The purpose of this research study was two-fold. The first purpose was to investigate the impact of looping on academic achievement of students in selected public schools in Mississippi. The students' results on the 2010 and 2011 Mississippi Curriculum Test, Second Edition (MCT2) were used to determine whether looping students score differently in language arts and mathematics from non-looping students in grades three through five. Two hundred fifty-four students from six elementary schools participated in the study. Results showed that there were significant differences in looping students' and non-looping students' scores on the MCT2 in language arts and mathematics, and that there were significant differences between the 2010 scores and the 2011 scores on the MCT2 in language arts and mathematics. Looping students scored lower than non-looping students, and the 2010 scores were generally higher than the 2011 scores. The second purpose of this research study investigated attitudes and perceptions of looping among teachers of varied grade levels and teaching experiences. Thirty-seven teachers in grades three through five participated in the study. Teachers were administered a Looping Evaluation Teacher Questionnaire to obtain descriptive data and then analyzed for common themes. Several common themes emerged among participants' responses regarding instructional effectiveness. The findings indicated that the majority of participants felt that looping did not have an impact on instructional effectiveness. Overall, the teachers indicated that positive relationships were developed and parental involvement increased in a looping classroom setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]