{"id":{"repo_id":"tdl","oai_identifier":"oai:tdl-ir.tdl.org:2104/13598"},"canonical_url":"https://search.dev.ndltd.org/etd/tdl/oai:tdl-ir.tdl.org:2104/13598","repository":{"repo_id":"tdl","name":"Texas Digital Library","base_url":"https://tdl-ir.tdl.org/server/oai/request"},"display":{"title":"High school faculty perceptions of Texas House Bill 4545 learning recovery interventions : a qualitative multiple case study.","abstract":"The COVID-19 pandemic profoundly disrupted the public education system, exacerbating existing academic challenges and creating an unprecedented need for learning recovery interventions. In response, the Texas Legislature enacted House Bill (H.B.) 4545, mandating targeted learning recovery interventions for students underperforming on the State of Texas Assessment of Academic Readiness End-of-Course (STAAR EOC) exams. This qualitative multiple case study explored high school faculty perceptions of these learning recovery interventions within Bluebonnet ISD (BISD; pseudonym). The purpose of this qualitative multiple case study was to explore learning recovery teachers' descriptions of H.B. 4545 interventions and the within-program differentiation strategies they used. The study employed a qualitative multiple case study approach, allowing for an in-depth exploration of teachers' experiences and the contextual factors of the implementation of H.B. 4545. Data were collected through interviews, capturing faculty members' experiences and insights on implementing H.B. 4545 interventions. The internal document analysis collected additional data, providing context on the strategic improvement plans guiding H.B. 4545 measures. The qualitative multiple case study design allowed the analysis of participant insights from two campuses over the 2021–2023 school years to identify similarities and differences in their experiences and practices. The findings reveal that faculty members highlighted the critical role of increased instructional time, high-quality instruction, and the necessity of high-impact tutoring (HIT) sessions to address diverse student needs. The study highlights that teacher-student relationships are intertwined in intervention delivery and addressing the holistic needs of students. This research contributes to the broader understanding of learning recovery in the post-pandemic educational landscape, offering practical recommendations for educators and policymakers to enhance the implementation and impact of learning recovery interventions mandated by H.B. 4545. By highlighting classroom-level implementation, this research underscores the ongoing need for support and refinement of learning recovery programs to better address the diverse needs of students.","abstract_html":"The COVID-19 pandemic profoundly disrupted the public education system, exacerbating existing academic challenges and creating an unprecedented need for learning recovery interventions. In response, the Texas Legislature enacted House Bill (H.B.) 4545, mandating targeted learning recovery interventions for students underperforming on the State of Texas Assessment of Academic Readiness End-of-Course (STAAR EOC) exams. This qualitative multiple case study explored high school faculty perceptions of these learning recovery interventions within Bluebonnet ISD (BISD; pseudonym). The purpose of this qualitative multiple case study was to explore learning recovery teachers' descriptions of H.B. 4545 interventions and the within-program differentiation strategies they used. The study employed a qualitative multiple case study approach, allowing for an in-depth exploration of teachers' experiences and the contextual factors of the implementation of H.B. 4545. Data were collected through interviews, capturing faculty members' experiences and insights on implementing H.B. 4545 interventions. The internal document analysis collected additional data, providing context on the strategic improvement plans guiding H.B. 4545 measures. The qualitative multiple case study design allowed the analysis of participant insights from two campuses over the 2021–2023 school years to identify similarities and differences in their experiences and practices. The findings reveal that faculty members highlighted the critical role of increased instructional time, high-quality instruction, and the necessity of high-impact tutoring (HIT) sessions to address diverse student needs. The study highlights that teacher-student relationships are intertwined in intervention delivery and addressing the holistic needs of students. This research contributes to the broader understanding of learning recovery in the post-pandemic educational landscape, offering practical recommendations for educators and policymakers to enhance the implementation and impact of learning recovery interventions mandated by H.B. 4545. By highlighting classroom-level implementation, this research underscores the ongoing need for support and refinement of learning recovery programs to better address the diverse needs of students.","abstract_has_math":false,"creators":["Duke, Amy L., 1981-"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Meyer, Melanie S."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12","date_published":"2024-12","updated_at":"2026-07-27T21:19:19Z","subjects":["Texas House Bill 4545.","Learning recovery interventions.","High impact tutoring.","Differentiated learning.","COVID-19 pandemic.","High school faculty.","Qualitative multiple case study."],"languages":["en"],"rights":["No access - Contact librarywebmaster@baylor.edu","Baylor University theses are protected by copyright. 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In response, the Texas Legislature enacted House Bill (H.B.) 4545, mandating targeted learning recovery interventions for students underperforming on the State of Texas Assessment of Academic Readiness End-of-Course (STAAR EOC) exams. This qualitative multiple case study explored high school faculty perceptions of these learning recovery interventions within Bluebonnet ISD (BISD; pseudonym). The purpose of this qualitative multiple case study was to explore learning recovery teachers' descriptions of H.B. 4545 interventions and the within-program differentiation strategies they used. The study employed a qualitative multiple case study approach, allowing for an in-depth exploration of teachers' experiences and the contextual factors of the implementation of H.B. 4545. Data were collected through interviews, capturing faculty members' experiences and insights on implementing H.B. 4545 interventions. The internal document analysis collected additional data, providing context on the strategic improvement plans guiding H.B. 4545 measures. The qualitative multiple case study design allowed the analysis of participant insights from two campuses over the 2021–2023 school years to identify similarities and differences in their experiences and practices. The findings reveal that faculty members highlighted the critical role of increased instructional time, high-quality instruction, and the necessity of high-impact tutoring (HIT) sessions to address diverse student needs. The study highlights that teacher-student relationships are intertwined in intervention delivery and addressing the holistic needs of students. This research contributes to the broader understanding of learning recovery in the post-pandemic educational landscape, offering practical recommendations for educators and policymakers to enhance the implementation and impact of learning recovery interventions mandated by H.B. 4545. By highlighting classroom-level implementation, this research underscores the ongoing need for support and refinement of learning recovery programs to better address the diverse needs of students."]},{"key":"dc:title","label":"Title","values":["High school faculty perceptions of Texas House Bill 4545 learning recovery interventions : a qualitative multiple case study."]}]}],"canonical_facts":{"dc:contributor":["Meyer, Melanie S."],"dc:creator":["Duke, Amy L., 1981-"],"dc:date.accessioned":["2026-02-10T22:56:13Z"],"dc:date.issued":["2024-12"],"dc:description.abstract":["The COVID-19 pandemic profoundly disrupted the public education system, exacerbating existing academic challenges and creating an unprecedented need for learning recovery interventions. In response, the Texas Legislature enacted House Bill (H.B.) 4545, mandating targeted learning recovery interventions for students underperforming on the State of Texas Assessment of Academic Readiness End-of-Course (STAAR EOC) exams. This qualitative multiple case study explored high school faculty perceptions of these learning recovery interventions within Bluebonnet ISD (BISD; pseudonym). The purpose of this qualitative multiple case study was to explore learning recovery teachers' descriptions of H.B. 4545 interventions and the within-program differentiation strategies they used. The study employed a qualitative multiple case study approach, allowing for an in-depth exploration of teachers' experiences and the contextual factors of the implementation of H.B. 4545. Data were collected through interviews, capturing faculty members' experiences and insights on implementing H.B. 4545 interventions. The internal document analysis collected additional data, providing context on the strategic improvement plans guiding H.B. 4545 measures. The qualitative multiple case study design allowed the analysis of participant insights from two campuses over the 2021–2023 school years to identify similarities and differences in their experiences and practices. The findings reveal that faculty members highlighted the critical role of increased instructional time, high-quality instruction, and the necessity of high-impact tutoring (HIT) sessions to address diverse student needs. The study highlights that teacher-student relationships are intertwined in intervention delivery and addressing the holistic needs of students. This research contributes to the broader understanding of learning recovery in the post-pandemic educational landscape, offering practical recommendations for educators and policymakers to enhance the implementation and impact of learning recovery interventions mandated by H.B. 4545. By highlighting classroom-level implementation, this research underscores the ongoing need for support and refinement of learning recovery programs to better address the diverse needs of students."],"dc:identifier":["https://hdl.handle.net/2104/13598"],"dc:identifier.uri":["https://hdl.handle.net/2104/13598"],"dc:language":["en"],"dc:rights":["No access - Contact librarywebmaster@baylor.edu","Baylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Texas House Bill 4545.","Learning recovery interventions.","High impact tutoring.","Differentiated learning.","COVID-19 pandemic.","High school faculty.","Qualitative multiple case study."],"dc:title":["High school faculty perceptions of Texas House Bill 4545 learning recovery interventions : a qualitative multiple case study."],"dc:type":["Thesis"]},"updated_at":"2026-07-27T21:19:19Z"}