Post-Pandemic Learning Recovery: Examining the Impact of Educator Perceptions and Protocol Implementation on English Language Arts and Math Achievement in the Montour School District

Since the COVID-19 pandemic in 2020, evidence of learning loss has been found in reviewing student achievement outcomes across the United States, especially in ELA results. Across Pennsylvania and within the Montour School District, similar trends have been observed. As schools continue to address concerns with reduced achievement, it is important to understand the perceptions and practices that are designed to support student learning growth and achievement. The purpose of this study was to examine educator perceptions of data-driven instructional practices and to see if the perceptions were related to student learning outcomes in the areas of ELA and math in Grades 3-8 in the Montour School District. In total, the study examined teacher perceptions of benchmarking, action planning, and progress monitoring, principal perceptions of the referenced practices, and the relationship between teacher perceptions and student performance outcomes. This study employed a mixed-methods research design. Data analysis utilized descriptive statistics, thematic analysis, and triangulation of multiple data sources. Results from this study indicated generally positive perceptions among teachers and principals regarding action planning, progress monitoring, and associated practice. Findings suggested that higher levels of positive perceptions were associated with more positive student learning outcomes.