS is now better understood, continuously reviewed and improved.

The visualisations provided by LAC have been particularly welcomed by teachers when reviewing data from external assessments. The eye catching, interactive outputs quickly display patterns and trends from assessments such as NWEA, ISA, WrAP and IB. We also benefit from the regular workshops provided by LAC, which help us appreciate the full potential of data and the processes required to get there. I encourage you all to join this forward-thinking innovative Collaborative.


Andrew Blair

Head of IT Services and Solutions

Zurich International School

As we become increasingly more assessment capable, critical questions we are asking about learning are “Where is a student now”, “How do we know they are learning?”, “What do we do if they are not?” and “What do we do if they have already learned it?” Becoming a member of the LAC was a natural next step in getting all the data we collect on student learning in one place. As newcomers, once the dashboard is set-up each student will have a data profile and we will have at our fingertips multiple data points on individual, cohort and program information that we can use to answer these questions and to inform school wide planning, teaching, and program development.

Carol Jordan

Director of Teaching & Learning

American School of Warsaw (ASW)

As newcomers to LAC, we couldn't be more impressed with every aspect of our work with the Consilience team as we have together envisioned possibility and started the process of collecting both our historical data and current learning results.  Every step of the way, we have had highly-competent and dedicated professionals work with us on the logistics of set-up and training.  Being data-informed is an essential aspect of our commitment to our learners and quick access to learning results in user-friendly formats opens the window to frequent and enriching opportunities to cause learning. We are excited to gather around the table of evidence provided by LAC and consider what our students are telling us.  Our efforts to develop professional learning communities have been made more efficient and effective with the addition of this brilliant tool that makes collaboration, investigation, discussion, decision-making and action around learning so worthwhile! 

Melissa Schaub

Director of Learning

American International School of Lagos (AISL)

UNIS Hanoi has now been a member of the LAC for two years and in that time, it has enabled us to significantly enhance our meaningful use of data to impact student learning.  Through the efforts and good thinking of our faculty led by our ES Principal, Ms. Megan Brazil, we have made use of the wonderful services provided by the LAC in visualizing the data in such a way so as to make it user friendly for faculty, parents and students.  I encourage all schools to consider joining the LAC.

Dr. Chip Barder

Former Superintendent


Having our school’s academic and learning data was only step one. Where the LAC excels and continues to shine is through consolidating all our data and then comparing and visualizing it to establish the narrative of “why” things happened. We’re now looking forward to taking the “why” and with the LAC, developing testable strategies to further enhance learning.

John Squier

Former Director of Digital

Learning and IT

International School of Basel

ASL's participation in the Learning Analytics Collaborative makes it possible for us to rethink how, where, and why we use student data. It allows us to significantly improve access to numerous data points and provides us with powerful visualization tools to generate data-driven questions and discussions. Our relationship with the LAC team has been one of real partnership and excellent support, they are responsive, easy to reach, and very open to our feedback.

Nadjib Aktouf

Director of Technology

American School of London

Schools are busy places, so we really appreciate the support from the Learning Analytics Collaborative team. It is like having your own data scientist, programmer, and data interpreter on your staff just when you need them. We are most helped when we interact with people in similar roles at other schools.

Jay Priebe

Director of IT

NIST, Bangkok

ASIJ chose to partner with the Learning Analytics Collaborative so that our teachers could better understand the learners they serve.  Our faculty had a desire to respond more thoughtfully and productively to each child and now they can do just that. Just one year after implementation, our faculty are more empowered and informed. LAC visualizes student learning data in a way that makes sense to teachers. Instead of having our data scattered amongst different programs and sites, we now have an integrated and responsive way to analyze student learning data - thank you LAC!

Philipa Curtis

Middle School Principal

American School In Japan

Zurich International School has been a member of the Learning Analytics Collaborative for several years. The services provided by Consilience have expanded each year and the network that we have joined has been very beneficial. Our membership has been invaluable extending access to researchers and data scientists while building understanding and expertise within our organization. We entered the collaborative with the specific aim of wanting to measure the impact of technology investments on teaching and learning. We are now applying our growing expertise to rethink how we design assessment and reporting across our school.

Through our membership:

  • we were able to improve survey design, how we collect data and how we store data in our Student Information System

  • receive an annual report of findings relative to other international schools in the collaborative

  • access to coaching on how to interpret and analyze the results

  • access to and voice in the design of diagnostic visual tools to interpret the data

Mark Dilworth

Former Director of Research and Organizational  Development

Zurich International School


International School of Luxembourg


ISL is a member of a unique class of educational institutions that proudly include the word "international" in their name. We are a Preschool to Grade 12 school with an outstanding pedagogical approach to learning in the early years (Lower School), and a dynamic, globally aware, university-preparatory curriculum for growing teens (Middle and High School).


At ISL our mission is to ensure that everyone in our community becomes inspired, resilient and passionate to achieve what matters, anywhere in the world. We achieve this by providing an excellent education and empowering our students to engage in both academic and enriching extra-curricular programmes. Our students set high expectations for themselves, enjoy school and the community is constantly rewarded by their achievements.

ISL has earned its outstanding reputation through its students’ successes, its rigorous educational programme, its dedicated staff, its caring community and its engagement with global issues. With over 50 nationalities in our student body and more than 20 nationalities within our staff, friendship, international mindedness, diversity and inclusion are ways of life in our multicultural environment.

Our international curriculum develops student learning and understanding, inquiry and reflection, resilience and independence, always focused upon developing the whole child and tomorrow’s global citizens. Our students regularly participate in international festivals for music, theatre and debate and in a wide range of sporting and service learning activities.

We work in partnership with our parent community and are strongly supported by a proactive Board of Governors and Parent Community Group. We are truly looking forward to being part of LAC in order to fully enjoy all the advantages of being a member of such a forward thinking organisation. For a number of years we have been debating how best to bring together our data rich environment and community for the benefit of student learning.

American International School of Guangzhou



I-Shou International School

I shou.png


International Community School in Addis Ababa

ics addis.png


Oberoi International School



American International School Abuja

AIS Abuja.png


The American International School of Vilnius



International School of Myanmar


The International School of Myanmar has been providing American education with international teachers to students and families in Myanmar for over 20 years. Our students in High School take Advanced Placement (AP) courses and graduate with a US High School Diploma that is accepted in colleges and universities worldwide. In addition, we offer a large variety of activities in sports, music, and the arts.

Throughout the student’s educational journey at ISM, they are provided with a warm and caring learning environment. ISM, as a community of lifelong learners, prepares students with the knowledge and skills, understandings, and attitudes to become independent and socially responsible citizens who are successful in their future learning opportunities and in meeting the challenges of an ever-evolving world.

Nagoya International School


Nagoya International School is a diverse community of life-long learners who embody the values and beliefs of our mission and who endeavor to shape the world we share, from our local community in Nagoya, Japan, to all corners of the globe. 

We inspire and empower our students to think creatively and critically, pursue lifelong learning, and contribute positively to the global community. Our teachers are dedicated to inspiring learners and nurturing the individual talents and dreams of our students who come from diverse backgrounds and abilities. In order to make the mission come alive, the component objectives have been distilled into a three-word tagline - Inquire, Inspire, Impact - which, together, form the overarching blueprint for the ever richer and deeper attainment of the mission for all NIS learners: 

Our curriculum is framed by the programs of the International Baccalaureate (IB) and is accredited by the Western Association of Schools and Colleges (WASC) and the Council of International Schools (CIS). NIS has chosen the IB programs because we feel it best supports students to nurture the skills needed to both expand their knowledge and encourage them to critically analyze, reflect upon, appreciate and contribute to a better world.

Strathcona-Tweedsmuir School 


Bonn International School



Inter Community School Zurich


ICS provides an empowering learning environment where all members of the community are challenged to achieve their potential, encouraged to pursue their passions, and expected to fulfil their responsibilities.


The Inter-Community School Zurich (ICS) is a fully accredited and renowned international school in Zurich, Switzerland. We are the only school in Zurich offering the International Baccalaureate (IB) Programme for Primary Years, Middle Years, and Diploma Studies. As an IB World School established in 1960, ICS provides personalised education for students aged 18 months to 18 years, including a bilingual diploma option.


ICS is committed to developing the whole child within our culture of learning, high expectations, and care. ICS maintains a hard-earned reputation for outstanding teaching, pedagogical leadership and student achievement. Our supportive community and rigorous curriculum prepares students to flourish in today's quickly changing world.

American International School Vietnam

aisvn logo.jpg

Founded in 2006 in Ho Chi Minh City Vietnam, AISVN is a private, university-preparatory school for students from Early Years to Grade 12. The language of instruction is English. The school offers the three International Baccalaureate (IB) Programmes including the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP). AISVN aims to prepare students for excellent universities in the US and around the world.


AISVN is accredited by the Council of International Schools (CIS) and the Western Association of Schools and Colleges (WASC). As an English immersion school committed to preparing primarily Vietnamese students to become multilingual global citizens, learning an additional language in our program draws fully upon the students’ home language to support the development of academic English.


AISVN is committed to developing a data culture and joining the Learning Analytics Collaborative will support us in visualizing our data to positively impact student learning.


Address: 220 Nguyen Van Tao Street, Long Thoi Ward, Nha Be District, Ho Chi Minh City, Vietnam

Phone: (+8428) 3780 0909

Email: info@ais.edu.vn

American International School of Lagos


 The American International School of Lagos, Nigeria  (AISL) is a private, non-sectarian, not-for-profit day school accredited by the Council of International Schools (UK) and the Middle States Association of Schools and Colleges.  

AISL offers educational programs for students currently representing 52 nationalities and is organized into an Early Childhood/Elementary School, Middle School and High School. 
AISL is an active member of the Association of International Schools in Africa (AISA) and the West African International Schools Activities League (WAISAL), and the International Baccalaureate Organization authorizes AISL to deliver the IB Diploma Programme  to students in Grades 11-12. 
As newcomers to LAC, the AISL has been very impressed with every aspect of the work with the Consilience team as together we started the process of collecting both the historical data and current learning results.  Every step of the way, AISL have had highly-competent and dedicated professionals work  on the logistics of set-up and training.  Being data-informed is an essential aspect of AISL’s commitment to our learners and quick access to learning results in user-friendly formats opens the window to frequent and enriching opportunities to cause learning. 
AISL are excited to gather around the table of evidence provided by LAC and consider what students are telling us.  AISL’s efforts to develop professional learning communities have been made more efficient and effective with the addition of this brilliant tool that makes collaboration, investigation, discussion, decision-making and action around learning so worthwhile.
The American International School of Lagos: aislagos.org

Nansha College Preparatory Academy


NCPA opened its doors in Guangzhou, China in 2012 as the first independent school in mainland China to offer an American Common Core curriculum, including Advanced Placement courses. By 2020, the school was home to nearly 600 Chinese national students.  NCPA’s faculty is a learning community that empowers students to achieve academic and social excellence. WASC accreditation, EARCOS membership, and ACAMIS membership affirm NCPA’s commitment to well-rounded education and student and teacher development. An innovative English-language immersion model, centered around co-teaching and Stanford’s Six Principles for English Language Learners, prepares students for success in higher learning. 


NCPA’s alumni are effective negotiators, collaborative learners, resourceful planners and principled achievers. Every NCPA graduate goes on to higher education abroad, with the vast majority attending well-regarded schools in the U.S., Canada, and Australia. The combination of rigorous college-preparatory academics, a robust arts, activities and athletics program, and unwavering commitment to English language immersion all explain why an NCPA education opens minds and doors.

Vientiane International School 


The Vientiane International School (VIS) is an independent, non-profit IB World School offering the PYP, MYP and DP Programmes from Early Years through Grade 12. VIS is the only IB World School in Laos and the only school to be accredited by two international organizations - the Western Association of Schools and Colleges (WASC) and the Council of International Schools (CIS). Our mission is to challenge, inspire and empower students to develop their unique potential in a changing world. Our vision is to lead the way toward a sustainable future. 

The VIS community is diverse; serving almost 500 students representing 44 nationalities and our faculty hail from over 25 nations. The campus facilities include two swimming pools, two soccer pitches, two basketball courts, ample playground spaces, a collaborative library, a Makerspace and a performing arts "BlackBox" Theater.

At VIS we value the arts, science, math and language acquisition and offer students various opportunities for expression and rigorous academic learning. Our Mother Tongue Programme supports the development and maintenance of 14 languages.

Our school has a strong ethos of service-learning and community service. We strive to develop empathy, cultural understanding and global awareness in students through meaningful interactions with the Lao community. As a member of the Mekong River International Schools Association (MRISA), we enable our students to take part in sporting and cultural exchanges with schools in neighboring countries.

International School Singapore


As an IB World School, and Singapore’s longest established International Baccalaureate (IB) Continuum School, learners from ISS International School Singapore benefit from the entire framework that the IB offers. ISS' IB-based academic curriculum incorporates its bespoke education philosophy, where teachers adapt their curriculum delivery based on what they observe is the way students learn best. In addition, the school develops study plans that suit the learners in order to excite and encourage them to realise their full potential.


From the IB Primary Years Programme (PYP) to the five years Middle Years Programme (MYP) which ends with IB-validated eAssessment grades based on final examinations and coursework, ISS believes that its learners are fully equipped with the skills and experience necessary to succeed in the IB Diploma programme, and are ready for university and the next journey in higher education. This readiness is best achieved within the IB Continuum and without deviating in and out of other curricula that are not affiliated with the IB.

IB Results: 

In 2020, ISS celebrated a top score of 42 points, an average score of 32.4 (worldwide average: 29.9) and a pass rate of 96.4%, 17.3 percentage points above the global average of 79.1%. The international and language diversity of our student body is highlighted in 72.5% of our Diploma students achieving a Bilingual Diploma – nearly three times the global average!

ISS International School Singapore, 21 Preston Road Singapore 109355,

Tel: (+65) 6475 4188, admissions@iss.edu.sg, www.iss.edu.sg

American School of Warsaw


The American School of Warsaw (ASW) is a non-profit college preparatory, Pre-K through grade 12, international school, located in Warsaw, Poland. It is accredited by the New England Association of Schools and Colleges (NEASC). 

ASW provides an education reflecting its vision, mission, and core values. Knowledge, skills, and understanding from internationally recognized academic standards inform the planning and implementation of a curriculum that is locally and globally relevant, engaging, significant, and challenging.  


Approaches to teaching and learning are inclusive and focus on learners strengths and needs. An integrated approach to language development supports home and family language learning in coordination with English language development and the learning of additional languages.


ASW is authorised to offer the International Baccalaureate Primary Years, Middle Years, and Diploma Programmes. Teaching, learning, and assessment is learner centered and developmentally appropriate as aligned with the International Baccalaureate Standards and Practices.

International School  of Dongguan

IS Dongguan.png

The International School of Dongguan (ISD) is a co-educational, college preparatory, day school located in Dongguan, China. Founded in 2012, ISD offers an American-based education for expatriate children from Pre-Kindergarten (3-year-old) through Grade 12.


ISD’s mission is to provide a rigorous, well-rounded education while fostering the unique gifts and aspirations of each child. In addition to academics, students learn to communicate effectively, demonstrate personal management, work collaboratively, become complex thinkers, and become global citizens. 


ISD is accredited by the Western Association of Schools and Colleges (WASC) and is authorized to deliver the International Baccalaureate Diploma Program (IBDP).

Shanghai Community International School


Established in 1996 as one of Shanghai’s first international schools, Shanghai Community International School (SCIS) offers a truly unique international experience. The SCIS community is unparalleled, consisting of a diverse mix of outstanding teachers, students, and parents representing over sixty nationalities and thirty-five languages, across six continents. SCIS leverages this unique community to provide a personalized approach to holistic education, ensuring all students have the opportunity to be successful.

As an IB World School, SCIS provides a full continuum of programs from Nursery through Grade Twelve, including the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). The IB is an academically rigorous, college-preparatory program which is balanced by an emphasis on personal development and fostering artistic, athletic, and global citizenship endeavors.

Under the aegis of the IB, the SCIS Mission is to develop inquiring, knowledgeable and caring learners who contribute positively to their communities. This mission has propelled SCIS to the forefront of education in Shanghai.

SCIS is accredited through the Western Association of Schools and Colleges (WASC) and authorized as an International Baccalaureate (IB) Continuum World School. Additionally, SCIS is  a member of the East Asia Regional Conference of Overseas Schools (EARCOS) and the Association of China and Mongolia International Schools (ACAMIS).

Taipei American School 

download (1).png

Taipei American School (TAS) is an independent, coeducational, day school for students from pre-kindergarten (KA) through grade 12. Founded in 1949, Taipei American School is one of Asia's top college preparatory independent schools, offering an American-based education with a truly global perspective. We offer both AP and IB courses for our students, allowing our learners to personalize their courses to their learning goals. TAS is accredited by the Western Association of Schools and Colleges (WASC).


Our faculty is second to none and features an overwhelming number of teachers with master's and doctoral degrees, serving over 2,400 students from over 41 nations. The school has a low 9:1 student to faculty ratio and has two teachers in every lower school classroom. Our students are known for an unmistakable culture of excellence, a deep commitment to the creative arts, and a passion for all things STEAM.


Our flourishing campus, located in a northern suburb of Taipei called Tianmu, houses all three of our divisions — Lower, Middle, and Upper School — so that our students can learn, grow, create, and dream in the same inspirational space. The School occupies a campus of 6.5 hectares (approximately 15 acres) and includes three divisional buildings: the Walter and Shirley Fan'86 Wang Lower School, the Lawrence S. Ting Middle School, and Dr. Sharon DiBartolomeo Hennessy Upper School. The School has approximately 250 classrooms, including many science, robotics, and computer labs, and a dedicated KA-12 STEAM building, the Solomon Wong Tech Cube. The campus also features a new lower school playground, a four-story library complex, music and art facilities, three dance studios, and three theaters. Sports facilities include a wellness center, three gyms, covered and outdoor tennis courts, a track, two playing fields with artificial turf, and a 25-meter indoor swimming pool.


TAS values and promotes academic excellence, while helping students lead a balanced life that results in a love of learning and service to others. Our mission is to inspire each student to be a confident, creative, caring, and moral individual prepared to adapt and succeed anywhere in a rapidly changing world. Find out more about this innovative 21st-century learning community at www.tas.edu.tw.

American Community School of Abu Dhabi

ACS Star Outline_ACSABUDHABI (2).png

The American Community School of Abu Dhabi is a co-educational day school governed by an elected board of parents and affiliated with the Office of Overseas Schools, United States Department of State. Located on a site donated by the late H.H. Sheikh Zayed bin Sultan Al Nahyan, the school serves the American community as well as qualified students of other nationalities within the Abu Dhabi community.

Established in 1972, the school expanded from a pre-kindergarten through 9th grade program to a full college preparatory high school, phasing in an additional grade each year from 1990-1993. ACS graduated its first class of twelve seniors in May 1993. The current student enrollment at ACS is just over 1,000 students.

All high school students are enrolled in a rigorous American college preparatory curriculum in which English is the language of instruction. ACS Abu Dhabi is proud to be a relatively new IB Diploma School and the sixth cohort of 28 students graduated in June 2013. We currently have 34 seniors and 41 juniors enrolled in the full IB diploma program. Students enrolled in the IB program are expected to fulfill ACS graduation requirements as well as those requirements of the IB diploma.

In addition to our many IB course offerings, students may choose to take limited AP courses online through the Virtual High School program. Courses are offered that enable Muslim students to pass UAE graduation requirements. ACS also offers a comprehensive co-curricular activities program. A significant majority of ACS students participate in a multitude of our quality athletic, fine arts, and academic teams and organizations.

American International School Chennai


Together we inspire a love of learning, empowering all students with the courage, confidence, creativity and compassion to make their unique contribution in a diverse and dynamic world.

The American International School - Chennai (AISC) was established in 1995 through a bilateral agreement between the Governments of the United States of America and India. AISC is an international learning community with English as the language of instruction.

We seek to emphasize the development of students' creativity, critical thinking, and collaborative skills. We embrace the notion that each student learns differently and we strive to engage the wide range of learning styles that pass through our gates and fill our classrooms every day.

NIST International School


The first and only full, not-for-profit IB World School in Thailand, NIST International School was established in 1992 with the support of the United Nations. The school welcomes over 1,500 students of over 50 nationalities and provides all three International Baccalaureate programmes: the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). NIST is governed by the parent-elected NIST International School Foundation and is accredited through the Council of International Schools (CIS) and New England Association of Schools and Colleges (NEASC).

United Nations International School of Hanoi


The United Nations International School of Hanoi (UNIS Hanoi) is the first international school established in Vietnam, one of only two United Nations Schools in the world, the original IB World School in Asia, and the only not-for-profit school in Hanoi. Founded in 1988, UNIS Hanoi is a private, English language, coeducational day school which offers a programme from Discovery (age 3) through Grade 12 for its 1060 students, and is fully accredited by the Council of International Schools, Western Association of Schools and Colleges and the International Baccalaureate Organisation.

Our truly diverse student community of more than 60 nationalities, with more than 40 mother tongues spoken, learns on our purpose-built 23 acre campus with state-of-the-art facilities, including a one to one tablet programme from Grade 4.

UNIS Hanoi celebrates cultural diversity, harnessing the creativity and innovation that comes from bringing the world together on one campus - Learning to Inspire!

Zurich International School


Zurich International School is a leading, non-profit day school offering a comprehensive education program for students aged 2 to 18 in the greater Zurich area. Over 1,500 students from more than 55 countries attend one of the school's five campuses (Early Childhood Center in Kilchberg for students aged 2 to 5; Lower School Wadenswil Campus for students aged 5 to 11; Middle School Kilchberg Campus for students aged 11 to 14; Upper School Adliswil Campus for students aged 14 to 18).

Learn, Care, Challenge, Lead are the cornerstones of Zurich International School's Mission and Philosophy. They define the school's commitment to education as well as the aspirations it has for its students.

ZIS is the oldest accredited school in Switzerland, having been accredited since 1971. It is jointly accredited by the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC).

International School of Phnom Penh


Established in 1989, ISPP is Cambodia's first international school and it remains a top choice for education in South East Asia. For more than 25 years, we have encouraged and supported our students in achieving their full potential. Offering the International Baccalaureate curriculum across the Primary Years, Middle Years and Diploma Programmes, ISPP is a not-for-profit English language day school which enrolls students from Early Years to Grade 12. ISPP is accredited by the Council of International Schools and the Western Association of Schools and Colleges and is fully authorized in all three IB programmes.

ISPP students are empowered to reach personal and academic excellence, and grow as responsible global citizens. Our quality educators, progressive curriculum and modern facilities provide the ideal environment to foster these qualities in over 870 students from nearly 50 nationalities.

International School Basel


In 1979, Janet Galli, an entrepreneurial American, founded International School Basel (ISB) with 15 students. Her vision for the creation of a local international school was the beginning of ISB as we know it today.

ISB is a not-for-profit, co-educational day school. The School provides an international education to the highest recognized academic standards and is committed to promoting learning, cultural awareness and international understanding as well as developing respect and appreciation for people of all nationalities, religions and cultural backgrounds.

Since its inception, ISB has received welcome support from the local Swiss community and the growing industries within the region. The School continues to expand as the local industries' demand for international talent brings additional families from across the globe to the Basel region. The School benefits from - and at the same time provides - an invaluable service for the global community which calls Basel home.

The International School of Kuala Lumpur


Established in 1965, The International School of Kuala Lumpur (ISKL) is the first fully accredited international school in Malaysia and is home to more than 1,500 students from over 60 countries.

ISKL is a private and non-profit, parent-governed school accredited in the United States through the Council of International Schools (CIS), and Western Association of Schools and Colleges (WASC) and internationally through the International Baccalaureate Organisation (IB), the first IB accredited school in Malaysia.

ISKL’s humble origin begins in an old palace on Jalan Maxwell in the Kenny Hill area, built in the 1920s by the Sultan of Selangor.

Under the tutelage of our first head of school, Robert Fendley, classes began in September, 1965 with 48 students, growing rapidly and doubling anticipated enrollment in its first year.

When the Malaysian government required the site, the Society for the International School of Kuala Lumpur was granted a 2.6ha parcel of land in Jalan Kerja Ayer Lama, Ampang Jaya. Operations at the new premises commenced in 1976.

In 1992, the Melawati campus opened to accommodate the Elementary School and the Ampang campus became the home of the Middle School and High School. In March 1995, the High School moved to a new wing of the Ampang campus.

Fully established in Malaysia for more than 50 years, we have provided not only academics, but social, emotional and moral development to our students and proudly nurtured over 1,000 IB Diploma graduates. Our alumni attend some of the world’s most prestigious universities becoming outstanding individuals in various organizations across the globe.

Over the years, ISKL has built its outstanding international reputation by balancing sound tradition for academic excellence with innovative approaches to teaching and learning. We nurture young minds with the spirit to succeed, preparing them for a lifelong journey of opportunities ahead of them with determination and confidence.

Vienna International School


The Vienna International School (VIS) is a culturally-rich and vibrant learning community with over 1400 students representing more than 100 nationalities and 70 languages. The VIS delivers a truly international curriculum through the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP) of the International Baccalaureate Organisation (IBO), thus making the VIS one of only around 150 IB World Schools.

We aim for our students to be inquiring, inspired and involved lifelong learners in harmony with the ideals set out in the IB Learner Profile and the UN Declaration of Human Rights. Students are empowered by a nurturing and diverse learning community to be successful and responsible, so that they can achieve their potential in a changing world. In a 21st century context, we strive to develop students' sense of responsible citizenship in a digital age as well as mastery over the new tools of learning. Our Department of Digital Learning Integration works with teachers and students to develop ICT dispositions and skills in an integrated way as part of their other curricular subjects. To provide students and teachers with the access to technology needed to further develop these skills and to better support learning across the curriculum, we launched the Connected Learning Programme in 2015. As part of the programme, students in grades K-3 access school-owned iPads while students in grades 4-6 have their own MacBooks. In the following years the laptop component will be expanded up to grade 12.

We are greatly interested in how new technological tools enable transformation of pedagogical approaches and ultimately, what the overall impact on student learning and professional practise is.

The American School in London


The American School in London is a non-profit, independent, Kindergarten through Grade 12 school, founded in 1951, which offers a singular opportunity to students—an American curriculum delivered by a first-rate faculty in one of the great cultural centers in the world. Our student body of 1,350 represents more 70 nationalities with 50-plus languages spoken at home in addition to English.

The School’s mission is to develop the intellect and character of each student by providing an outstanding American education with a global perspective.

Our curriculum offers the challenge of high expectations, the excitement of engaging learning experiences, and the support of a caring community. And at ASL, our students, teachers, parents, staff and friends come together to create an extended, yet focused “family.” Together, we form a dynamic caring community that steers the individual progress of each student.

Our students take full advantage of London as a classroom, participating actively in its vibrant historical, artistic and cultural venues. At the threshold of continental Europe, we introduce our students to the background and experiences that will create the international citizens of tomorrow.

The energy and diversity within the school community is a driving force in our students’ personal development. Shaped by our dedicated faculty, the dynamic school environment acts as a catalyst for achievement. Innovation and individualism are celebrated, just as outstanding academic success is applauded.

Nurturing the unique talents and particular needs of each student age 4 to 18, we develop spirited, independent individuals who will embrace learning and future challenges with confidence.

American International School Of Bucharest


AISB engages learners in a rigorous and balanced international education, prepares them to realize their full potential, and inspires them to be successful and responsible global citizens.

We are a not-for-profit, co-educational, day school governed by a Board of Trustees comprised of parents, alumni, and US Embassy officials. Established in 1962 by the US Embassy in Romania, the school has grown tremendously over the last fifty years and now operates on a purpose-built, state-of-the-art ,10-hectare campus serving 950 students of 60 nationalities.

We are accredited by the New England Association of Schools and Colleges and the Council of International Schools and are authorized by the International Baccalaureate to offer their programs to students between EC2 through Grade 12.

We offer students the best of the American and International educational traditions, as well as the benefits of access to the rich culture and heritage of Romania. A rigorous curriculum, based on the International Baccalaureate Primary Years, Middle Years, and Diploma Programs, prepares students for success in universities worldwide.

The school provides a safe learning environment that enables critical thinking and risk taking, engendering a love of learning. An emphasis upon inquiry, teamwork, mutual respect, and collaboration is balanced by sensitivity to the needs of individuals and to their varying learning styles.

AISB promotes a healthy and well-balanced perspective on life in its mix of curricular and co-curricular activities, with programs that reach beyond the classroom into the community. We are committed to preparing students for a life of responsible world citizenship who are able to meet the challenges of an increasingly complex twenty first century.

The American School in Japan


The American School in Japan is Tokyo’s oldest (founded in 1902) and largest international school serving grades nursery through 12. ASIJ provides a college-prep curriculum that is enriched by high-quality facilities, curricular innovation, talented faculty and staff, a broad range of activities and athletics, and an engaged parent community.

Our mission is: “developing compassionate, inquisitive learners prepared for global responsibility.” Diverse curricular and co-curricular programs at both our Early Learning Center and Chofu campuses offer opportunities for students at all levels to pursue their passions and develop empathy through design thinking approaches to problem-solving.

With a highly qualified faculty of over 150, and over 1,660 students from over 45 nations, ASIJ is a defining moment in our students’ lives, becoming their lifelong home, worldwide network and ongoing inspiration.

Hong Kong Academy



HKA is a lead international school with a personal, individualised approach to education and an engaged, close-knit community. With over 640 students, HKA offers an exciting Early Childhood Programme for 3 and 4 year olds and the International Baccalaureate Primary Years, Middle Years and Diploma Programmes for students from Kindergarten through Grade 12.

As our mission statement makes clear, the HKA educational experience centres around five fundamentals:

  • Rigorous international education

  • Pathways to individual excellence

  • Captivating learning environment

  • Dynamic community of learners

  • Educational leadership


HKA expresses these fundamentals in a progressive, inclusive educational model that believes that members of the community – students, faculty, staff, and families – bring a unique set of talents and strengths to the school. Regardless of what those talents may be, they are all valued and celebrated.

Nishimachi International School


Located in the embassy district of central Tokyo, Nishimachi is a leading international school with an inquiry based approach to learning. A rich Japanese language and cultural program is one of the cornerstones of the Nishimachi experience. It is a vibrant community with strong connections to parents and alumni.

The school’s mission is to develop learners who are curious, creative, and reflective thinkers. Nishimachi graduates will be well prepared to meet the challenges posed by a constantly changing and more interdependent world.

As our mission statement- “the Nishimachi Graduate 2030” - makes clear, we are seeking to develop students who take initiative, are global in their thinking, and show leadership at all levels. Our program is centred around six main principles of learning. Through these principles, we aim to develop graduates who:

  • act ethically

  • make connections

  • think innovatively

  • pursue inquiry

  • accept challenges

  • take ownership


We provide an American and international curriculum driven by leading educational research and high standards. We are accredited through the Council of International Schools (CIS) and Western Association of Schools and Colleges (WASC), and affiliated with the Office of Overseas Schools, United States Department of State.

We are greatly interested in the concept of maximizing learning, in three domains- student achievement, student attitudes, and student approaches to learning. This concept is underpinned by an extensive staff learning program.

Upper Canada College


Upper Canada College is recognized nationally and globally as one of North America’s foremost boys’ schools, located in central Toronto, Ontario. Educating tomorrow’s leaders since 1829, UCC is an International Baccalaureate World School for 1,169 students in Senior Kindergarten through Year 12, including 88 boarders. With 100 percent university placement, UCC offers award-winning faculty and cutting-edge facilities, including a twin-pad arena complex. Its global network of alumni is close to 10,000 and includes politicians, Olympians and world-renowned innovators in every field. With an $100-million endowment fund we’re committed to ensuring 20 percent of students receive financial assistance annually.

International School of Beijing


ISB is an extraordinary school, with a history of excellence spanning almost 40 years. Our Mission, Vision, and Core Values are fulfilled by passionate, highly qualified educators who all want the best for every student, PreK through grade 12.

ISB is dedicated to implementing and sustaining programs proven to be most effective for student learning and well-being. As a progressive school, we respond to the changing needs of students in higher education and the world which awaits them.

Research-based programs, high-quality teaching, and outstanding and ever-improving facilities mean students at ISB are being prepared for success in a world that keeps changing at a breathtaking pace.

ISB enjoys a proven track record of excellent learning outcomes, with students attending colleges around the world which are most appropriate for them. Our commitment to realizing students’ potential is built around nurturing the intellectual, physical, social and emotional development of each child. ISB programs equip students to be productive, healthy, and fulfilled young adults, whatever future they choose.

Surabaya Intercultural School


Surabaya Intercultural School first opened its doors under the sponsorship of the American Consulate in 1971. Its goal was to provide students with an opportunity to acquire an internationally-based education. It began its operation with just 24 students. As the school grew, it moved in 1995 to the present campus, a site of 50,000 sq. meters located in Citra Raya, a self-contained city development in West Surabaya.

Surabaya Intercultural School is the only school in Surabaya accredited by the Western Association of Schools and Colleges (WASC), one of six regional associations that accredit public and private schools, colleges, and universities in the United States. First accredited by WASC in 1985, SIS continues to pursue excellence in international education. SIS offers the IB PYP in Elementary School and an education based on American curriculum standards in the middle and high schools. Our program culminates with AP courses including the AP Capstone program.

The Kaust School


TKS is an internationally minded and globally mobile school that supports the thriving university community of King Abdullah University of Science and Technology (KAUST) on the shores of the Red Sea. Partnership between the school and the university continues to grow, providing our students with opportunities unimaginable elsewhere. TKS students benefit from the state-of-the-art resources of the University as well having access to University events such as the Winter Enrichment Program (WEP) and Science Fairs.

Nanjing International School


NIS was founded in 1992 and we are proud to be the first three-programme International Baccalaureate school in China, PreK to Grade 12, and the only IB World School in Nanjing. Our mission is to be an inclusive community inspiring personal excellence, international-mindedness, and creative thinking. These four pillars are the foundation of learning at NIS, a place where we pay attention to the individual development of each student.

The American International School Vienna


The American International School · Vienna provides comprehensive opportunities for learners from across the globe. We intentionally nurture students in an inclusive school environment, challenge them to strive for personal excellence through exploration of their passions, and foster respect through compassion for others and for our world.

UWC Changshu


Central to the ethos of UWC is the belief that education can bring together young people from all backgrounds on the basis of their shared humanity, to engage with the possibility of social change through courageous action, personal example and selfless leadership. To achieve this, UWC schools and colleges all over the world deliver a challenging and transformational educational experience to a deliberately diverse group of young people, inspiring them to become agents of positive change in line with UWC’s core values.

The Anglo-American School of Moscow


At the heart of all things AAS, our learners, who represent over 64 nationalities, can be found, each with their own unique learning prints. To serve each one and all collectively, our commitment can be seen in our approach to creating rigorous, engaging and relevant learning experiences that best prepare them for their futures outside of school. Our framework for learning, called Learning at AAS, is a philosophical stance, the set of program and components, and an essential lens for determining, developing and enriching the transformational processes of teaching and learning that optimize our students’ experiences.