loop

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Within a large urban school system in the state of Florida, 26 elementary schools used looping in the 1999-2000 school year.
This study intended to explore the academic effects of looping regarding general education students (as opposed to gifted or advanced placement students) who completed a two-year "loop.
First, students in the Looping Sample were matched to those students of non-looping schools in the school system who stayed in the same school during 1998-1999 and 1999-2000 school years and who matched the students in the Looping Sample in terms of gender, race/ethnicity, status on free/reduced lunch, primary exceptionality, and English for Speakers of Other Languages (ESOL) level.
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.