The purpose of this study was to analyze the perceptions of academic rigor by teachers and administrators of secondary mathematics classrooms in Maryland, during a crisis. The identified problem is, during COVID-19 pandemic, school district leadership may not have effectively communicated with employees about rigor application expectations. The problem developed when schools shifted to virtual learning. The following research questions were developed from teachers' and administrators' application of academic rigor during crisis time in Prince George's County. RQ1: Do teachers and administrators have aligned ideas of academic rigor based on their responses and their provided evidence? RQ2: Is there alignment between the teachers and administrators' perceptions of academic rigor during times of crisis, specifically, the COVID-19 pandemic? The research questions called for a basic qualitative study using coding, thematic, and comparison analysis approach to gather the stories of teachers and administrators. The participants were secondary (grades 6-12) teachers and administrators of mathematics in schools. A sample of 3 teachers, 4 administrators, with 2 years (minimum) experience were used. Each participant could compare teaching or monitoring during and before the COVID-19 pandemic. Responses were coded to find patterns regarding the application of rigor during COVID-19. The theory presumed in the study was if district leadership, administrators, and teachers have aligned perceptions of academic rigor in understanding and application, then academic growth can occur for students during crisis times. The results of the study were analyzed to find patterns of understanding between teachers and administrators in mathematics classrooms. The main finding of the study was that the teachers and administrators did not havean aligned perception of academic rigor during the distance learning period. District Superintendents can use this study to address academic rigor during crisis times and establish protocols ensuring that the staff have aligned perceptions of rigor. To address this concern, we had the staff in the district utilize one definition of academic rigor and use one rubric measuring the levels of rigor in classrooms. Once educators follow one rating system, they can calibrate their instructional lenses. For future research, this study can be completed in other subject areas, noting any similar concerns. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]