About Chengdu Meishi International School


Chengdu Meishi International School is an International Baccalaureate ‘World School’, offering the Diploma Program. It is now the only American Accredited and IB Authorized School in Western China. It now offers students choices of an American curriculum, Chinese curriculum, French national program, IB Diploma for both Chinese and foreign students. It is also now an authorized education provider for the U.S. State Department, French and Pakistani Government employees.

 Chengdu Meishi International School assists students in developing life long character and academic skills. Our students study reading, writing and arithmetic, but they are equally committed to honesty, generosity, and hard work. Chengdu Meishi International School strives to be a caring community where families find support, encouragement, and excellent education for their children. 

We are located outside of the 3rd ring road south of Chengdu, (about 20-30 minutes by car from most areas of the city), in a green and healthy section of the city. We have the largest international school campus in Chengdu with about 50 acres of well-planned, landscaped campus. ( See the contact & location menu for a map ) 

Chengdu Meishi International School has a history of about fifteen years, enjoys tremendous support from the Chengdu & Sichuan Governments, the expat community & foreign governments.

Chengdu Meishi International School
International Programs
For High Achieving Students
——— Featuring ———
• The International Baccalaureate (IB) Diploma
• The American Standard Diploma (NCA)
• California State Standards



What the student is expected to learn. Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts and skills that students should acquire at each grade level.
How the instruction of the content standards are to be delivered. This also addresses the “context” of instruction to reflex the goals and missions of the school.
Federal, State and Provincial acknowledgement of the rigor curriculum is reflected in a range of legislation and/or education policy usually through Accreditation.
When the content standards are to be implementing and by what grade or the “blueprints” for delivery of instruction.
Evaluate student work as direct evidence of achievement against the stated goals. Assessment tasks should be designed to support and encourage good classroom teaching and learning. Student results are determined by performance against set standards, not by each student’s position in the overall rank order.