Author(s)

Tammy BargerFollow

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Karen Parker

Primary Subject Area

Education, General; Education, Tests and Measurements; Education, Sciences; Education, Teacher Training; Education, Secondary; Education, Curriculum and Instruction; Education, Administration

Keywords

looping, middle school, quantitative, science, standardized achievement tests

Disciplines

Curriculum and Instruction | Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Methods | Science and Mathematics Education

Abstract

Looping may be defined as a teacher remaining with a group of students for multiple academic years. In this quantitative study, looping was examined as a factor on science achievement. State-wide eighth grade school level 2010 Pennsylvania System of School Assessment (PSSA) data were used. By responding to a mailing, school administrators indicated if 2010 eighth grade students had or had not been looped. The schools' percentage of advanced and proficient Science PSSA data were used to determine if the independent variable had a significant impact on science achievement. The results of the independent t-test analysis suggest that looping does not contribute to science achievement for this study sample.