Looping: The impact multiyear teaching has on the academic success of students

This applied dissertation was designed to investigate the impact multiyear teaching has on the academic success of students as measured through the perceptions of teachers that are currently practicing looping. A review of current literature was analyzed with the data from several focus group session and compared. Eight teachers currently practicing looping were interviewed over a 9 week grading period. Analysis of the data revealed significant similarities of the characteristics of a looping environment and the characteristics proven to increase student achievement. Even though there has been very little quantitative data as of yet, the significance of the relationship between multiyear teaching and the characteristics of a classroom conducive to optimal learning are noted.