The Effect of Looping on the Reading and Math Grade Equivalencies of Second, Third, and Fourth Grade Students
Abstract
In an effort to improve student achievement for second to fifth grade students in both urban and rural schools, the South Carolina Department of Education implemented LATTIS (Looping Advances Teacher Teaming and Innovation in Schools). The purpose of this study was to assess the grade equivalencies levels of non-looping students and compare them to looping students. The outcomes of Measures of Academic Progress (MAP) were compared between students receiving instruction in a non-looping class and students receiving instruction in a looping class in both Reading/Language and Math. Participants were selected from participating urban and rural elementary schools that had implemented looping classes. The sample consisted of 5,470 students who received instruction in Reading and Mathematics. An independent samples t-test was used to determine whether there was a statistically significant difference in the means of the percentage of grade level equivalencies in the subjects of reading and math between students receiving instruction in looping classes and students receiving instruction in non- looping classes. In addition, a Univariate Analysis of Variance was used to compare the grade level equivalency percentages of students receiving instruction in looping classes with those of students receiving instruction in non-looping classes. All inferential tests were compared against the standard probability level (p) of .05. Of the eight null hypotheses that were investigated, there was a statistically significant difference in the outcome of Reading/Language and Math achievement between non-looping students and looping students in six of the null hypotheses that were tested. The percent of students at or above grade level was significantly higher from students in looping classrooms compared to a group of their peers in non-looping classrooms.
Subject Area
School administration|Education
Recommended Citation
Andre Washington,
"The Effect of Looping on the Reading and Math Grade Equivalencies of Second, Third, and Fourth Grade Students"
(2015).
ETD Collection for Tennessee State University.
Paper AAI10003126.
https://digitalscholarship.tnstate.edu/dissertations/AAI10003126