Abstract
Current issues in elementary education focus on students' academic achievement as measured by standards-based state tests. Schools must often implement atypical methods of teaching in order to meet the diverse needs of their students while striving to meet the academic goals required by state laws. Looping is the practice of one teacher remaining with the same group of children over two or more academic years. The current study examined the third grade STAR test scores of 164 students from two California elementary schools. Third grade test scores from students who attended a school that looped kindergarten and first grade were compared to the third grade STAR test results of students from a similar school that did not loop for any grade levels. The findings showed that while looping in the early years could positively affect academic performance in specific subject areas, it might have a negative effect on economically disadvantaged students. Findings suggest that the qualitative aspects of looping should be considered to further understand the differences seen in the test performance of different groups.