Abstract
This post hoc study investigates whether looping practices can help improve the academic achievement of students. It is important to find whether students can benefit academically from staying with the same teacher for two or more years. The researcher compared California Standards Achievement Test scores of two groups of students: Twelve students from Group A who were part of a 5th/6th grade two year looping classroom and 27 students who were part of a traditional year-to-year classroom. The researcher compared both group's fourth grade scores in the areas of English language arts and mathematics and then compared the same area scores again in sixth grade. Comparisons were made and t-tests were used to determine statistical significance. It was found that students who participated in the looping classroom did show more academic growth than those who did not.