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Navigating Academic Rigor: What It Means and Why It Matters

In the journey through high school and into the world of college admissions, there's a term that you'll likely encounter frequently: academic rigor. But what exactly does it mean, and why does it matter?

As a high school student and aspiring college student, you’re faced with making sense of how college applicants are profiled for admissions. Well, your GPA, or grade point average, is a key indicator of your college readiness, but did you know that most colleges are going to look at your GPA in the context of academic rigor?

And, although academic rigor will be an important consideration for admissions, it’s also something you need to pursue with a balanced approach. In fact, many motivated high school students will find it difficult to strike a balance between academic achievement and other important life activities — sometimes activities as essential as resting, socializing, exercising, and relaxing…

In this blog post, we'll delve into the concept of academic rigor, its significance in both high school and college admissions, and how to navigate it successfully.

Defining Academic Rigor

Academic rigor isn't just about a class being hard or a teacher assigning lots of homework. Academic rigor is a multifaceted concept that encompasses critical thinking, combining knowledge and concepts in new ways , and complex applications of learning.

In short, academic rigor is not the same thing as academic difficulty per se .

Academic difficulty typically refers to how accessible or inaccessible the learning content is for the students being taught, or it may refer to the quantity of learning (amount of reading, homework, etc.) students are expected to do.

Academic rigor requires teaching that fosters deeper forms of questioning, understanding, and analysis — a comprehensive approach to learning that involves:

• depth of content
• conceptual complexity
• higher-level mastery of content — such as performing critical analysis, applied problem solving, or synthesizing concepts to generate new insights
• effective use of advanced study skills in tasks related to note taking, critical thinking, research, and writing…

Academic Rigor — Common Misconceptions

A common misconception about rigor is that it’s just about presenting more challenging content, more advanced concepts, and demanding greater quantities of homework!

Certainly fast-paced instruction and having to keep up with a big reading load or above average amounts of homework can all make a course “difficult.”

Most education experts agree, however, that academic rigor is really about mastering content at a deeper level and about the kinds of thinking students engage and develop.

Academic rigor is not quantified by how much gets crammed into a school day — it is measured in depth of understanding.

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In her book How to Plan Rigorous Instruction , instructional expert Robyn Jackson says that teachers can incorporate greater academic rigor by  “selecting content that is ambiguous, is complex, is layered, and has implicit meaning.”

This kind of complex and ambiguous content makes fertile grounds for a key component of academic rigor: higher-order thinking.

Bloom’s Taxonomy

In 1956 educational psychologist Benjamin Bloom published the Taxonomy of Educational Objectives (aka Bloom’s Taxonomy ). Bloom put common learning processes into a hierarchical order, contrasting lower-order thinking with higher-order thinking.

Bloom’s taxonomy offers insights that can help us grasp what academic rigor really means.

Lower-Order Thinking

• memorizing and summarizing information
• understanding information on a surface level
• comparing and contrasting terms or concepts

Higher-Order Thinking

• probing and questioning ideas and concepts
• understanding and articulating nuances of meaning
• applying concepts and ideas creatively: for authentic problem solving or generating new perspectives…

By the way, this doesn’t mean lower order thinking is “inferior” in some essential way. In fact, a skilled teacher would typically understand that lower-order tasks are important foundational steps that prepare students to be successful in achieving higher levels of content mastery and understanding.

The Ingredients for Rewarding Academic Rigor

A sad reality is that too many students — and too many of their teachers perhaps —  associate rigor with the quantity of work assigned — as in being asked to spend more and more time doing homework, being expected to grasp complex concepts without proper support and preparation, or having excessive amounts of reading and memorization to do every week…

Courses with extra work are indeed more difficult, but that kind of difficulty doesn’t always measure up to what academic rigor is really all about.

Academic rigor means making learning challenging in a way that should foster excitement, build confidence, and help students cultivate disciplined forms of critical thinking, argumentation, and problem solving.

Rigorous learning experiences help students understand knowledge and concepts that are complex, ambiguous, or contentious, and… encourage students to think critically, creatively, and more flexibly, and to question their assumptions and think deeply, rather than simply utilize memorization and information recall.

- baylor university — “academic rigor”.

Defined this way, academic rigor shouldn’t stir up dread or angst in students. Instead, academic rigor is something that should make you feel excited and inspired, especially when your teachers add relevance and authenticity to the mix by connecting the learning to topics and real-life problems that resonate with your deeper interests and passions.

Academic Rigor in High School

Your high school years are a prime time for you to embrace academic rigor. Most high school settings offer students a variety of courses that have different levels of academic rigor.  

Advanced Placement (AP), International Baccalaureate (IB), and Honors courses, for example — when taught by skilled teachers — should offer you not just accelerated pacing but also higher levels of academic rigor.

Engaging in these rigorous courses not only prepares you for the academic demands of college but also demonstrates your commitment to learning. Colleges value students who actively seek out challenges and display a willingness to explore new horizons.

Finding the Academic Rigor That’s Right for You

If you’re not finding the right opportunities for academic rigor at your school, talk to your school counselor or seek help at your school’s college and career center. 

In addition to offerings at your high school, you may also find that local community colleges or other institutions of higher learning in your larger community offer college bridge programs or similar programs that allow you to enroll directly into college courses while still in high school.

Finally, another great option for finding the right opportunities to get the academic rigor you want in subjects you’re interested in is to explore online education offerings . During the pandemic online learning was sometimes seen as an unfortunate necessity, but educators, families, and students also discovered that high quality online learning options can offer both wider horizons and some surprising educational advantages.

Academic Rigor and College Admissions

Colleges are interested in applicants who have engaged with academic rigor in their high school journey. And, most likely, if you’re aspiring to attend a competitive school, you’re already well aware that taking more rigorous courses in high school can make a big difference when you apply to college.

You realize that admissions officers understand that courses with more academic rigor will help you hone your study skills and critical thinking skills — giving you an edge when it comes to applying for college and to showcasing your potential for ongoing academic success.

You’re not wrong about that... 

When admissions officers evaluate your academic achievements, they’ll be considering not only your GPA (grade-point average) but also the academic rigor of the courses you completed in high school.

Except for GPA, academic rigor is perhaps more important than any other factor for college admissions at many schools: more important than class rank , than your college admissions essay , or than the letters of recommendation submitted by your teachers and counselors.

According to the National Association for College Admission Counseling (NACAC), “strength of high school curriculum” is the third most important factor for admissions out of sixteen important factors . 

Moreover, the highest ranking factor — “the GPA earned in college prep courses” — also involves academic rigor. This means enrolling in at least a few Advanced Placement, Honors, IB, or similar courses can have a significant impact on college admissions.

When it comes to advanced or accelerated courses, Harvard’s admissions officers recommend that “students pursue the most demanding college-preparatory program available, consistent with each student's readiness for particular fields of study.”

Unfortunately, this pursuit of the most demanding courses can create lots of stress for high school students striving to compete to get into top colleges! 

But remember that admissions officers at top schools consider the larger context of your high school environment when evaluating your academic rigor. They typically assess academic rigor not by the measure of any single course, but in the context of your cumulative high school transcript.

Does your school offer AP courses? An International Baccalaureate program? Both? Neither? We know you did not design your school’s curriculum, and we only expect you to take advantage of such courses if your high school provides them… Again, we only expect that you will excel in the opportunities to which you have access.

- yale college — “advice on selecting high school courses”.

Course selection is important, but equally important is how you perform in those courses. Admissions officers are looking for evidence of academic rigor, a superior GPA, and evidence of improving academic ability over the course of several years.

When it comes time to apply to college, submitting a transcript with a strong GPA and rigorous courses covering a range of foundational subjects should help you stand out and showcase the following qualities:

• impressive breadth and depth of background knowledge
• a motivation for lifelong learning
• superior study skills
• an ability to persevere and excel under pressure
• organizational and time management skills

What if taking classes with more rigor means it’s harder to maintain a 4.0 GPA?

In other words, you’re asking, what’s more important, the GPA or academic rigor?...

That’s a great question.

Remember that colleges and universities will in most cases be looking at your overall high school accomplishments — not looking for perfection.

In general, a wise goal would be to know your limits, but within those limits, pursue the most challenging and relevant courses possible.

That said, here are some tips to help you avoid self-sabotaging your GPA!

• Start early in terms of enrolling in rigorous courses and
• Avoid cramming too many college prep courses into your schedule in a single school year
• When the time approaches to select your courses for the next term or school year, get advice from counselors and teachers about how high to aim
• Research the content and course requirements before deciding if an advanced or accelerated course is a good fit
• Think about your overall time commitments for the school year
• Be strategic and practical when it comes to maintaining good grades
• Seek out an experienced tutor as soon as possible if there’s any doubt about your ability to succeed on your own
• Test the waters early in harder classes — there’s often a brief window of time when you can drop one course and add an alternative course if you discover you’re really not prepared to succeed in the more advanced course

All of this brings us to our next topic — the temptation to take on too much academic rigor…

The Risks of Overloading on Rigor

Remember, your wellbeing is just as important as your academic pursuits!

While academic rigor is undeniably valuable, overloading on rigor without careful planning can lead to burnout, stress, and negative impacts on your mental health.

Most students will find that taking on more academic rigor is challenging. But, excelling academically should be just that — challenging — and not debilitating!

Unfortunately one common mistake is taking on too many AP courses or other college prep courses in the same year, or taking accelerated classes in subjects that don’t match your aptitudes or that you’re not properly prepared for academically.

When your efforts to pursue academic rigor start triggering excessive stress, frustration, or self doubt, you may be taking on too much, or you may not be getting the learning support you need to persevere and to succeed.

It’s commendable to aim high, and it’s understandable that students aspiring to college feel pressure to take on more… But honoring your passions and meaningful personal interests, balancing your commitments to extracurriculars , part-time jobs, or family responsibilities, and recognizing and accepting your limits — as well as pushing your limits — are all important to success.

Some stress is normal and healthy. Too much stress can be overwhelming and lead to more serious health issues — anxiety, depression, eating disorders, sleep disorders, and so on…

Warning Signs of Taking on Too Much

• tense muscles, headaches, a tight jaw, teeth-grinding, a racing heart and sweaty palms
• trouble sleeping
• low energy, tiredness or exhaustion
• the feeling of being on edge and irritable
• difficulty concentrating
• loss of motivation
• the feeling of being overwhelmed.

Source: “Stress and Stress Management” Raising Children.net

The odds are tremendous that you’ll succeed and thrive over the long run by aiming high if you also take ownership of your own prior commitments, limitations, and self-care needs:

• Striking a balance between challenge and achievement
• Seeking support or resources for more effective — and less stressful — academic planning
• Practicing self-care strategies to prevent burnout while still embracing academic challenges

Your aspirations for college and your college journey should fit into, not trample, your larger life journey !

Being Intentional & Making Informed Decisions

As you navigate the path of academic rigor, it's crucial to make informed decisions that align with your personal interests and future goals.

• Consider factors such as your passions, career aspirations, current workload, and available support.
• Engage in conversations with your teachers, guidance counselors, and parents or guardians to gather insights and advice.

Academic rigor should be pursued with intention. It's not about ticking off boxes but about enriching your learning experience.

The College Board has some great recommendations for guiding decisions when choosing your high school classes:

• Pursue your passions and interests
• Pursue a well-rounded education
• Build a strong holistic college profile by maintaining a balance when it comes to academic rigor, breadth of learning, GPA, and extracurriculars
• Be willing to try new things
• Take courses that colleges recommend, including a reasonable number of accelerated and advanced courses available to you

In essence, your pursuit of academic rigor is valuable as a means to an end, not an end in itself!

Being intentional is about seeing your educational journey as one with lots of opportunities for new challenges and growth, not as one with an endless number conquests and prescribed requirements to live up to.

The journey of education is about personal development, evolving self-awareness, aligning your decision making with your values, and cultivating intellectual curiosity.

Final Thoughts

As you navigate the labyrinth of high school scheduling and college admissions, academic rigor should be more than a buzzword and more than another requirement on an endless checklist…

First, keep in mind what academic rigor really means when looking at the educational opportunities available at your school.

Try to identify and enroll in courses that will foster deeper learning and higher order thinking.

The teachers and courses that truly offer you academic rigor will provide learning experiences that are supportive, intentional, and appreciative of different learning styles and interests.

This means you’ll be academically challenged and intellectually stimulated with engaging inquiry, analysis, and critical thinking. And, your teachers will typically be helping you discover the real-world relevance of your learning —  providing opportunities for authentic research or problem solving.

This kind of academic rigor will help you develop the kinds of higher order thinking you’ll need not only to boost your college applications but to nurture your curiosity and confidence and prepare you for greater success in college and professionally…

Second, remember that academic rigor is only one piece of the puzzle... Your pursuit of academic rigor should not overshadow your self-care needs, negatively impact your GPA, isolate you from peers, or keep you from growing and thriving through participation in meaningful extracurricular experiences .

Finally, don’t pretend there is not a lot at stake when it comes to the impact your college journey has on your future opportunities, friendships, and careers. But also don’t think you need to do it all without the rights resources and community…

The trick is to turn this high stakes journey into one that excites you and propels you forward, and not one that leaves you feeling exhausted, anxious, isolated, or burned out.

The good news is you really don’t have to go it alone…

In fact, the students at Crimson enjoy the journey and succeed beyond their expectations by benefiting from  personalized advising, tutoring, and counseling and the support of a whole community of like-minded peers from around the world …

Did you know that students who sign on to Crimson Education’s College App, access the Crimson student community, and take advantage of Crimson advising and counseling support are 7x more likely to get into their top-choice schools?

In your pursuit of academic rigor, remember that it's not just about the destination but the transformative journey that molds you into a well-rounded and intellectually curious individual. Embrace the challenges, find your balance, and thrive in your academic endeavors.

And, get help when you need it… You don’t need to go it alone and you don’t need to learn how to get into college the hard way, or after it’s too late.   With the right guidance from knowledgeable Crimson Advisors, with help from supportive tutors and counselors, and like-minded students, as well as tools and resources to manage all your next steps, your college journey becomes an exhilarating, friend-filled and more fun-filled adventure.

We encourage you to explore Crimson Education's wealth of resources and counseling services. We’ll help you discover your own amazing potential as you chart a college journey that nurtures your passions and lives up to your dreams.

Learn more about our College Admissions Counseling Services , or go ahead and  book a free consultation with a Crimson counselor today. Together, we’ll make sure you’re on the best path to the college of your dreams… 

Find out about our Crimson App and how to access your own personalized application roadmap.

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Rigorous Coursework: How much is enough?

(As I sit down to write this blog, I have a headache! The more I study, read, attend webinars, and watch videos about college admissions, the more complicated it seems! If you search, I’m convinced you can find a resource to support any position you want to take when it comes to getting into college.)

That’s why Crosby Scholars is here to help!! You might have heard that taking “rigorous” courses in high school is important for college admissions. This is true. But why?

A high school transcript shows more than GPA and Class Rank. Although helpful, those 2 factors don’t tell the whole story. Admissions officials want to know if students will be able to handle the rigor of college coursework. To make an educated guess, these officials look to see if the transcript shows “rigorous” courses with A or B grades.

So what exactly does “rigorous” mean? It’s widely accepted that AP and IB courses are rigorous. In some circles, honors courses hold the same designation, but not always. Since AP and IB curriculums and standards are universal, there is consistency. Regardless of the school you attend, the expected outcomes are the same. Honors courses, though, lack uniformity from one high school or district to another. So Honors English at one school might be very different at another.

Does rigor impact GPA’s? Yes! Some students and parents have become experts in how to milk every single possible point to build a high GPA. Course scheduling to boost GPA’s has become an art form. Decisions made about what classes to take in high school are often made by how choices might improve class rank. This is nothing new. Years ago a friend of my brother dropped out of typing class because he wasn’t earning an A.

How do colleges evaluate GPA’s?

Did you know that many colleges completely recalculate the GPA’s of applicants?

Here’s how the University of California system does it:

The UC system recalculates applicants’ GPAs. They include only college prep classes. Each A is worth 4 points. An extra point is given for each semester of honors-level 10th & 11th-grade classes. (For out-of-state students only AP and IB classes count.) A maximum of 8 points may be awarded.

The University of Michigan has another approach:

The University of Michigan recalculates GPAs using a 4 point scale for all classes in 9th through 11th grade. Plusses and minuses are ignored (that is, they treat a B+, B, and B- as a B). The university’s website also says, “Additionally, we review the number of demanding courses separately. During the holistic review process the rigor of the applicant’s curriculum is considered.”

Will my college recalculate my GPA? Sometimes it’s hard to find this information unless you contact the school and ask specifically about this. However, most colleges and universities will have similar systems to the examples above. Grades in core courses will be important. Bonus points will be given for more difficult work. Schools will look at your transcript for more than the GPA and rank. This is also why many schools only ask for your unweighted GPA—they will apply their own weighting system.

How much rigor do you need? So does this mean a student should take every possible course with “rigor”? In my opinion, the answer is no. Students should plan a schedule that allows them to take part in other activities they enjoy. Colleges look for good grades, but they also seek student leaders, marching band members, athletes, debaters, researchers, and others. If a student uses every waking moment doing classwork, they can’t build other valuable skills.

Maintaining a balance is key . Too many students today are stressed and anxious a majority of the time. It is good to have a course schedule that is challenging, but not overwhelming. Getting C’s and D’s in rigorous classes won’t help. As parents, we want our kids to be happy. We should help our students find balance while juggling coursework, sports teams, musicals, part-time jobs, and free time. Few students will be ranked number one or have a perfect GPA–and that’s okay. Instead of overly worrying about the numbers, help your child develop their strengths and find success. Remind them of things they do well and encourage them.

Finally, don’t forget that no matter what the GPA, there is a next-step for everyone. Our goal at Crosby Scholars is to help every student find the next-step that is best for them.

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Academic Rigor – What is it? Why is it important? Where do I start?

What is it? Academic rigor is the interaction between critical thinking, active learning, and meaningful content (Graham & Essex, 2001; Draeger et al., 2013). It is the degree of transformation students will experience as they progress through new concepts; practicing and demonstrating critical thinking while applying learning in a different context. From a student perspective, a rigorous course is about workload, grading difficulty (rubric criteria), engagement expectations, the design of the course, and the support offered by the instructor. There truly is a fine line between challenging students and frustrating students, the goal is to push students to grow while not overwhelming them in the process. Moreover, this makes the design and delivery of online courses particularly important because course clarity and organization are prerequisites for an appropriately rigorous online course (Duncan et al., 2013).

To clear up a common misconception, academic rigor is not about busy work, difficulty, or quantity of work.

Academic Rigor is:

• Appropriately challenging students according to the course level; complex and advanced cognitive work
• Incorporating assessments that accurately measure depth of knowledge and the synthesis of complex ideas & thinking
• Content, activities, and assessments that challenge and motivate
• High levels of student engagement (student-to-student, student-to-faculty, student-to-content) and learning
• Applying learned information to new contexts, demonstrating the ability to transfer and apply new information/concepts
• Designing a course that makes students active participants, identifying where students are passive listeners and adding quality course elements to change that
• Challenging students to think, grow, and perform (demonstrate achievement)

Do you have time for a deep dive? Quality Matters offers a three-part series on Academic Rigor: part one , part two , part three .

Why is it important? When a school holds accreditation, it demonstrates that an institution merits the tuition costs. Accreditation agencies set the criteria for accreditation, working with institutions vetting its academic programs for quality, rigorousness, and adherence to educational standards. Learn more by reviewing: How Accreditation Works and Why It Matters from the Center for Online Education. Students must be enrolled in an accredited institution to receive and use federal aid. Miami University works with various accreditation entities ( HLC , DOE , ODHE , program level entities) and must meet the specific criteria and expectations of each.

Do you have time for a deep dive? Accreditation in the United States -U.S. Department of Education.

Where do I start? An efficient way to start a rigor analysis is to reflect on the course level. This step involves developing appropriately specific and measurable learning outcomes for the course. A 100-200 level undergraduate course will have outcomes that involve lower-order cognitive thinking such as recall, define, describe, restate, or solve. A 400-graduate level course will have outcomes that involve higher-order cognitive thinking such as investigate, evaluate, analyze, compose, or formulate. This doesn’t mean that you won’t use lower-level action verbs in an advanced course, you may still have instances where you need to scaffold assignments and get your students to the higher levels. Equally, you may use higher-level thinking skills in a lower level course, depending on the course content and goals. Bloom’s taxonomy verbs are a go-to resource to formulate the appropriate action verb for your course level. Visit our resource on crafting learning outcomes .

The Higher Learning Commission demands that graduate course work:

• Require “levels of student performance” that are “appropriate” for the credential
• Have learning outcomes that clearly differ from undergraduate-level ones
• Maintain equivalent rigor across modalities

Review the Standards for Academic Rigor in Online Graduate Courses to review examples of policies and practice.

The next step is to take those learning outcomes and design assessment methods that are rigorous enough for the course. Rigorous assessment is often also authentic assessment , below we share examples of activities and assignments that provide adequate rigor for the course level and are aligned with the stated outcomes.

Types of scaffolding for all course modalities:

• Teacher and peer scaffolding: Support is provided with the initial introduction of new concepts, tasks, or thinking strategies and then gradually removed over time: peers read and discuss together, instructor substantively interacts with students, peers and instructor challenge each other’s ideas/solutions, peers collaboratively solve problems.
• Content scaffolding: Less complex versions of the content/concepts are introduced before more challenging (deeper or broader) ones are tackled, such as using paired texts, articles, web resources, and other multimedia to first build background knowledge before a more complex text or resource is introduced.
• Task scaffolding: Multi-step complex task processes are broken into smaller steps ( microlearnings ); basic skills in isolation, applying skills in routine tasks, problem solving with less complex content. More complex and challenging, performance-based tasks are then introduced.
• Materials scaffolding: Use of non-print (audio, video, kenisthetic, gamification interactions), graphic organizers, learning journals, study guides, branching scenarios, and embedded visual cues (color coding parts of an essay, chunking texts for annotation) support students in managing their learning, uncovering predictable patterns, and applying problem-solving strategies in different contexts.

Adapted from: To scaffold or not to scaffold? The first big misconception about rigor.

This file contains examples of activities and assignments that provide adequate rigor for the course level and are aligned with the stated outcomes.

Discussion boards can be a powerful formative or summative assessment in online courses. Proper development of discussion prompts can provide a highly effective and engaging teaching tool; a tool to guide and evaluate student learning. Instead of another assignment, formulate an engaging discussion prompt(s) for students to demonstrate a thorough understanding of readings, concepts, or terminology. Require responses that incorporate the use of unit/module content and terminology, relevant outside resources, relevant life experiences, or other prior learning that will support their opinions and feedback. Clearly articulate expectations on how students are to contribute to the discussion. A discussion rubric can provide details on how responses should substantially contribute to the conversation while demonstrating mastery of the aligned learning outcome . Perhaps the discussion requires an opposition statement with supporting research and resources. We found a couple excellent resources for developing discussions: Carnegie Mellon University-Discussions and Johns Hopkins-Discussions in Online Courses: Best Practices and Expectations.

Discussion example: Graduate level Finance course with no rubric provided.

Locate an article relevant to our module. Respond to the following prompts.

• Why is the Federal Reserve changing interest rates?
• How do bond prices respond to changes in yields?
• What impact will proposed interest rate changes have on bond prices?
• Respond to at least two of your classmates’ posts.

Rewrite of the discussion prompt that is more engaging, applicable, and rigorous.

In this module we covered stock and bond valuations. Please refer back to the textbook readings and videos for your initial post. After you have posted your response to the prompt below, respond to two of your classmates’ posts in a substantive way. Substantive responses include but are not limited to:

• Contributing to the ongoing conversation / discussion showing mastery of the subject, topic, or stated outcome
• Asking a question(s); contributing to the argument in a substantive way by providing additional resources, research, personal experience, or prior learning
• Making an opposition statement with supporting research, resources, life experience, or prior learning

Please complete the following for this discussion:

Review this article on the Federal Reserve Monetary Policy (linked article). In your initial post, outline the following:

• Why the Federal Reserve changes interest rates
• How bond prices respond to changes in yields
• Explore the markets and financial reporting sources to find real-world examples of how the Federal Reserve impacted stocks and bonds in the past 20 years. Post your conclusions on the impact. Include in your response citations to your resources (two citations minimum) to support your conclusions.

After your initial post, review the posts of two of your peers. Evaluate the conclusions your peers reached and substantively respond to their posts. Provide your peer actionable feedback by asking a clarifying question and/or providing additional resources for review.

Finally, review the peer reviews for your initial post. Comment to your peers on their review of your posts. Include how their review added to your conclusions (positive or negative). Ask clarifying questions or add additional resources to support your work. Describe how you will utilize this feedback in the future. Describe how your peer review impacted your mastery of the content.

Providing substantive and timely feedback to students is essential. Well-designed courses include scaffolding activities that prepare students for summative assessments that meet the rigor expected for the course level. Giving feedback on activities and assessments helps to ensure that the course as a whole supports students in achieving the learning outcomes. In an online environment, the importance of quality feedback is heightened by the fact that the students do not have the same in-person interaction with you. Review our suggested tools and strategies for providing substantive feedback.

Academic Rigor Decision-Making Tool

Make a selection to find course-level recommendations for learning outcomes, instructional strategies, learning resources, questioning prompts, and assessments.

Graham, C. and Essex, C. (2001). Defining and Ensuring Academic Rigor in Online and On-Campus Courses: Instructor Perspectives

Draeger, J., Hill, P. P., Hunter, L. R., & Mahler, R. (2013). The Anatomy of Academic Rigor: The Story of One Institutional Journey

Duncan, H. E., Range, B., & Hvidston, D. (2013). Ex­ploring Student Perceptions of Rigor Online: Toward a Definition of Rigorous Learning

Blackburn, B. (2008). Rigor Is Not a Four-Letter Word (first edition). New York: Routledge.

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Sat / act prep online guides and tips, what does a rigorous high school course load look like.

Coursework/GPA

Chances are, you've heard the phrase "rigorous course load" before. You probably even know that this is something colleges really look for in applications for admission.

So how can you ensure that your high school course load is rigorous or challenging enough? How do you balance this with getting a good GPA? How do you balance the need for rigor with your limitations, extracurricular interests, family and friends, and desire to not overwhelm yourself?

Read on for our advice on choosing between harder classes and more classes, and harder classes and better grades. We also go over how many AP classes and electives you should take.

What Does Rigorous or Challenging Mean?

First off, what does the vague word "rigor" actually mean? And why do colleges value seeing you challenge yourself?

As it turns out, exposure to a rigorous curriculum in high school is a better predictor of academic success in college than the education level of your parents is, or even your test scores, class rank, and GPA are. And the best place to show that you've been exposed to a challenging curriculum is through your transcript.

In other words, college admissions officers want your transcript to show that you are driven, hardworking, and willing to push yourself —especially since research indicates that if you have these qualities, then you're pretty likely to be a great college student!

How to Avoid Being Overwhelmed by a Rigorous Course Load

A rigorous curriculum is, at heart, a balancing act. You should take the most challenging courses that are within your ability to handle. At the same time, you should pace yourself so that you're not too overwhelmed by the challenge.

Part of showing good judgment and a mature level of self-guidance is being able to balance a hard course load with your extracurricular activities, job, friends and family, and other responsibilities. When in doubt, remember how many expressions there are for this exact situation: "Don't bite off more than you can chew," "Don't let your eyes be bigger than your stomach," etc.

Another way to think about a rigorous curriculum is to imagine your high school experience as an uphill climb. Most of the time you want to be farther up the mountain than where you were previously, hiking up steeper and steeper terrain and using everything you've learned to help you keep going.

But like all mountaineers, sometimes you need time to stop at base camp or just take a break. As long as you're mostly climbing and not mostly resting, you know you'll get to the top eventually!

More Classes or Harder Classes?

Because much of your high school course load is up to you, a classic question students often have is whether they should show more breadth or more depth. For example, if you're into science, should you take every science course available at a basic level? Or should you focus on a couple of specific subjects, such as biology or physics, and take harder honors/AP classes in them?

Based on our experience, colleges tend to favor students who've taken a few harder classes instead of a lot of easier classes. According to the National Association for College Admission Counseling's (NACAC) 2017 State of College Admission Report , 52% of schools surveyed ranked strength of curriculum as considerably important in admissions.

Your transcripts should show how you've taken full advantage of the challenges available to you at your school—but always within reason, of course. This means that you should take progressively more difficult classes in each topic each year rather than jumping from intro class to intro class.

The general idea is to show that you're intellectually prepared for college-level studying, and that you've developed a habit of guiding yourself toward increasing challenges. This demonstrates grit, resilience, perseverance, and a mature work ethic.

Better Grades or Harder Classes?

Again, definitely opt for harder classes. Most colleges say that a transcript that shows a student has taken increasingly demanding classes is more important than a transcript with a higher GPA. The NACAC survey reported that 77% of schools surveyed believe that grades in college prep courses (i.e., core classes such as English and science), as well as grades in all classes you take as a high school student, are considerably important factors in the admissions process.

But getting straight As in low-level classes, instead of trying for an honors or AP class, might suggest to colleges that you're not challenging yourself enough. It's like asking Olympic swimmer Michael Phelps to compete against 5-year-olds; colleges would rather see you get a B in an AP course than an A in a regular course.

Of course, this isn't to say that all your classes should be as challenging as possible—this goes back to the whole balance thing we talked about earlier. A D in an AP course looks a lot worse than an A in a regular course!

Still, you want to demonstrate that you're able and willing to reach slightly beyond your grasp. The best course of action, then, is to challenge yourself most in classes that reflect your specific interests. So if you're a science whiz, you might consider diving more deeply into calculus, biology, or physics. If you're into the social sciences, you can take economics and psychology at high levels, even at the expense of taking AP Physics.

You never know what might spark your passion, though, so be open to finding challenge even in those fields you aren't particularly interested in now.

Which Classes Should You Take for a Rigorous Course Load?

Now that you understand that colleges prize course difficulty over GPA, how can you decide on the courses you should take? This heavily depends on what your high school's course options and prerequisites are.

What Are My High School's Course Progressions?

Planning a rigorous curriculum should start early (think 9th or 10th grade), and it should definitely take into account the way your high school has structured your learning from grade 9 to 12.

Step 1: Meet With Your School Counselor

• Ask about requirements for graduation. Discuss possible ways you can progress through the required course load.
• Ask how many electives you can fit into your schedule. Talk also about the elective opportunities your school offers.
• Ask about prerequisites for honors, AP, and/or IB classes. Make sure you're clear on what you need to do to start taking a higher-level class than you were in before.
• Ask about the possibility of independent study. This option might make most sense after you finish a particular subject's course progression. For example, my high school offered five years of Latin (from 8th to 12th grade). A fellow Latin nerd and I took one of those years over the summer. With the help of our amazing teacher, we created a Latin 6 class our senior year. This took my passion for Latin literature even further and also definitely demonstrated rigor on my transcript.

Step 2: Draw a 4-Year Chart

Now that you have much of the information you need, you can start to make a plan.

Draw a chart by dividing a piece of paper into four sections; each section represents a year of high school. Divide each of these sections into smaller rectangles, with each rectangle representing one course you'll take that year.

Pro tip: Don't draw more rectangles than the number of courses you're allowed to take per year!

First, fill in all the graduation requirements you learned about in your meeting. Be sure that you're planning to take a harder, more challenging class for each subject each year. Now, with the rectangles that are still blank, you can start gaming out electives.

To help you out, here are our in-depth articles on required and elective classes, from standard through AP:

• High school math classes
• High school English classes
• High school science classes
• High school history classes
• High school foreign language classes
• High school electives

How Many APs or IBs Should I Take?

You know what your school's course progressions are—but where do AP and IB classes fit in? And how can you know whether you're ready for these challenging classes? Read on for our tips.

Am I Ready for AP/IB Material?

There are a couple of different ways to check whether you are ready to take an AP- or IB-level high school class:

• Get an outside opinion. For example, your teacher should be able to tell you whether you'd be able to handle the work load and meet the overall academic expectations.
• If you took the PSAT or PreACT , use your scores to see where you stand. Your guidance counselor can look at these and then tell you whether he or she thinks you're ready to take AP and/or IB classes.

Where Is the Line Between Challenging and Too Much?

A good rule of thumb is to try for one to three AP classes per year of high school (probably not counting 9th grade). This kind of course load definitely shows a willingness to be challenged. 11th and 12th grade is the time to go even harder—if you think you're up to it.

For example, though I took only one AP class my freshman year and two my sophomore year, both junior and senior years I took four AP classes apiece. Sure, the added depth and breadth of what I was studying looked good on my transcript—but more importantly, it made my learning fascinating and engaging on a whole new level!

What About Electives?

Although the name makes them sound either optional or trivial, electives are nothing but. In fact, research indicates that students who take courses in the fine/performing arts often perform better in school and on standardized tests!

In a rigorous course load, electives can be the bridge between what you need to do and what you want to do. Courses such as visual art, theater, journalism, computer science, and philosophy can ultimately demonstrate your passions and interests to colleges.

Electives are also a way for you to showcase your strengths. For example, taking extra years of a foreign language or optional classes in STEM fields such as statistics or robotics lets you continue building upon your passion, while also raising your GPA and showing that you are willing to pursue rigor.

Sample Rigorous Course Schedule for Each Grade Level

By now, you should have a pretty clear idea as to what a rigorous course load is and what kinds of classes you can take to impress admissions committees. To give you an even better idea of what a possible schedule could look like, here are some sample course schedules for each grade level (from 9th to 12th grade).

Note that you do not have to follow these schedules exactly when planning what courses to take, since your school's course offerings, your state's graduation requirements, and your own interests will likely differ from what we include below. That said, feel free to use it as a rough guide for how you might want to plan your future class schedule.

The following schedule would be most appropriate for somebody who is strong in the fields of math and science, and who hopes to study one of these topics at the college level. Notice how this student uses electives to take additional science classes (e.g., marine science and computer science) and to keep up her foreign language skills.

9th Grade Course Schedule

Fall semester.

• Honors Biology
• Honors Language Arts
• Physical Education

Spring Semester

• Marine Science

10th Grade Course Schedule

• AP Chemistry
• Honors World History
• Introduction to English Composition
• Computer Science

11th Grade Course Schedule

• Honors Precalculus
• AP English Language and Composition

12th Grade Course Schedule

• AP Calculus BC
• Honors English Literature
• Honors Government
• AP Statistics

Spring Semester]

• Honors Economics

What If My High School Offers Few Rigorous Classes?

Not all high schools offer tons of challenging courses. If this is the case for you, what should you do to prove that you're indeed ready for college-level work? Here are your two best options:

Option 1: Look for Outside Options

Whether your school lacks advanced study options or lacks subjects you find especially compelling, one option is to take classes outside your school. Ask yourself the following questions:

• Does your school offer a dual enrollment program ? If so, you could take rigorous college-level courses that provide both high school and college credit.
• Do you have the opportunity to take online or summer courses? This could be a way to fill in curriculum gaps.

Option 2: Explain Your Circumstances on Your Application

College admissions offices put a tremendous amount of effort into figuring out what your high school is like when they look at your transcript.

This is why if you go to a low-performing school, it's a good idea to include in your college application a description of what was and was not available at your high school .

You should also definitely know that even the most exclusive colleges do not expect you to be able to provide coursework for yourself outside what your school offers you.

For example, Yale's admission Q&A page stresses how much they take context into account:

"We know you did not design your school's curriculum ... Different schools have different requirements that may restrict what courses you can take. Again, we only expect that you will excel in the opportunities to which you have access."

What About Life Outside My Schoolwork?

One of the qualities colleges also look for in applicants is your time-management skills.

Being able to balance your courses alongside extracurricular activities that are meaningfully sustained over time indicates that you are ready for the kind of independent work and time management necessary to succeed in college.

If you find that so much of your time is going into your school work that you're neglecting every other aspect of your life, it's time to step back and reevaluate your challenge level.

What's Next?

Ready to learn about the class progressions of different high school classes? Read our guides to choosing high school math classes , English classes , science classes , history classes , foreign language classes , and electives .

Want to start planning a more rigorous class schedule? Check out our guide to picking the right AP classes for you.

A little confused about whether the AP or IB program is right for you? Our guide spells out the differences between the two programs and gives you tips on how to choose .

Wondering if a summer class is right for you ? Explore our guides to the SIG , CTY , and Stanford EPGY programs!

Thinking ahead to college applications?

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Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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Understanding Course Rigor for College Admissions

• February 14, 2023

How many times have you heard the phrase “students should take a rigorous course load”? College admissions officers and advisors will often recommend that students take the most rigorous course load that they can handle. But what does a “rigorous course load” really mean? And how rigorous should a student’s schedule be? We spoke with Meredith Principe of Campus Bound about the concept of rigor – and how your student can build a rigorous course load to set them up for success. 

What is Rigor? And How do Colleges Evaluate Rigor?

Course rigor, also known as the strength of curriculum, refers to a student’s academic narrative. Quite simply, it refers to the challenge of courses the student takes. The more challenging the classes, the more rigorous the course load. Course rigor simply means the course is generally challenging. 

In many situations, Ms. Principe points out, we talk about rigor in terms of higher level courses, like AP courses. Universities will carefully examine a student’s entire curriculum over the course of their high school career and look for trends; for example, whether the number of challenging courses has gone up or down – or stayed the same. 

“One piece that’s really important to know when colleges are looking at a student’s curriculum is that they always look at it within the context of what is offered at that high school,” Ms. Principe says. In other words: there’s no one clear-cut answer to understanding rigor.

Admissions officers understand that each high school is different , and so they will weigh a student’s course load in the context of that student’s high school. Furthermore, a college will never penalize a student for not being able to take classes that their high school does not offer, Ms. Principe says. So if your student’s high school offers 3 AP classes, and they’ve taken all 3, then they have taken one of the most rigorous course loads available.

Choosing Classes With Your Student

How do you pick rigorous classes, then? Choosing the right balance of classes is its own art. You need to consider difficulty, grades, scheduling, and balance, as well as a student’s long-term goals. Some students can take two AP courses and get into a very competitive school while others can take six and get rejected from a school that seems well within their reach. 

Why? Well, for many selective schools, it’s important to take the most rigorous curriculum available within your school. If you are home schooled, for example, or your high school does not offer certain AP courses, that’s something the college admissions officer will consider as well. However, it is worth noting that you can take AP classes online. 

What colleges really look for are students who excel in the opportunities available to them. So when you start thinking about course load, start with your current schedule. What classes are you taking now? Are they challenging for you? Consider how much time you put in to earn your grades. Are you happy with the results? If you are, consider seeking additional challenges. But if you’re struggling to keep up, don’t pile on more responsibilities that will make it harder for you. 

Don’t make a decision about curriculum just because of college admissions, Ms. Principe says. “It does not do you any good to take challenging classes and do poorly in them.” 

Where – And Where Not – to “Push”

Deciding on your course load is perhaps one of the most important decisions you make in high school. A robust course lead can help your application stand out in the admissions process. And one of the biggest factors? Understanding when to push for a more challenging course load – and when not to push. 

Before you think about rigor, think about passion. Which classes does your student love? And which subjects come naturally to them? It is important to consider their natural strengths and challenges as well as their interests and trajectory. For example: taking a much more difficult AP physics course might be too much of a challenge for a student who has consistently achieved B- or C grades in their science and math courses. But that same student might be earning consistent A grades in English and therefore may be ready to jump into AP English Literature. 

It is also important to think about the overall workload when adding rigor to a student’s course load . That includes the classes they take as well as their extracurriculars. Does your student spend three hours after school doing an organized sport or volunteering? How much time do they then spend on homework? These are questions that you and your student must consider when deciding whether taking on extra rigor – and the studying and homework that accompanies it – even makes sense. 

While we often think of APs as a clear indicator of rigor, honors classes are often a student’s first opportunity to take on advanced coursework. An honors course early in a student’s high school career is a great opportunity to see how they respond to a more demanding academic environment. It can also be wise to start off with one AP class to help your student develop the skills and study habits that are required in these classes so that they are primed for success when they add to their course load.

Grading: An “A” in an Easier Class, Versus a “B-” in a Difficult Class

Many families and their students wonder if it is better to thrive in an easier class or get by in a harder class. Ideally, of course, it’s best to have an A in a difficult class, but that is not always a reasonable expectation. 

As a general rule, think about a one grade differential. If your student can get an A in an easy class or a B in a harder class…take the harder class. However, if they think that they can only earn a B- or a C+ in the harder class, it is better to take the easier class and get the A. Ms. Principe recommends no grades under a B- overall in order to present a strong and sensible transcript to colleges.

Should a Student’s Desired Major Influence the Classes They Take?

Does your student envision a certain career path or major? Those who are very clear about what they want to study can be wise to narrow their focus and zero in on their goals. However, most colleges are hoping that students will use their time in high school to build a broad base of academic experience. 

“Most colleges do not prefer students to specialize too much in high school,” Ms. Principe says. 

There are exceptions to the rule, though. For example, if you plan to pursue engineering or business at a specific school within the college (like the university’s College of Engineering, for example), admissions officers will look for certain courses. If engineering is your passion, colleges will look for the highest level of math possible, and if your high school offers a certificate in engineering, it is worthwhile to pursue it. The same is true for business – which often means taking calculus, and not statistics, as Ms. Principe points out. 

In most cases, though, universities want you to come to college with a broader range of academic knowledge and skills and then hone in on a specialty during your time there. 

Key Takeaways

Preparing for the college admissions process starts long before you apply for college. In fact, it starts in high school with the simple act of choosing courses. When planning a rigorous course load, it’s important for a student to push themself – but not too far. 

If you and your student are seeking help with the college admissions process, from picking classes to choosing schools, reach out to our partnered college counseling professionals for smart and effective guidance.

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The Need To Better Understand Academic Rigor

by Amy Smith, Ph.D. on Apr 27, 2022

How do we begin to define what makes a course rigorous for the modern adult learner?

Higher education is being disrupted more than ever. How it is delivered has been forever changed by the COVID-19 pandemic. Prior to March 2020, only about half of students t ook at least one class online, but then online learning became a necessity for all overnight. Now, learners have new expectations and desires around how higher education is delivered and accessed, wit h six in ten people saying they prefer fully online or hybrid education without considering the pandemic.

However, there is also a risk amid this innovation and experimentation that the quality of higher education will be diluted if we don't establish standards to ensure that the delivery of virtual learning-both by traditional institutions and new providers-can meet adult learners' needs.

Academic rigor is widely considered to be a critical component of the quality of higher education, but research shows that faculty and students define rigor quite differently:  

• For faculty, it's all about brain work. They tend to see rigor as the interaction between critical thinking, active learning, high expectations, and meaningful content (Graham & Essex, 2001; Draeger et al., 2013).
• For students, it's all about the syllabus and the support. They tend to focus on 'how much' they are asked to do and the help they get in doing it-citing things like workload, grading difficulty, clarity of instruction, and level of support (Schnee, 2008; Draeger et al. 2014; Wyse and Soneral, 2018).

Adult students, who often are taking classes online, balancing life and education, and entering college with diverse backgrounds, may have a different understanding of rigor altogether (Schnee, 2008; Campbell 2018).

The key for higher education is to marry these various perspectives and focus on what elements are most critical for setting up students for long-term success. In that way, we can begin to define what makes a course-both online and in-person-rigorous for the modern adult learner.

In my years as an associate provost and dean and now in my role of leading the research arm of StraighterLine, I've spent a lot of time thinking about academic rigor and how it is defined by various stakeholders. To help bridge the gap between the faculty and student perspectives on academic rigor , I reviewed the existing research and f ormulated a definition of rigor that can serve as a baseline for discussions in higher education.

For today's learners, it's clear that rigor is reflected in a combination of course challenge, learning support, and design. The variables within each area can be turned up or down, but each must be present and they need to move in relation to one another. This means providing high levels of support and good course design for a course that is particularly challenging or reducing the workload of a course if its design is lower quality and forces learners to invest more time to understand the material.

An online course environment adds a layer of complexity for students and demands more thoughtful learning design to arrive at an appropriate level of rigor: the distinction between being rigorous versus merely difficult becomes even more important. Students can often be 'challenged' by unclear expectations and a burdensome workload without experiencing all the aspects of a truly rigorous learning experience. Research has found that non-traditional and online students generally perceive a higher level of challenge in postsecondary courses than do their in-person counterparts (Barrett, 2015).

This makes the design of online courses particularly critical. 'Course clarity and organization' are prerequisites for an appropriately rigorous online course (Duncan et al., 2013).

Learning support, which is critical in all courses, also needs to be more intentionally designed in online programs. There are far fewer opportunities for casual observation of a students' work and whether they are struggling with a concept. Therefore, regular check-ins, low-stakes assessments, and easy access or quick referral to tutoring, academic counseling, and other support systems need to be built into online courses.

In the issue brief Rigor and College Credit , I make th e research-based case for why online courses must maintain a balance among course challenge, learning support, and design. Putting the research into practice, courses at StraighterLine are intentionally designed to maintain the balance among these three elements, while paying particular attention to the student experience. This brief is intended to provide a framework for a larger discussion:  

• How do we define academic rigor and why is this conversation urgently needed?
• What is the role of rigor in learning, and ultimately, career and life outcomes?
• How do we develop a more informed understanding of academic rigor and its connection to outcomes, especially as we look to build new models that focus on what adult learners really know and can do, rather than the time they spend on their education?
• How do we ensure rigor in online learning?
• What is the role of student support in rigor?

  Read the issue brief here .

Dr. Amy Smith is the chief learning officer of StraighterLine, a student success and college readiness company. StraighterLine partners with more than 150 colleges and universities to provide and operate low-risk online pathway programs, expanding access for adult learners and students with missing gen ed courses, financial constraints, work-life balance issues, academic criteria challenges or who lack confidence after a long academic hiatus. Click here to learn more.

  Sources:

Barrett, B. (2013). Creating Structure Out of Chaos in a Virtual Learning Environment to Meet the Needs of Today's Adult Learner

  Campbell, C. M. (2018). Future Directions for Rigor in the Changing Higher Education Landscape

  Draeger, J., Hill, P. P., Hunter, L. R., & Mahler, R. (2013). The Anatomy of Academic Rigor: The Story of One Institutional Journey

  Draeger, J., Hill, P. P., & Mahler, R. (2015). Developing a Student Conception of Academic Rigor

  Duncan, H. E., Range, B., & Hvidston, D. (2013). Exploring Student Perceptions of Rigor Online: Toward a Definition of Rigorous Learning

  Graham, C. & Essex, C. (2001). Defining and Ensuring Academic Rigor in Online and On-CampusCourses: Instructor Perspectives

  Schnee, E. (2008). 'In the real world no one drops their standards for you': Academic Rigor in A College Worker Education Program

  Wyse, S. A. & Soneral, P. A. G. (2018). 'Is This Class Hard?' Defining and Analyzing Academic Rigor from a Learner's Perspective

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Academic Rigor White Paper 1: A Comprehensive Definition

Authored by Andria F. Schwegler, Associate Professor of Psychology in the Counseling and Psychology Department at Texas A&M University - Central Texas

Andria teaches a range of fully online courses at the graduate and undergraduate levels, including statistics, research methods, history of psychology, and social psychology in addition to courses in the psychology of learning and educational technology. She is the Graduate Coordinator for the Master of Science in Educational Psychology program.

Given the absence of a widely accepted definition of academic rigor, an erosion of academic expectations in the learning context is a threat to student learning. An objective, measurable definition of academic rigor can facilitate high expectations by prompting a review and implementation of research-based practices. Evidential support for decisions made in crafting and maintaining the learning context provides a rationale for educators to uphold standards even when confronted with resistance or pressure to lower expectations. The first in a three-part series ( Paper 2 and Paper 3 ) from this invited author, this QM white paper provides the reader with background on the concept and use of the term academic rigor, along with a comprehensive definition of the term.

The Role of Learning in Higher Education

Discussions of academic rigor assume that the purpose of obtaining a higher education is to advance student learning, and academic rigor is a mechanism to do so. Today, however, learning as the primary goal of higher education is being questioned as many struggle to identify what the purpose of higher education is or how it applies to real world and work contexts (Francis, 2018; Jaschik & Lederman, 2018; Labaree, 1997). Concerns are supported by evidence revealing that institutions of higher education are marketing experiences unrelated to learning (Hartley & Morphew, 2008; Saichaie & Morphew, 2014) and that most adults report attending college to get credentials for jobs instead of to learn or gain knowledge (Strada-Gallup Education Consumer Survey, 2018, January). These perceptions suggest that higher education serves a social and job credentialing function instead of promoting student learning, undermining the value of academic rigor in the learning context.

Empirical Evidence on Student Learning

Recent research evidence indicates that students accrue small learning gains in the first two years of college (Arum & Roksa, 2011; Blaich & Wise, 2011; Roohr, Liu, & Liu, 2016) and continue on this trajectory of small gains during the last two years of college (Arum & Roksa, 2014; Blaich & Wise, 2011; Roohr et al., 2016). These results are based on measures assessing general proficiencies (e.g., writing, critical thinking) on standardized assessments. Larger estimates of student learning have been obtained when assessments are based directly on the curriculum to which students have been exposed (Hathcoat, Sundre, & Johnston, 2015; Mathers, Finney, & Hathcoat, 2018). However, gains in learning that can be attributed to the college academic curriculum remain clouded by a lack of comparison groups and a lack of clarity in curriculum alignment. Assessments that are not aligned with the curriculum weaken the ability to document student learning, and poor curricular planning may undermine strategies to support rigor.

Academic Rigor As a Negotiable Standard

Utilizing heuristics (e.g., an institution’s prestige or selectivity) as a proxy measure for determining what a college graduate learned and believing that a college degree is sufficient regardless of the learning underlying it (Labaree, 1997) pose threats to academic rigor in the learning context, making it appear as an unnecessary impediment of students’ progress. This perception is supported by evidence of pressure from students to lower academic expectations and teachers’ compliance (Schnee, 2008). Definitions of rigor that are based on comparisons to idiosyncratic personal experiences (Schnee, 2008) and reports of educators assigning higher grades than students earned (Schutz, Drake, & Lessner, 2013) support the concern that what is considered academically rigorous is highly malleable. In a social context in which lowering academic expectations may be rewarded (i.e., an emphasis on completion instead of learning, Jaschik & Lederman, 2018), a wide variety of activities could be considered academically rigorous depending on the unique individuals in — and circumstances that surround — a learning context, qualities that are highly variable. Such definitions of rigor lack generalizability and create conditions to perpetuate educational inequalities (Keller, 2018; Schnee, 2008). While students’ life experiences are integral in learning (Choy, 2014; Keller, 2018), these characteristics should not limit the learning context; they should be used to interpret the curriculum, not replace it (Schnee, 2008). A definition of academic rigor is needed that is based on elements of the learning context that are crafted to foster learning, a definition that can be substantiated by research and generalized across contexts. Valuing students’ experiences but relying on research evidence regarding teaching and learning in crafting the educational context prioritizes learning for all students, a shared value across institutional mission statements (Morphew & Harley, 2006). 

Qualities of Rigor Derived from Experience with Teaching and Learning

Despite the widely shared goal of providing a liberal arts education via rigorous educational experiences, finding consensus on a definition of academic rigor and its application has been problematic (e.g., Hechinger Institute, 2009). A review of existing descriptions based on experience with teaching and learning reveals important characteristics for defining academic rigor. Common themes include setting and enforcing high expectations and standards for academic performance (Draeger et al., 2013; Graham & Essex, 2001; Schnee, 2008; Whitaker, 2016); crafting learning experiences that require active cognitive engagement (Draeger et al., 2013; Graham & Essex, 2001; Schnee, 2008; Whitaker, 2016; Wraga, 2010); grounding learning experiences in the knowledge, skills, and abilities that learners will need in their personal and professional lives (Draeger et al., 2013; Whitaker, 2016; Wraga, 2010); requiring learners to spend time engaging with academic content beyond time spent in class (Draeger et al., 2013; Draeger et al., 2015); and providing academic support for learners as they engage with content and in learning experiences (Graham & Essex, 2001; Schnee, 2008; Whitaker, 2016). These characteristics provide insight into setting and assessing the conditions for academic rigor and situate it in a context that extends beyond the physical and/or virtual walls of a classroom.

Qualities of Rigor Derived from Psychological Research on Human Learning

In addition to the insights of educators and learners, psychological research on human learning must be integrated into our understanding of academic rigor. As Bjork and Bjork (2011) argued, “we can be misled by our subjective impressions” when we seek to identify ways that we learn best (p. 57). Though counterintuitive, difficulties imposed in the learning context that hamper initial learning can promote long-term learning (Bjork & Bjork, 2011). Desirable difficulties demonstrated through empirical research to improve learning include varying the context in which learning occurs (Smith & Vela, 2001), spreading learning activities out over time (Donovan & Radosevich, 1999), simultaneously learning information on separate concepts (Taylor & Rohrer, 2010), and testing frequently (Roediger & Karpicke, 2006). Because these elements may slow initial learning, our perceptions may lead us to erroneously conclude that they should be avoided. But, in doing so, we are not setting the conditions to promote learning, and we are not likely to realize it. Subjective judgements of ability (Kruger & Dunning, 1999) and the degree memory can change due to studying (Kornell & Bjork, 2009) are not objectively accurate. As such, empirical research on human learning can reveal techniques to improve learning that our perceptions and experiences cannot. 

An Integrated Definition of Academic Rigor

Research on human learning provides recommendations that are not fully captured by faculty members’ and students’ descriptions of academic rigor. Each type of information provides unique insights. Thus, to best facilitate learning, an interdisciplinary approach that is open to new information as it develops is needed. As our knowledge of how to facilitate learning expands, the conditions to promote rigor will increase as well. As such, academic rigor is an ongoing process of setting the conditions to promote learning. Though it is associated with desirable difficulties, cognitive effort, and time dedicated to academic tasks, academic rigor is a positive quality of the learning environment because its goal is to promote student learning, the purpose of higher education. Conceptualized as conditions that are set to facilitate learning allows these conditions to be objectively observed and evaluated along with their relationship to artifacts students produce as evidence of learning. Further, these conditions apply to any learning context; they are not limited to only higher-level courses or elite student samples (e.g., graduate work or other advanced study). Though higher-level courses will differ in curriculum and the types of cognitive effort expected, all learning contexts can be examined in terms of the conditions set to foster learning, and such an examination of context is necessary to document academic rigor. Merely stating that academic rigor exists or offering as evidence of learning static, indirect artifacts (e.g., a list of curriculum or course learning objectives, summative course grade, grade point average, standardized test score) is insufficient to demonstrate academic rigor. Instead, educators need opportunities to reveal how the process of academic rigor plays out in specific learning contexts. Just as academic rigor requires multiple perspectives to inform its definition, it also requires multiple lines of evidence to demonstrate its existence. Defining academic rigor as intentionally crafted and sequenced learning activities and interactions that are supported by research and provide students the opportunity to create and demonstrate their own understanding or interpretation of information and support it with evidence allows for the consideration of multiple factors that can facilitate or undermine rigor.

The proposed definition of academic rigor accommodates research supporting the efficacy of teaching techniques on student learning from a variety of disciplines. It does not prescribe specific techniques as it is inclusive of practices that are supported by research to document their efficacy, and this definition accommodates new research on practices yet unstudied. As such, educators have the flexibility to utilize teaching practices that suit them that are supported by research evidence without limiting faculty members to particular techniques. This perspective acknowledges that not all techniques are equally effective at promoting student learning and calls for research to enable educators to gauge efficacy of techniques to best facilitate student learning.

Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses . Chicago, IL: University of Chicago Press.

Arum, R., & Roksa, J. (2014). Aspiring adults adrift: Tentative transitions of college graduates . Chicago, IL: University of Chicago Press.

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Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in Higher Education , 19(4), 406-418. doi: 10.1080/13562517.2013.860101

Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology , 84(5), 795-805.

Draeger, J., del Prado Hill P., Hunter, L. R., & Mahler, R. (2013). The anatomy of academic rigor: The story of one institutional journey. Innovative Higher Education , 38, 267-279.

Draeger, J., del Prado Hill, P., & Mahler, R. (2015). Developing a student conception of academic rigor. Innovative Higher Education , 40(3), 215-228. doi: 10.1007/s1075 5-014-9308-1

Francis, C. (2018). Academic rigor in the college classroom: Two federal commissions strive to define rigor in the past 70 years. New Directions for Higher Education , 181, 25-34. doi: 10.1002/he.20268

Graham, C., & Essex, C. (2001). Defining and ensuring academic rigor in online and on-campus courses: Instructor perspectives. Annual Proceedings National Convention of the Association for Educational Communications and Technology, 1-2, 330-337.

Harding, L. M. (2018). Students of a feather “flocked” together: A group assignment method for reducing free-riding and improving group and individual learning outcomes. Journal of Marketing Education , 40(2), 117-127. doi: 10.1177/0273475317708588

Hartley, M., & Morphew, C. C. (2008). What’s being sold and to what end? A content analysis of college viewbooks. Journal of Higher Education , 79(6), 671-691.

Hathcoat, J. D., Sundre, D. L., & Johnston, M. M. (2015). Assessing college students’ quantitative and scientific reasoning: The James Madison University story. Numeracy , 8(1), Article 2. doi:  http://dx.doi.org/10.5038/1936-4660.8.1.2 Retrieved from https://scholarcommons.usf.edu/numeracy/vol8/iss1/art2/

Hechinger Institute. (2009). Understanding and reporting on academic rigor. Retrieved from http://hechinger.tc.columbia.edu/primers/Hechinger_Institute_Rigor_Primer.pdf

Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact . San Francisco, CA: Jossey-Bass. 

Jaschik, S., & Lederman, D. (2018). 2018 survey of community college presidents: A study by Inside Higher Ed and Gallup. Retrieved from https://www.insidehighered.com/booklet/2018-survey-community-college-presidents

Keller, C. M. (2018). Reframing rigor: Implication for institutional practice and policy. New Directions for Higher Education , 181, 89-96. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1002/he.20273

Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “enemy of induction”? Psychological Science , 19(6), 585-592.

Kornell, N., & Bjork, R. A. (2009). A stability bias in human memory: Overestimating remembering and underestimating learning. Journal of Experimental Psychology: General , 138(4), 449-468.

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology , 77(6), 1121-1134.

Labaree, D. F. (1997). Public goods, private goods: The American struggle over educational goals. American Educational Research Journal , 34(1), 39-81.

Mathers, C. E., Finney, S. J., & Hathcoat, J. D. (2018). Student learning in higher education: A longitudinal analysis and faculty discussion. Assessment & Evaluation in Higher Education , 43(8), 1211-1227.

Morphew, C. C., & Hartley, M. (2006). Mission statements: A thematic analysis of rhetoric across institutional type. Journal of Higher Education , 77(3), 456-471.

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Roohr, K. C., Liu, H., & Liu, O. L. (2017). Investigating student learning gains in college: A longitudinal study. Studies in Higher Education , 42(12), 2284-2300. doi:  10.1080/03075079.2016.1143925

Ryan, J. J., Anderson, J. A., & Birchler, A. B. (1980). Student evaluation: The faculty responds. Research in Higher Education , 12(4), 317-333.

Saichaie, K., & Morphew, C. C. (2014). What college and university websites reveal about the purposes of higher education. Journal of Higher Education , 85(4), 499-530.doi: 10.1353/jhe.2014.0024

Schnee, E. (2008). “In the real world no one drops their standards for you”: Academic rigor in a college worker education program. Equity & Excellence in Education , 41(1), 62-80. doi: 10.1080/10665680701764502

Schutz, K. R., Drake, B. M., & Lessner, J. (2013). Do community college full-time and adjunct faculties differ in their perceptions of rigor in assigning grades? American Journal of Educational Studies , 6(2), 59-77.

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Academic rigor — and why it’s so important for your child

by: Jessica Kelmon | Updated: December 15, 2023

Print article

Harsh inflexibility. A condition that makes life difficult, challenging, or uncomfortable. Strict precision. That’s Merriam-Webster’s definition of “rigor.” For a lot of people, academic rigor just means harsh inflexibility in a classroom.

No wonder academic rigor is misunderstood. Some educators mistakenly take academic rigor to mean more and harder. So they pile on homework or teach material that is far beyond the students’ grade level or what they are prepared for without giving students the tools they need to meet those academic challenges.

But that’s not academic rigor. Instead, when done correctly, academic rigor is an invaluable teaching approach that helps children learn to think deeply, make meaning for themselves, and become aware of their own learning process. As a result, students gain a life skill that can lead both to academic success and a lifelong love of learning.

Turning students into lifelong learners

“Rigor is where kids are doing the heavy lifting,” explains Jill Lliteras, former principal of Prairie Ridge Elementary School in Firestone, CO. By heavy lifting, she means engaging in deep thinking.

Think of rigorous learning as having three stages. First, kids learn something new. Second, they make connections between the new information and things they already know by, say, grouping, comparing and contrasting, or testing the information. In the process, they may enhance, grow, or change how they now understand prior information. This step, in teacher talk, “helps kids make the learning their own.” The third step takes it a bit further: kids take what they’ve learned and the connections they’ve made about a concept and think — or write or talk — through their thought process. For instance, a student might explain that they tried a math problem one way, but then when they tried to draw the problem, they saw it differently.

“When kids can do that,” Lliteras explains, “that’s powerful.” And that’s rigor.

What academic rigor looks like in action

Principal Lliteras, who has become an expert in helping elementary schools implement rigor across grade levels and subject areas, describes a successfully rigorous kindergarten classroom lesson. The class reads the popular children’s book, The Mitten together, and together they work through understanding the characters and plot. Then each child is asked to think through a different ending to the story. The kids draw their ideas for their new endings and then record themselves on classroom iPads telling their new story ending. They may even discuss why their new ending fits the story.

It’s a lot to ask of kindergartners, but the class does it step by step, together. Even at this young age, kids can think about what they learned and apply it to a new situation: in this case, a new ending.

“One of the things that I love about rigor is that it puts the thought process front and center,” says Robyn Jackson , author of How to Plan Rigorous Instruction and other media about rigor. “Part of our testing culture has put the answer before the thought process. We’re so used to just getting to the right answer.”

With rigor, Jackson says, teachers ask students of all ages to think deeply and carefully about their thought process to arrive at the answer to any question. This can be done with any lesson in a developmentally appropriate way in any grade, Jackson says.

“As students mature, you show them how to do it in a more nuanced way,” she explains. Tweens can use their developing critical thinking skills to compare and contrast characters, settings, and plots in novels or to take different approaches to a math problem. Then they can talk about their thought process with the teacher and their peers. Teens can discuss a historical event or a scientific idea and weigh different perspectives and points of views — and then talk about their thought process with others. Experts say that it’s reflecting on their thought process and listening to others explain their thought processes that enhances kids’ understanding of the topic.

“We’re not going to spoon-feed your child,” Jackson explains. “We’re going to help your child learn how to make meaning for themselves.”

Evaluating homework for academic rigor

Is your child’s homework rigorous? Hours of homework or tasks that your child struggles with but ultimately can’t accomplish does not meet the bill. Instead, rigorous homework should both serve a clear purpose and present an attainable challenge.

For example, sometimes homework is used to practice a skill, such as doing a math worksheet to practice multiplication tables, or to learn new facts, such as looking up new words in the dictionary and writing the definition. This kind of homework may have its uses but it’s not considered rigorous — even if it’s a whole pile of math worksheets and 500 really sophisticated vocabulary words. On the other hand, homework that challenges students to think by integrating information or skills, such as reading a passage and writing answers to questions or writing original sentences that show the meaning of the word they just looked up gets closer to an idea of rigor.

“If you’re seeing skill practice one night, great. If you see it night after night, that’s not good,” Jackson says, “The second night you want to see that skill used to go deeper.”

Some teachers use homework to both review skills and think about what and how they’re learning — aka flex that rigor muscle. You may see 20 practice problems on a math worksheet, for example. If your child is doing practice problems and then asked to think about how they do these problems, or what they’ve learned, or what they still struggle with — that’s asking kids to think metacognitively about their own thinking. That helps kids think and make meaning for themselves about their own learning and accuracy, Jackson says.

“There are times where one skill practice is helpful,” Jackson says, “but you need to see the build up.”

A great approach for you to add rigor to your child’s learning (even if your child’s teacher doesn’t) is talking to your child about what they’re learning. If you talk to your child and they can do a new skill or apply new information in one context but not in another, they’re not learning that academic agility that they need, Jackson says.

Another approach is to ask your child what happened once they turned their homework in.

“If I’m talking to my student [about their homework], I want to hear that they talked about it [in class]. If they shrug and say they turned it in and got 5 points, then that’s just performing,” Jackson explains. “And that is never acceptable.”

Ask yourself: ‘Do I see my child thinking or just following instructions?’ If they’re just following instructions, they’re not making meaning for themself, and that’s a problem.

3 myths about academic rigor

Rigor means more work., rigor means harder work., rigor means working ahead of grade or development level..

What you want for your children, Jackson says, are situations where your child is challenged because the problem they’re working on is both complex and inspires them to think deeply and creatively. It makes them think. And then, ideally, think about how they think.

Bottom line: If it’s not asking kids to do thinking for themselves, it’s not rigor.

Key takeaways for boosting academic rigor

For parents:.

• When you see your child doing homework, try to determine what type of homework it is. A worksheet with a bunch of drill-like questions where kids plug in the answers is fine, but you also want to see spaces where your child is asked to make meaning from the information for themself. Is your child being told what to do or being asked to consider and grapple with information? Are students asked to add their own ideas? Is your child asked to think about their thinking, learning, or progress?
• Worried your child isn’t getting rigorous work? You can add that to your conversations with your children by having creative conversations that challenge your child to think beyond the right answer. After a movie, explore what could have been a different ending, talk about what historical period you would like to travel to and why, or try to come up with inventions to solve everyday problems.

For educators and administrators:

• When it comes to academic rigor, there are two big experts: Barbara R. Blackburn and Robyn Jackson . Each has written books (and more) about rigor. Start by reading Blackburn’s 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” and more in her “Beginner’s Guide to Rigor” . Compare that to Robyn Jackson’s definition, which has four elements: 1) Give instruction that requires students to make meaning for themselves; 2) Ask students to impose structure on information; 3) Ask students to integrate the new skills they learn into bigger processes; 4) Ask students to take what they’ve learned and apply it to new contexts and in new and unpredictable situations.
• Read How to Plan Rigorous Instruction by Robyn Jackson and watch this video .
• Read the article What is Academic Rigor and What Do We Do with It? on TeachHub.com.
• Read the article Academic Rigor: You’re doing it wrong and here’s why in The Edvocate .

For administrators:

• Check out Mindsteps , Robyn Jackson’s organization that helps school administrators learn about and implement rigor in the classroom and throughout the school.

This article is part of our Transforming High School series , a collection of stories, videos, and podcasts exploring the practices that prepare students for success in college and beyond.

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What is Academic Rigor and What Do We Do with It?

The teachhub team.

• March 6, 2014

The term “academic rigor” has been perambulating its way through educational circuits, but many teachers are not familiar with the concept or how to support rigor within their classroom. Understanding rigor is essential for understanding how to approach and measure student learning. It questions the standards we demand from our students and reconsiders exactly what we consider as true achievement.

“Rigor,” in the academic sense, is referring to that fine line between challenging and frustrating a student. It means that students are challenged to think, perform, and grow to a level that they were not at previously. It means that students must work, like an athlete at a team practice, to build their skills, understanding, and thinking power so that they can achieve at higher and higher levels. It means that the standards of the course are calibrated so that students are compelled to grow but are not frustrated and overwhelmed in the process.

Academic rigor is commonly thought of in three different phases of the educational process. The first is setting the standard for students; the second is equipping students through instructional and supportive methods; the third is student demonstration of achievement. These three phases were popularized by Barbara Blackburn’s 2008 book “Rigorous Schools and Classrooms: Leading the Way.”

Setting the Standard

We all know that there is a certain standard of excellence that we implicitly expect of our students. Sometimes these standards are made clear to students via examples, rubrics, directions, and instruction. Sometimes these standards are less defined. What is essential for establishing the appropriate degree of rigor in your classroom is making sure that you overtly demonstrate to students what the expected outcome is. Here are a few key characteristics of a classroom that communicates the standards.

• Total classroom environment endorses a high-degree of performance from each student.
• Teacher believes in the potential for each student’s success and communicates this belief.
• Lessons  and tasks are designed to lead students to expected outcomes.
• Examples of desired outcomes and undesired outcomes are overtly shared with students.
• Students have opportunity to revise their academic attempts.
• Higher-level, thought-provoking questions are asked by teacher.
• High-level, thought-provoking answers are shared by students.
• Teacher does not accept lower-level thinking or answers in discussion or academic tasks.

Supporting Rigorous Achievement

Not only is maintaining a high standard essential for student learning success, but excellent teachers must also make sure that they are supporting each and every student to move progressively toward the desired level of achievement. Teachers must consistently ensure that whatever the content or skill they are covering, they provide the requisite materials and instructional patterns. Here are the signs of a classroom environment supportive for student progress:

• Lessons are systematically scaffolded from one to the next.
• Materials are consistently organized to clearly provide instructions and demonstration of task.
• Intervention tasks or instructions are regularly utilized to ensure no students are left behind.
• Teacher is available for helping students individually at other points throughout the day.
• Parents are communicated with regularly regarding the academic goals of the course.
• Learning tools are color-coded, graphically organized, reinforced, and interactive.
• Content is made relevant and relatable to student background information and interest.

Validation of Achievement

It’s not enough for teachers simply to “teach” and expect students then to “learn.” The final step for true assessment of academic rigor within the classroom is for the teacher to provide students with various opportunities to demonstrate their degree of achievement in relation to the given standard. Here are a variety of methods available for allowing students to exemplify their progress:

• A balance of formative and summative assessments intermittently provided.
• Student demonstration measured using a rubric or other standard-based assessment tool.
• Students allowed the opportunity to conference and revise work.
• Homework and class activities thought of as “practice.”
• Students work independently or collaboratively on a given project.
• Students connect material to real-life examples and situations.
• Students provide a written or spoken summative report.
• Students metacognitively apply a variety of content learned.
• Student performance compared to previous student attempts.
• Students provide high-level answers to high-level questions.
• Students do not give up or feel overwhelmed when faced with challenges.
• Students reflect on their learning progress and efforts.

So what are your standards in your classroom? How are those communicated, supported, and demonstrated throughout the year? Take time to consider how “rigorous” the academic requirements are for your classroom, and shape the environment to consistently demand of students higher and higher levels of academic progress!

• #AcademicRigor , #StudentLearning

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Making Rigor Relatable to Students

Teaching students that rigor is inextricably linked to the learning process helps them grow to be confident learners.

Rigor is complicated unless you talk to students. Students don’t view rigor as lower-order or higher-order thinking, knowledge, and skills. Often they see rigor as a process—a process of learning ideas, combining ideas to form bigger ideas, and applying those ideas.

If rigor is described as the rate of completion of a task, students will focus on speed over complexity. If rigor is anchored to the idea that one level is more important than other levels, students will focus on prioritizing one level over other levels. If students encounter levels of rigor in sequential order or if levels of rigor are separate, students will struggle with integrating their natural learning process with the sequence of curriculum. Finally, if discussing the levels and process of rigor is absent, students will lack the awareness and metacognitive ability to track and take control over their learning.

Circling back to students’ understanding of rigor, one way to define it is the balance of surface, deep, and transfer learning . That is, rigor is about ensuring that students learn ideas, combine ideas to form bigger ideas, and apply those ideas.

3 Ways to Help Students Understand Rigor

1. Link grading and assessment practices to integration of levels of learning rather than prioritizing one level. Transfer learning isn’t an A, just as knowing a lot of surface knowledge isn’t a C. When we show students that the connection between these levels is what links to our assessment scheme, then they begin to focus on interacting between levels of learning . Consider the following pattern:

NA: I’m still working on one level of learning. 1.0: I have one level of learning to solve problems, complete tasks, and challenge my learning and that of others. 2.0: I’m making connections between two levels of learning to solve problems, complete tasks, and challenge my learning and that of others. 3.0: I’m making connections between three levels of learning to solve problems, complete tasks, and challenge my learning and that of others.

2. Demonstrate the level of teaching and learning during class.

Show visuals: Providing students with visuals that illustrate balance across levels is a powerful way to help them conceptually and emotionally connect with your messages. Try rearranging the levels of learning with circles or triangles and connected arrows rather than a linear visual.

Name the level of learning: When students are working on a task, it’s important for you to prompt them to consider the level of learning they are currently working in. For instance, if students are evaluating and reflecting on the errors made on a math assignment, they are likely working at the deep level of learning. This is a good time to say, “I’m noticing that many of you are engaging in ‘deep learning’ as you continue to go back and check your work to see what errors have occurred and/or what other strategies you could use to represent your understanding.”

Ask them which level they may go to next: Prompting students on their next steps is a powerful part of building student efficacy. One strategy to support students in understanding the flexibility across levels of learning is to ask if they need to visit different levels to better understand and/or solve a problem: “Now that you have come to this portion of the task, I want you to ask yourself, ‘What level of learning will help me move forward?’”

Name the reason for the instructional strategy: When you teach, share what you are aiming for and looking for from students: “We are going to engage in the jigsaw method to strengthen our understanding of surface learning. The jigsaw helps us move over to deep learning and evaluate how the surface learning pieces connect to the larger picture. Think of each surface piece of learning as a puzzle piece that will eventually connect.”

Provide observable look-fors: When you are about to send students off to engage in a task, articulate exactly what you are looking for: “I’ll be looking for you to talk about how certain pieces connect and why others don’t. I should hear you talk about the relationship between viruses and all living things.”

Recognize and celebrate when students go back and forth across levels: Celebrate the process of both persisting in a level of learning and moving in and out of different levels of learning. The more we name the power of learning within and across levels and convey the idea that no level is more important than another, the more kids get the message that we are about learning, learners, and the process of learning.

This may sound like the following: “Take a moment and reflect on the different levels of learning you were in today. What did it look like and feel like as you moved across each level? What were the signals that you used to stick to one level? What signals did you use to move across each level?”

3. Provide a variety of sequencing and linking levels of learning. Change the sequence of your units by mixing up how you start, continue, and end a unit of study.

Traditional: Starting initially with surface and then moving toward deep and transfer. For instance, a teacher may start a unit by having students learn core definitions of the different branches of government.

Conceptual: Starting initially with depth and then moving between surface and transfer. For instance, a teacher may start a unit by having students compare and contrast the powers of different forms of government.

Problem based: Starting initially with transfer and then moving between deep and surface. For instance, a teacher may start a unit by having students explore a current problem across the different forms of government.

When the sequence of learning is changed from time to time, students develop an understanding that learning occurs in a variety of ways. To do this, you will need to engage in backward design of your curriculum. Furthermore, you will need to explore strategies to employ for each level of learning.

What Is Rigorous Coursework In College?

Any type of classwork that students need to take in college is considered “rigorous.” There are some subjects that students need to spend all of their time doing, such as anatomy or physics. Others are less demanding, such as literature or social studies. Still others, including business courses, are more lenient in nature and may be less intensive than you would ever think.

So what is rigorous coursework in college? For students, this coursework is the entire course of their educational education, and the last thing they need while in college. This can include any amount of coursework, including independent studies and seminars, all done at a rapid pace. Because so much of the coursework is taken on a fast-paced basis, students need to be able to pay attention and be able to retain it all.

There are many different types of what is rigorous coursework in college. One type is project work, which allows students to choose one or several projects during their course of study. They must complete the project by the end of the semester, or the course is dropped. Students will then have to write a paper on the project and submit it to the instructor. Writing and submitting this paper is the most important aspect of what is rigorous coursework, because students need to be able to put together a complete argument, as well as to understand it completely.

Another type of coursework involves participating in a small research project or even doing hands-on research. Usually students will do an oral presentation, conduct a survey, or even do some simple research themselves. While this type of coursework takes significantly less time than coursework that requires extensive research, it may be less successful if students are not careful with how they spend their time.

Instructors will assign what is rigorous coursework for different kinds of students. Some students will need to learn a lot about a single topic, and will need to read a great deal in order to understand it fully. Other students will need to learn just a little bit about the topic, and will need to do a good deal of hands-on research. In order to succeed at what is rigorous coursework in college, students need to make sure that they learn everything they can about the subject, and that they do not neglect any part of it. If they do, then they will find that they are unable to do well in the class.

When students get started on what is rigorous coursework in college, they will often find that it can be difficult to stay motivated. This is often true even if the course is not terribly challenging. Students will have to face the fact that they will be working very long hours, and if they do not start each class feeling as though they are engaged, they will likely become distracted and stop putting in the work that they need to do in order to do well in the class. Even if the course does not require extremely difficult work, if the students feel like they are being pressured to do so, then they will likely get distracted, lose focus, and soon lose interest in the class in general.

If what is rigorous coursework in college is important to you, then you should probably look for colleges that offer this coursework. You can usually find out which courses are like this by finding a list of the courses offered at your college. This list will give you an idea of what you will have to do and will help you keep track on what you are doing. Of course, the coursework itself might not be very tough, and you might not have to do a lot of it. If you have to do a lot of in order to do well in your classes, however, you should consider taking some hard courses in order to make sure that you are prepared for what is rigorous coursework in college. This will help you when you enter college and will keep you on track and motivated.

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What Does a Rigorous High School Schedule Look Like?

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We at CollegeVine frequently use the term “rigorous” to describe course loads and course schedules. That’s because rigorous studies in high school are something that admissions committees look for specifically during the application process. They want to know that applicants are capable of difficult, college-level work.  

It’s not surprising then that we often hear from students asking, “How can I make sure my course load is challenging or rigorous enough?” If you’re wondering how to assess if your classes are up to snuff and how to choose a course load that’s challenging without being overwhelming, this post is for you.

What Does Rigorous Mean?

Rigorous is a vague term, but it can be more helpful to think of your course load as it compares to the course loads of other students at your high school. Admissions committees understand that not all high schools offer a full suite of challenging course options. While some have dozens of AP classes or an IB program to choose from, others have only college placement or honors tracks available.

Luckily, you don’t need to worry too much about how many options are available at your high school, since this is out of your control. Instead, you need to focus on choosing the most challenging options available to you. You can think of a rigorous course load as the one that represents the most challenging track available at your high school.

To learn more about how your classes will impact your college applications, check out our post Should I Take AP/IB/Honors Classes? .

How to Avoid Being Overwhelmed

Being the most challenging track available, a rigorous course load can sometimes be a little overwhelming, especially at first. You should start by easing into a challenging course load. During ninth grade, select classes that are rigorous enough to challenge you, but not enough so as to overwhelm you. Think of 9th grade as a time to test the waters and see what you’re capable of. Remember, it is always easier and looks better to add another class or transfer to a more challenging section than it is to drop a class or move down to a less challenging one.  

In addition, balance your course selections with reasonable extracurricular commitments. Focusing on two or three extracurriculars is ultimately enough, especially if you stick with them consistently and work your way up to leadership positions or increased responsibility. Dropping an extracurricular after 9th or 10th grade is no big deal if doing so means that you can keep your grades up and take on more challenging classes.

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What to Choose? More Classes or More Challenging Classes?

Admissions committees generally want to see well-rounded students insofar as having completed four years of coursework in each core subject area. This includes English, history, math, science, and usually a foreign language. In fact, many colleges require that applicants have completed four years of coursework in each of these subject areas just to meet application prerequisites.

In these core subject areas, you should strive to take the most challenging courses that you’re capable of doing well in, and your primary focus in studying and achieving should be in these core subject areas. Taking any additional classes is not necessary, but it does represent an opportunity.  

Beyond the core subject areas, any elective classes that you take should reflect your interests. This is an opportunity to reinforce any potential career choices or college majors. Rather than worrying about taking especially challenging electives, think of them as a chance to explore and demonstrate your interests. Taking electives shows intellectual curiosity and might even allow you to discover a new interest.

Better Grades or Harder Classes?

The balance between better grades and harder classes is always a delicate one. We hear from many students wanting to know if they should take a harder class and get a B, or an easier one and get an A.

While there’s no universal answer that will impress every admissions committee, it’s important to know that admissions committees aren’t interested in easy A’s. In fact, a 4.0 GPA in regular college-placement classes may actually be a deterrent to some admissions committees who are looking for students who want to challenge themselves.

In general, a good rule of thumb is that if you think you can achieve a B or higher in it, take the more difficult class. Admissions committees will appreciate that you have worked hard for that B, rather than pursuing a less rigorous track.

What Classes Should You Take For a Rigorous Course Schedule?

Planning a rigorous track starts in 9th grade. To get off on the right foot, you should make a four-year plan. The simplest way to do this is by using backward design. Start with 12th grade—what classes do you need to be taking in 12th grade in order to get into the types of colleges you hope to attend? These classes are generally the highest level courses available at your school. They might be AP or IB classes if your school offers them, or they could simply be honors level classes if that’s all your school has available.

Work backwards from 12th grade to ensure that your prerequisites are met each year. It is much easier to work backwards incrementally from your final 12th grade goal than it is to start with your ninth grade classes and try to imagine where they’ll take you.

It’s a good idea to meet with a guidance counselor as you create your four-year plan. You’ll want to ensure that you’re meeting all graduation requirements and that it represents a course schedule that is rigorous as compared to others available at your school. Your guidance counselor will be able to lend some insight into which paths are commonly taken by students with the same goals as you.

In addition, remember that the classes you enroll in aren’t the only way to impress admissions committees. You can also highlight your academic chops through options like independent studies, summer college courses, or online coursework. To learn more about these options, check out our post What To Do If Your High School Doesn’t Offer AP Classes .

For more about course selection, don’t miss these CollegeVine posts:

How to Pick Your High School Courses Freshman and Sophomore Years

Your Guide to Sophomore Year Course Selection

How to Choose Classes for Your Junior Year of High School

Decisions, Decisions: Choosing Classes as a High-School Senior

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Academic rigor makes the difference in college readiness, success

September 9, 2013  

Taking challenging coursework in middle school and high school not only prepares students for success in college but also is the best predictor of both college readiness and college success, says Pamela T. Horne, associate vice provost for enrollment management and dean of admissions.

"Meeting high school graduation requirements or even taking a set of core academic courses is necessary, but not sufficient to effectively preparing for postsecondary success," Horne says. "Both Indiana and our country have set ambitious goals to increase the proportion of our adult population that has a college degree. It will be difficult, if not impossible, to achieve these laudable goals unless we quickly improve the level of our young people's pre-college academic preparation."

Horne cites three recent reports -- the ACT Condition of College Readiness Report , the College Board's Report on College and Career Readiness and the Indiana College Readiness Report -- to illustrate why academic rigor matters. Below, Horne provides details about the reports and answers questions about how students and their parents can lay the foundation for postsecondary success.

If you can not read the pdf documents on this page, please download  Adobe Acrobat . 

Question: What were the headline findings from these reports?

Answer: Students (and their parents) across socio-economic and racial/ethnic groups want college in their futures. There are only small gaps in the educational/career aspirations among groups at the time of ACT testing during sophomore-senior years. But there remain persistent preparation gaps and, later down the track, attainment gaps. These gaps are very closely associated with the rigor of the elected high school curriculum.

High school rigor matters in both predicting college success and preventing the need for remedial work. ACT's study further points out that it is the intensity and quality of core academic courses that really matter for effective preparation.

Q: Did the reports discover any differences between high school students who took Advanced Placement (AP) courses and those who did not?

A: Exposure to the challenges of an AP course -- even if the results don't provide college credit -- predicts college success.

Only 3 percent of Indiana students who took an AP exam and earned a "3" or better needed remedial work in college, and only 15 percent of those who took an AP and earned a "1" or "2" needed remedial work. In contrast, 45 percent of those who never took an AP exam required remedial work. These trends continued once the students were in college. Those who passed an AP exam earned an average first-year GPA of 3.2, those who took at least one AP exam but did not pass one earned an average 2.7 and those who never took an AP exam earned an average college freshman GPA of 2.3.

The College Board's national data show similar results. Among the students who took AP or honors English, 71 percent scored at the college-ready benchmark on the SAT compared with 38 percent who did not take honors or AP. For math the difference is 83 percent vs. 44 percent and for writing it's 66 percent vs. 35 percent.

Q: For Indiana students, did earning the state's academic honors diploma affect college readiness?

A: In Indiana, only 7 percent of those who earned an academic honors diploma (which includes foreign language and AP or dual enrollment coursework) needed remedial work in college, compared with 41 percent of those who graduated with a Core 40 diploma and 83 percent of those with a general diploma.

Honors diploma graduates earned an average 3.1 GPA during the first year of college compared with the very low 2.3 GPA average earned by Core 40 graduates.

Q: What can parents and students do that will contribute to college readiness and success?

A: First, we need to encourage students to take AP and rigorous honors dual enrollment courses so they can be exposed to college-level work. (If available to the student, the International Baccalaureate curriculum is also well-recognized throughout the world as rigorous intellectual college preparation.) In these courses, students will develop their academic skills, improve critical thinking and experience deep and broad subject matter. No doubt, students will be better for it.

Eighth-graders should take Algebra I -- it's a huge gate opener. It gets them on the college-prep track, and if they need to retake, they can. The stakes are lower when you're 14 years old, making that an ideal time to learn important lessons about hard work and perseverance. Also, students should continue taking challenging courses in lab science, an all-important foreign language and critical writing. These all contribute to the success equation in college -- and in careers.

If they aspire to a four-year college education, Indiana students should pursue an honors diploma -- the outcome data are absolutely compelling.

Students should elect five core academic courses each year of high school, including the all-important senior year.

We need to raise the bar. If we close the gap between aspiration and preparation, attainment will follow.

Q: What other factors play a role in making a successful transition?

A: In addition to pursuing rigorous core academic coursework, high schools students should develop study and self-management habits that will serve them well in college. Work experiences that do not detract from homework and studying, as well as meaningful leadership and service activities or pursuing the arts and athletics, can round out the high school experience and teach teamwork, time management and goal-setting skills.

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Promoting Rigorous Courses for Each Student

March 11, 2010; revised july 2019.

To offer recommendations that promote and facilitate rigorous courses for each student in middle level and high schools in order to ensure that they have the skills to be college or career ready.

Despite wide disagreements about the role of schools and even the goals of education in our society, there is a growing consensus across a broad political and ideological spectrum that each student must graduate from high school prepared to meet high standards of college or career readiness. The past few years have introduced a movement among states and districts to eliminate barriers to college access and increase student preparation and college attendance.

Yet according to the most recent Nation’s Report Card conducted by the National Assessment of Education Progress, “only a third of high school seniors are prepared for college-level coursework in math and reading” (Camera, 2016). Another recent report found that 96 percent out of 911 two- and four-year colleges were forced to enroll students in remedial courses in the 2014–15 academic year, costing taxpayers an estimated $7 billion a year. Not only are these results telling, but many students themselves are unsure if they’re prepared for postsecondary education. A recent poll of high school students found that only half feel their high school has properly equipped them with the skills and knowledge to be college or career ready.

There has also been an increase in ensuring the career readiness of students. It is important that those who are interested in doing so are able to effectively join the workforce immediately following their secondary education. However, many employers believe that students directly out of high school are often unprepared to immediately enter a career. A recent Gallup poll found that only 5 percent of employers believe individuals with a high school degree are “very prepared” to be successful in the workplace. Fifty-eight percent believe these individuals are “somewhat prepared” with 19 percent believing they’re “not at all prepared.” Promoting rigorous coursework often instills skills that benefit students in the workforce, such as teamwork, critical thinking, problem-solving, and a stronger work ethic.

Strengthening the rigor of courses taken in middle level and high schools can be an effective strategy to raise student achievement levels and ensure college and career readiness for more students. Raising expectations for all students to enroll in rigorous courses, including AP, dual- or concurrent-enrollment courses, or IB is crucial—particularly for students who have historically been underrepresented in those courses. This is true at the middle level as well. One study recently found that students taking less rigorous coursework at the middle level were often further behind their classmates in their ability to take more rigorous courses in high school. This just further highlights the issue that high-level courses are often open to only a select group of high-achieving students, thus perpetuating historical inequalities in academic outcomes.

Consider the following facts: The achievement gap for white and black students in reading was larger in 2015 (30 points) than it was in 1992. Also, the achievement gap between white and Hispanic students (20 points) is on par with its 1992 status. The percentage of ninth graders earning AP or IB credit in math or science is double for white students (17 percent and 16 percent) than it is for their black peers (6 percent and 8 percent). The percentage for Hispanic students is higher but still unfortunately behind those of their white peers (12 percent and 10 percent).

Yet simply removing the barriers that have been erected against access to high-level courses in and of itself is not sufficient to improve readiness and performance. Students from low-income and minority backgrounds often have academic and social deficits and need a set of academic and social support mechanisms to help them navigate the challenges of rigorous courses and gain access to the same opportunities afforded by their more privileged peers. For example, currently over 20 percent of our nation’s school-aged children come from households living in poverty (Kelly, 2015). Rigorous courses that come with a price tag, such as AP tests, can often be too expensive for these students to take advantage of.

A growing body of work has unveiled promising policies and practices that may enable equity and excellence to coexist. Accompanying these policies and practices is the passage of the Every Student Succeeds Act (ESSA) in 2015. ESSA contains a number of new provisions that can be used to advance equity and excellence throughout our nation’s schools for these historically underserved populations. Two key changes in ESSA that expand access to high-level coursework for all students are new measures in school performance and progress and a more substantive focus on resource equity. ESSA requires that states use multiple measures of accountability for evaluating student progress by including one or more indicators of “school quality or success.” States are able to choose measures that can incentivize the expansion of access to high-quality learning opportunities for all students. Lastly, ESSA includes provisions that require states to evaluate and address resource inequities in schools. ESSA also establishes incentives for districts to enrich curriculum opportunities for historically underserved populations of students.

Guiding Principles

• Educators must support challenging graduation requirements that prepare all students for postsecondary success.
• Policies and practices must be instilled in schools to help close the achievement gap and better provide all students with equitable education opportunities.
• NASSP has identified a number of high-achieving middle level and high schools that are serving large numbers of low-income students in a program called Breakthrough Schools. Access to rigorous coursework for all is a key feature of those schools, and they offer valuable lessons on how they raised expectations and supported their students in the process.
• NASSP promotes open access to rigorous courses for each student and supports ending low-level courses as these are often detrimental for whole school improvement.

Recommendations

For federal policymakers.

• Provide full funding for the Student Support and Academic Enrichment Grants under Title IV, Part A of ESSA to help K–12 schools cover costs for low-income students to participate in pre-AP and AP courses and tests.
• Fund a significant literacy initiative that supports students from early childhood through high school.
• Create a separate secondary school funding stream to improve student achievement at the middle and high school levels with an emphasis on rigorous courses and college preparation.
• Expand support of the Federal TRIO Programs, which serve and assist low-income, first-generation college students and students with disabilities as they progress from middle level to post-baccalaureate programs.
• Help drive student success and achievement by providing proper funding for programs under the Department of Education’s Investing in Innovation Fund.
• Continually provide support to states throughout the ESSA implementation process to ensure that state plans include initiatives aimed at improving access to high-level courses for all students.

For State Leaders

• Expand statewide incentives designed to increase the number of minority and low-income students taking pre-college exams, such as AP, SAT, or ACT.
• Work with groups such as the Chief State School Officers, the National Governors Association, the College Board, and ACT to develop and implement a common core of standards in key subject areas.
• Instill strong, rigorous early learning requirements around base core subjects for all students to ensure that students of underserved subgroups do not fall behind early on in their educational careers.
• Increase access to rigorous learning opportunities by including AP/IB or dual- or concurrent-enrollment coursework achievement in annual school performance determinations.
• Ensure that offered diploma options different from a regular high school degree are teaching students the proper knowledge and skills necessary for them to be successful after high school.
• When developing ESSA state plans, clearly identify strategies aimed at closing achievement gaps and providing educational assistance to traditionally underserved populations.
• Instill teacher and administrator training and preparation programs that promote a more diverse workforce in education.

For District Leaders

• Establish districtwide policies to facilitate access to high-level courses and programs for low-income and minority students at both the middle and high school levels.
• Provide professional development that helps teachers and administrators gain a deeper awareness of the multiple forms of intelligence and culturally responsive teaching—and prepares teachers in integrated instructional strategies for remediation.
• Provide professional development that helps teachers distinguish between behaviors and academic ability. Teacher perceptions that lower academic potential and are linked to disorderly or passive behavior must be changed.
• Use technology to provide online access to and support success in advanced courses when live courses are not available in schools and districts.
• Use multiple and diverse assessments that tap individual skills in different areas.
• Design a coherent and rigorous K–12 reading, writing, and math curriculum that prepares all students for college or a career following their secondary education.

For School Leaders

• Provide open-enrollment opportunities to participate in advanced courses. Encourage students who do not meet eligibility criteria but are committed to making an effort in the course to enroll.
• Systematically seek out high-performing, low-income, and minority students. Some higher-scoring students choose not to enroll in advanced courses. An educator should contact them and encourage them to enroll.
• Personalize the school environment to enable each student to meet rigorous academic standards.
• Ensure that each student is provided a personal adult advocate to help them personalize the educational experience and a pyramid of interventions that provide academic and social support.
• Involve each student, particularly low income, first-generation college, and underrepresented ethnic minority backgrounds, in precollege program learning experiences that focus on developing college aspirations and preparing students for entry into higher education. Ensure that all teachers are aware of these programs.
• Implement alternatives to tracking and ability grouping.
• Help teachers design high-quality work and teach in ways that engage students; cause them to persist; and result in student satisfaction and acquisition of knowledge, critical thinking, and problem-solving skills.
• Recruit, develop, and maintain a diverse staff of educators that are able to educate and share different viewpoints with students.
• Help teachers use a variety of instructional strategies, including frequent assessments, and settings that identify and accommodate individual learning needs and engage students.
• Make sure that each student has a personal plan for progress that is reviewed often and ensures students are engaged in an effort to meet high standards.
• Adopt the Building Ranks TM  Process Circle (gather and analyze data to determine priorities, explore possible solutions, assess readiness and build capacity, create and communicate development plan, implement the plan, and monitor and adjust to ensure successful and sustainable implementation of changes).

Busteed, B. (2018, April 25). Americans have little confidence in grads’ readiness for work, college. Retrieved May 29, 2019, from  https://news.gallup.com/opinion/gallup/233153/americans-little-confidence-grads-readiness-work-college.aspx?utm_source=tagrss&utm_medium=rss&utm_campaign=syndication .

Butrymowicz, S. (2017, January 30). Most colleges enroll students who aren’t prepared for higher education. Retrieved May 14, 2019, from  https://www.pbs.org/newshour/education/colleges-enroll-students-arent-prepared-higher-education .

Camera, L. (2016, April 27). High school seniors aren’t college-ready. Retrieved May 14, 2019, from  https://www.usnews.com/news/articles/2016-04-27/high-school-seniors-arent-college-ready-naep-data-show .

College in High School Alliance .  Evidence of success. Retrieved May 14, 2019, from  https://www.collegeinhighschool.org/evidence-of-success .

Cook-Harvey, C.M., Darling-Hammond, L., Lam, L., Mercer, C., & Roc, M. (2016). Equity and ESSA: Leveraging educational opportunity through the Every Student Succeeds Act. Palo Alto, CA: Learning Policy Institute.

Cushing, E., English, D., Rasmussen, J., & Therriault, S. College and career readiness begins with a well-rounded education: Opportunities under the Every Student Succeeds Act. Retrieved May 14, 2019 from  https://ccrscenter.org/sites/default/files/AskCCRS_Well-Rounded_Education.pdf .

Dougherty, S. M., Goodman, J. S., Hill, D. V., Litke, E., Page, L. C., Dougherty, S. M., & Page, L. C. (2017, May 09). Does more rigorous middle school math coursework change students’ college readiness? Retrieved June 6, 2019, from https://www.brookings.edu/blog/brown-center-chalkboard/2017/04/27/does-more-rigorous-middle-school-math-coursework-change-students-college-readiness/

Education Commission of the States (2019, February 14). 50-State comparison: High school graduation requirements. Retrieved May 14, 2019, from  https://www.ecs.org/high-school-graduation-requirements/ .

Gerwin, C., Webb, M. (2014). Early college expansion: Propelling students to postsecondary success, at a school near you. Jobs for the Future. Retrieved from  https://eric.ed.gov/?id=ED559689 .

Kelly, P. (2015, August 21). The importance of rigorous coursework for all students: A teacher’s perspective. Retrieved May 14, 2019, from  https://blog.ed.gov/2015/08/the-importance-of-rigorous-coursework-for-all-students-a-teachers-perspective/ .

Musu-Gillette, L., de Brey, C., McFarland, J., Hussar, W., Sonnenberg, W., & Wilkinson-Flicker, S. (2017). Status and trends in the education of racial and ethnic groups 2017 (NCES 2017-051). U.S. Department of Education, National Center for Education Statistics. Washington, D.C. Retrieved May 14, 2019 from  http://nces.ed.gov/pubsearch .

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National Association of Secondary School Principals (2018).  Building ranks: A comprehensive framework for effective school leaders.  Reston, VA: Author.

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Stringer, K. (2017, August 7). When it comes to college, only half of America’s high schoolers say they feel prepared, survey finds. Retrieved May 14, 2019, from  https://www.the74million.org/article/when-it-comes-to-college-only-half-of-americas-high-schoolers-say-they-feel-prepared-survey-finds/ .

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Definition of rigorous

• authoritarian
• heavy-handed

rigid , rigorous , strict , stringent mean extremely severe or stern.

rigid implies uncompromising inflexibility.

rigorous implies the imposition of hardship and difficulty.

strict emphasizes undeviating conformity to rules, standards, or requirements.

stringent suggests severe, tight restriction or limitation.

Examples of rigorous in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'rigorous.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

15th century, in the meaning defined at sense 1

Dictionary Entries Near rigorous

rigor mortis

Cite this Entry

“Rigorous.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/rigorous. Accessed 1 Apr. 2024.

Kids Definition

Kids definition of rigorous, more from merriam-webster on rigorous.

Nglish: Translation of rigorous for Spanish Speakers

Britannica English: Translation of rigorous for Arabic Speakers

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