Barbara's Definition of Rigor

One of today's challenges is increasing rigor in classrooms and schools.  Rigor is not about giving more homework, or making work "harder", nor is it just for "certain students".

Rigor is creating an environment in which each student is expected to learn at high levels, and each is supported so he or she can learn at high level, and each student demonstrates learning at high level.  (Blackburn, 2008).

Keep in mind that this tri-fold approach focuses on the overall environment of the classroom and school.  It is not limited to the curriculum students are expected. It is more than a specfic lesson or instruction strategy.  It is deeper than what a student says or or does in response to a lesson. 

True rigor is the result of weaving together all elements of schooling--curriculum, instruction, assessment, and leadership--to raise students to higher levels of learning.

Rigor Resources

Research-Based White Papers (Myths of Rigor; Rigor and the Common Core State Standards)

Articles (Multiple articles related to understanding rigor, practical ideas for working with students, and leadership strategies)

Podcast/interview with Barbara

Barbara's books about rigor (for teachers and leaders)

The Response to Barbara's Perspective of Rigor

“There has been so much talk about how we (teachers) are not challenging our students, and frankly, I was a little frustrated.  I wasn't sure if I was "good enough", but no one could explain what rigor looked like in the classroom.  I was amazed to hear you and then read your book.  WOW! Finally, a definition of rigor that is all-inclusive rather than just focusing on tests or more homework.  Then, I found practical strategies I could integrate with my existing instruction to make rigor a regular part of my classroom.  Thank you for being a teacher who talks to teachers!  By the way, my principal says your description of rigor has helped him be a better leader too.  Thank you!”

---Teacher, Atlanta, Georgia

“Barbara’s enthusiasm and energy were described by participants as infectious and inspiring. It is rare to find a consultant capable of providing ideas for all levels and subject areas. Participants walked away feeling renewed with practical strategies they could use immediately.  Though Barbara started out as a visitor, she quickly became a part of our school district by taking the time to learn our story, share her story and reaffirm a belief that we really do make a difference.”

----Maureen Hauswald,Director of Instruction, Adams-Friendship Schools,

Wisconsin