The mean scaled score in mathematics was 611.5 for the students in the Looping Sample, which was very close to 612.1, the mean scaled score for their counterparts in the Matching Sample.
The norm-referenced component of the Florida Comprehensive Assessment Test (FCAT) administered in March 2000 was used to compare the academic achievement of students in the Looping and Matching Samples.
The end-of-year data for the 1999-2000 school year were used to compare the attendance and retention rates of students in the Looping and Matching Samples.
Principals of the elementary schools that used looping in the 1999-2000 school year were surveyed.
All teachers in the school system who were involved in looping were surveyed.
It should be noted that it was not possible to select teachers randomly for participation in looping, nor was it possible to assign teachers or students randomly to looping and non-looping classes.
Students perceived that they made friends with the new students who joined the looping class in September 2000.
The parents indicated that they were happily anticipating the looping experience.
The experiences of Jonathan, Allison, and Nathaniel represent only a small glimpse into the exciting journey of looping. A review of the literature suggests that many social, emotional, and academic advantages can be the result of looping.(8) This classroom-based action research supports that view.
Looping gives teachers the time to create the emotional and social support systems that will encourage lifelong learning.
Here are 10 recommendations for teachers who are considering looping:
* Form study groups that include teachers, parents, and administrators to discuss the research on looping, reflect on the practice, and develop a strategic plan for implementing the looping process in your district or school.