The Impact of Looping in an Elementary School Setting Public Deposited

Downloadable Content

Download PDF
Last Modified
  • March 21, 2019
  • Findley, Maureen
    • Affiliation: School of Education, Educational Leadership Graduate Program
  • The mandates of federal and state education policies require educational leaders at all levels to select and implement research-based strategies to increase student achievement levels for all students. “Looping, a term coined by Jim Grant, author of the ‘Looping Handbook’ refers to the not-so-new but increasingly common practice of keeping groups students together for two or more years with the same teacher” (Northeast and Islands Regional Educational Lab. at Brown Univ., 1997, p.3). The purpose of this mixed methods study was to investigate the relationship between student assignments to a classroom practicing looping and student achievement on the state’s End-of-Grade (EOG) exam in an elementary school setting. The students’ achievement levels on the third and fourth grade EOG exams were used to determine if the assignment to a looping classroom had a statistically significant impact on student achievement. The comparison focused on disaggregated student subgroups to examine the relationship between the assignment to a looped classroom and the narrowing of the persistent achievement gap between minority students and their Caucasian counterparts. In addition, this study investigated how teachers and administrators practicing looping perceive the impact of looping on student achievement. The results of the quantitative portion of this study revealed that students’ assignment to a classroom that practiced looping did not have a statistically significant impact on overall student achievement nor did looping narrow the achievement gap. The results did indicate that assignment to a looping classroom positively impacted mathematical achievement levels for students in the African American subgroup but did not have a statistically significant impact for any other student subgroup. The qualitative portion of this study consisted of semi-structured interviews with the teachers and administrator engaged in looping to provide context and descriptive data. The findings indicated that the teachers and administrators feel that looping is a positive experience for some students and had the potential to positively impact student achievement but is not a positive experience for all students. Overall, the teachers and administrator found looping positively impacted relationships but had limited impact on achievement levels.
Date of publication
Resource type
  • Morton, Denise
  • Gibbs, Brian
  • Scott, Christopher
  • Houck, Eric
  • English, Fenwick
  • Papoi, Kristin
  • Domina, Thurston
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2018

This work has no parents.