Rigorous Schools and Classrooms: Leading the Way
by Ronald Williamson and Barbara Blackburn
(Eye on Education, 2010)
Reviewed by Renee Moore, NBCT
Guest Blogger
“Rigorous Schools and Classrooms: Leading the Way” is a follow-up to Barbara Blackburn’s 2008 book, “Rigor is Not a Four-Letter Word” (see Karen Molter’s review here), and the books should be studied together. Both authors are former teachers (Williamson is also a former principal) whose educational careers extend from classroom teachers to respected university researchers.
While Blackburn’s first book was aimed at teachers, this book shows school leaders how to navigate an entire school toward a more rigorous culture and support teachers increasing the level of classroom rigor. The authors acknowledge many differing definitions of academic rigor in use today, and briefly summarize those definitions and the recent reports calling for more rigor in our schools. For Williamson and Blackburn, the preferred definition of rigor came from a practicing school principal:
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 (p.28).
Consequently, much of the book addresses expectations. Among the surprising statistics cited in “Rigorous Schools” is one that reflects student expectations, or rather how those expectations are not being met. It notes that “66% of dropouts [said they] would have worked harder [in school] had more been demanded of them.” The authors also reference a 2009 study of “low performing schools in Newark, NJ…where it was found that allowing students to struggle with challenging math problems led to improved achievement and results on standardized tests.” Williamson and Blackburn openly challenge several myths about rigor, as well as teacher and student responses to it.
The discussion around increasing rigor, particularly at the secondary level, takes on even greater significance as the Obama Administration pushes its goal of every U.S. student graduating from high school “college and career-ready.” Many wonder how this can be accomplished given the glaring inconsistencies and inequities in American education today. The authors include a sample advocacy chart of facts from one high school that could be applied to schools and states around the nation; for instance:
“The fastest growing part of the high school curriculum at the moment are AP or college level courses. The fastest growing part of the college curriculum is remedial or high school classes.”
The authors provide charts and other tools for administrators to both develop and evaluate rigor within their schools; many available online. The book tackles some challenging details of school transformation including grading, scheduling (especially to provide time for teacher collaboration), student support, resistance from stakeholders, and suggestions for shared leadership.
The ideas promoted here contrast sharply with the test-prep driven malpractices that are being forced on teachers and students in lower performing schools — practices which we know will ultimately short-circuit true learning and sabotage long term academic accomplishment. Furthermore, open, school-wide discussions about rigor force us as educators to examine our own deeply-rooted prejudices about expectations for different types of students. I recommend this book, if not as a guide, certainly as an important discussion starter, for school improvement.
Renee Moore teaches English in the rural Mississippi Delta. A former state teacher of the year and Milken Award winner, she serves on the board of the National Board for Professional Teaching Standards. Her blog TeachMoore is featured at the Teacher Leaders Network.
