ERIC Number: EJ1087969
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Conceptualizing Rigor and Its Implications for Education in the Era of the Common Core
Paige, David D.; Smith, Grant S.; Sizemore, John M.
Cogent Education, v2 n1 Article 1048084 2015
The adoption of Common Core State Standards in the USA by 46 states and the District of Columbia has provided several new foci for K-12 instruction, not the least of which is the reading and understanding of complex text, a higher order thinking process. Closely associated with this is the notion of rigor, the focus of the present study. As educators who work with administrators and teachers across the country, we have noticed that while there exists a general concern about rigor, there is not a coherent understanding of what it is. As such, there is a need to establish a common understanding of rigor that is useful for school-based personnel. Additionally, we propose that it's important for educators to regularly measure and track rigor as one part of a larger dashboard of quality indicators which can inform school leaders on the educational health of their school.
Descriptors: Common Core State Standards, Elementary Secondary Education, Difficulty Level, Thinking Skills, Grade 7, Observation
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail: info@CogentOA.com; Web site: http://cogentoa.tandfonline.com/journal/oaed20
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A