Rigor is NOT a Four-Letter Word
Barbara R. Blackburn
Eye on Education (2008)

Reviewed by Karen Molter
High School English/LA (Indiana)
Teacher Leaders Network

I asked to review this book because of an ongoing debate/dilemma with this issue, both among my colleagues and within myself. When I discuss this topic with other teachers, we agree it's important to "raise the bar" for students and that a rigorous education is essential for post-secondary success. The dilemma arises in the actual implementation of that philosophy.

While I have high standards for my students, trying to help them meet those standards is often exhausting and sometimes they simply refuse or give up. My colleagues who teach elective classes find that if their classes are too challenging, students will not enroll and their job security will be threatened. In our discussions, we’ve considered many solutions — vertical teaming, school culture change, social workers, even starting our own school! This book, I thought, might just offer some better answers to the many questions we have about rigor.

I opened the cover with mixed feelings. After 33 years of teaching, I often find that professional reading simply affirms many of my current practices in the classroom. Here, I was not hoping for affirmation but for something to improve my instruction at this advanced stage in my career. I was not disappointed. I found this book to be both realistic and respectful.

“Realistic” was a welcome attribute. Blackburn’s work with practicing teachers and interviews with students keeps the research and philosophy grounded in actual strategies for implementation. She actually mirrors the “guideposts” (pg. 15) for increased rigor in the organization of the book:

•  Quality … Not Quantity — She keeps to the point and includes clear examples of rigorous activities for the classroom.

•  Everyone…Not just “Special Students” — She includes activities for all types of intelligences, all levels of intelligence, and all content areas are included.

•  Learning… Not Punishment — She provides opportunities at the end of each chapter to reflect upon the content and consider how the techniques could be used with the reader’s current lessons. She also describes scaffolding and assessment techniques for use with students.

Another realistic aspect of the book is Blackburn’s clear recognition of the potential stumbling blocks to implementation and her suggested methods of dealing with them. Chapter One addresses these issues directly and leads the reader to the following definition: “Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.” (pg 16).

Chapter Two continues to lay the foundation for the chapters to come by offering a discussion of high expectations, challenging curricula, high-level questioning, and differentiation and multiple intelligences. Much of this discussion would provide a good orientation for newly hired teachers and those in need of a refresher.

Blackburn sets the stage nicely for the more practical portion of the book — which she offers in a “choose your own adventure” style. Chapters Three through Seven, which discuss various methods to increase rigor, are not written sequentially so the reader can opt to read the chapters in order of importance or urgency. Topics include:

• Raising the level of content — This section includes a great discussion on the difference between “reviewing and repeating” as well as a section on standards.

• Increasing complexity — Techniques for student engagement are the real surprise in this section. Project-based activities are used to attain the complexity without losing the students.

• Giving appropriate support and guidance — Her suggestions about scaffolding and providing multiple opportunities to learn offer viable solutions when students want to give up. The section on communicating teacher expectations to students effectively is also helpful.

• Opening one’s focus — “Open-ended” is more than just a type of question! Projects, choices and even vocabulary instruction can be open-ended as well. Her explanations of these strategies are eye-opening.

• Raising expectations — This section gives attention to issues such as “A,B, Not Yet” grading, victory lists, and creating a culture of learning. Her ideas here will be helpful to many teachers, even those with long experience in the classroom.

Blackburn continues her realistic approach to rigor in the chapters on assessment and the opportunities and challenges of implementation (Ch. 8 and 9). Assessment is a necessity, and she believes formative assessment is most effective. Grades are a fact of life, and her ideas about mixing a variety of types of assessment provide many opportunities for reflection.

Probably the most realistic aspect of the book comes in Chapter Nine, which discusses the introduction of rigor into the classroom and the likely resistance from students, parents, and colleagues. Blackburn’s work with practicing educators shines through here with her honest discussion of such issues. She acknowledges that the road will not always be smooth and offers several options for managing opposition to change.

There are also extras. Teacher leaders who have a need to increase rigor on a school-wide basis will find additional activities and resources in the book, which also includes a password that allows book owners online access to charts, guiding questions, and tools at the publisher's website. (Some templates are available to everyone who visits the book's webpage.)

Finally, and importantly, a tone of respect permeates each page of Rigor Is Not a Four-Letter Word. Blackburn’s chosen audience is the classroom teacher because she believes that, ultimately, it’s the individual working with students every day who is in the best position to truly raise the bar.

While the school’s curriculum, climate, or improvement initiatives may or may not embrace increased rigor, the individual teacher has the power to make changes in each individual classroom. This attitude — in a book filled with examples of real teachers’ lessons, time-saving charts and organizers, and opportunities for the audience to reflect and plan — truly displays the author’s understanding of classroom dynamics and the demands upon a teacher’s time.

This deep grasp of teachers’ work is also displayed in Blackburn’s incorporation plan, which recommends that rigor be introduced incrementally, one added strategy per week, while anticipating that there will be bumps in the road. In the world of educational literature, where authors frequently condemn existing teacher practice or put forth idealistic expectations, this book refreshingly offers positive ways to improve instruction in the real world.