Document Type
Article
Publication Date
Spring 2025
Abstract
This inquiry-based Capstone Project examines the effects of classroom looping, where students remain with the same teacher across consecutive years. One or more teachers looped with their students from fourth to fifth grade. The study focuses on a group of students from a low-income and rural elementary school setting. Using student surveys and reflections, the researcher examines the influence of peer connections, student-teacher relationships, and overall student satisfaction with looping. A majority of the students reported positive experiences with looping, including positive relationships with their teachers, increased emotional support, and improved classroom identity. However, some students reported challenges such as peer conflicts and teacher favoritism. This researcher evaluated looping focused on the students' perspective, as this focus was minimally addressed in the reviewed literature. Future research would benefit from expanding the participant pool and exploring the parents’ perspective in relation to the student's responses.