Title

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

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Spring 2021

Abstract

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.

Advisor

Gilbert Naizer

Subject Categories

Curriculum and Instruction | Education | Elementary Education

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