The Elementary and Secondary Education Act (ESEA) reauthorization bill known as the Student Success Act (H.R. 5), passed last month in a partisan vote by the U.S. House Education and the Workforce Committee, would have a detrimental impact on the American education system and students’ access to qualified teachers. Of note, this legislation would repeal the national standard requiring teachers to be “highly qualified” in the subjects they teach.
Rigor has become a ubiquitous buzzword in education circles describing accountability measures for both educator and student performance. Under a scrutinizing lens, policy makers, researchers, and practitioners are examining whether standards for learning, methods of instruction, and assessment instruments are demanding enough to produce students who are college and career-ready by the end of high school.
In educator preparation, we think of program rigor in terms of productivity measures and indicators relative to the knowledge, skills, and dispositions acquired by our candidates. Our commitment to rigor is characterized by the pursuit of precise, accurate, exhaustive, and scientific measurement of teacher candidates’ ability to be effective educators.