Author(s)

Lee Langmuir

Date Approved

9-29-2014

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Educational Services, Administration, and Higher Education

College

College of Education

First Advisor

Allen, Terri

Subject(s)

Academic achievement--Longitudinal studies;Teacher-student relationships

Disciplines

Child Psychology | Student Counseling and Personnel Services

Abstract

The purpose of this exploratory investigation was to compare the standardized test scores of students in looped (n=47) and non-looped (n=38) settings in high school Math and English classes. In doing so, the scores were compared to see if instruction from the same teacher for more than one year had an effect on student achievement as measured by the High School Proficiency Assessment (HSPA). The HSPA is broken down in to a Math and English section with a possible score of 300 on each; student scores fall in to Partially Proficient (PP), Proficient (P), and Advanced Proficient (AP). Other factors that were studied to see if they impacted achievement on HSPA were: which teacher a student had for Math or English, gender, year of graduation, and which classes the student was looped for. The findings of the investigation showed a significant relationship between those students in a looped English setting and their achievement scores versus those like students in a non-looped English setting. There was no significant relationship between looped and non-looped students in Math classes and their achievement on the HSPA test.

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