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ERIC Number: ED512646
Record Type: Non-Journal
Publication Date: 2009
Pages: 117
Abstractor: As Provided
Reference Count: 132
ISBN: N/A
ISSN: N/A
The Impact of Looping Practices on Student Achievement at a Minnesota Inner City Elementary School: A Comparison Study
Caauwe, Carole Margaret
Online Submission, Ed.D. Dissertation, Saint Mary?s University of Minnesota
The purpose of this study is to determine if the practice of classroom looping impacts the academic achievement scores at a Minnesota inner city elementary school. Reading and math academic achievement score comparisons were used based on the Stanford Achievement Test Series 10 (SAT10). Target population consisted of 38 students from looping classrooms at School A, and 33 students from non-looping classrooms at School B. Looping students attended School A, and had been with the same teacher for two consecutive years. Non-looping students attended School B for two years, and had been in traditional one-year classrooms. Fifth grade examination scores from spring of 2005 were compared with gains made on the sixth grade examination scores from spring of 2006. Academic progress in reading and math was measured for these students through causal-comparative regression analysis. The results of this study indicated no statistical significant academic difference in reading between looping students and the non-looping students. Because of the small sample size, a Type II error may be a possibility. A longer and larger study would need to be completed to determine the accuracy of these results. The results of this study indicated a statistical significant academic difference in math gain scores between looping students and the non-looping students. Appendixes present: (1) School A Student Data; and (2) School B Student Data. (Contains 5 tables.)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota
Identifiers - Assessments and Surveys: Stanford Achievement Tests