A Comparison Study of Looping and Non-Looping Students in Reading from Third to Fourth Grades

Document Type


Degree Name

Doctor of Education (Ed.D)


Curriculum and Instruction

Date of Award

Spring 2021


The researcher conducted a quasi-experimental quantitative study to determine whether there was a significant difference in reading achievement between students who looped and students who did not loop. Looping is when a group of students stay with the same teacher and classmates for two or more consecutive years. The students in this study were from a charter school in a northeast suburb of Dallas, Texas. The goal of this study was to determine whether students in the looping classroom or non-looping classroom have a better chance for academic gain in reading as determined by the STAAR (State of Texas Assessment of Academic Readiness) Reading test. The researcher also sought to determine whether there was a difference in reading achievement by gender between students who looped and students who did not loop. Although the data did not show a statistically significant difference between the looping and non-looping classes nor between the males and females in looping or non-looping classes the researcher determined through the literature review that there are benefits to looping that non-looping students do not have to opportunity to experience.


Gilbert Naizer

Subject Categories

Curriculum and Instruction | Education | Elementary Education