Date of Award

Fall 12-1-2004

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Robert L. Boyd

Second Advisor

Joshua B. Powers

Third Advisor

Joe D. Nichols

Abstract

Purpose With the No Child Left Behind legislation, schools are considering nontraditional ways of looking at teaching and learning to determine what is academically the most beneficial for all children. Looping is a two year placement of students with the same teacher. This classroom configuration offers an opportunity for teachers to build a community and develop a trusting long term relationship with students and parents. This study compared the academic achievement of third grade students in looping and non looping classrooms. Research Questions ( 1) Is there a difference in academic achievement as measured by IS TEP between looping and non-looping elementary students? (2) Is there a difference in academic achievement as measured by ISTEP between low socio economic elementary students and high socio economic elementary students who have experienced a looping program? Procedures A quantitative analysis utilized ISTEP, the Indiana test of basic skills in English/language arts and mathematics. A quantitative analysis using t-tests was used to assess academic achievement in the areas of reading, language arts, math, and total battery for one elementary school in Ft. Wayne, Indiana. Results The only statistically significant difference found between looping and non looping students was in the area of language arts. This statistical difference was also noted for the low socio economic students in the area of language arts only. This academic gain may be attributed to several factors. Looping is brain compatible and IV refers students to prior shared experiences. A multi year experience offers students a continuous curriculum, including teachers who employ a "summer bridge" of activities (mostly in the area oflanguage arts) for students between the two years. Teachers also become familiar with the students' learning styles and they create a comfort level which allows students to take a risk in their creativity and writing. Established procedures also increase the learning time during the second year in a looping classroom. Looping may be especially advantageous for at-risk students who develop a trust and community they may not experience in their home situation. Therefore, they become more positively engaged in school allowing for a productive learning environment.

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