Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School of Education
Peggy E. Hockersmith
Robert B. Bartos
The purpose of this study is to determine if there are increased benefits in a looping instructional delivery system, as it pertains to academic progress, retention rates, and special education placements. Specifically, the study determined if there was a significant difference between students involved in a looping instructional model as compared to those not participating in a looping model. The target population of this study consisted of students looping and non-looping in third, fifth, and eighth grades, who attended rural elementary schools located in central Pennsylvania. The students would have attended the districts between the years of 1999-2005. PSSA scaled scores in Math and Reading were analyzed for the fifth and eighth grade years. Gender, socio-economic background, retention rates, and special education placements were analyzed as factors, which may have been affected by the looping program. One hundred twenty students were selected from both looping and non-looping programs for participation in the study. Academic progress (math and reading) of students, who participated in looping or non-looping instructional model, was measured through a causal-comparative regression analysis. . Results of this study have indicated that there is no statistical significant academic difference between students who participated in either a looping or non-looping educational design.
Snoke, J. (2007). Looping: the Impact of a Multi-Year Program on the Academic Progress, Retention, and Special Education Placements of Students in Two South Central Pennsylvania Schools (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1222