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ERIC Number: EJ860952
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: ERIC
Reference Count: 13
ISSN: ISSN-1076-2175
The Nonnegotiables of Academic Rigor
Matusevich, Melissa N.; Katherine A. O'Connor; Hargett, Mary P
Gifted Child Today, v32 n4 p44-52 Fall 2009
Despite the fact that rigor is generally advocated for gifted learners, how it should be measured is not well defined. This lack of specificity in defining academic rigor often makes it difficult to determine if curriculum for gifted learners met their learning needs. With this need in mind and in response to the challenge of the North Carolina State Board of Education (NCSBoE) Mission Statement goal that every student be provided with rigorous and relevant core curriculum reflecting what students need to know and demonstrate in a global 21st-century environment, the Academically or Intellectually Gifted (AIG) Program at the North Carolina Department for Public Instruction (NCDPI) set out to create a rigor rubric. It was believed that such a rubric should be applied to educational programs and instruction to determine if an appropriate level of challenge is evident. As a result, a rigor rubric was developed. This article provides a description of how the rubric was developed as well as how it has been utilized to analyze the appropriateness of curriculum and instruction for gifted learners. (Contains 4 figures.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina