{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1282"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1282","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"An exploratory investigation of looping high school math and English and student achievement","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Langmuir, Lee"],"institution":null,"degree_name":"M.A. School Psychology-Professional School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services, Administration, and Higher Education","degree_department":null,"school":null,"contributors":["Allen, Terri"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-09-29T07:00:00Z","date_published":"2014-09-29T07:00:00Z","updated_at":"2026-07-24T04:13:03Z","subjects":["Academic achievement--Longitudinal studies; Teacher-student relationships","Child Psychology","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/283","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Allen, Terri"]},{"key":"dc:creator","label":"Author","values":["Langmuir, Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:55Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services, Administration, and Higher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. School Psychology-Professional School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic achievement--Longitudinal studies; Teacher-student relationships","Child Psychology","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/283"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["An exploratory investigation of looping high school math and English and student achievement"]}]}],"canonical_facts":{"dc:contributor":["Allen, Terri"],"dc:creator":["Langmuir, Lee"],"dc:date.available":["2020-03-03T19:58:55Z"],"dc:description.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."],"dc:identifier":["https://rdw.rowan.edu/etd/283"],"dc:subject":["Academic achievement--Longitudinal studies; Teacher-student relationships","Child Psychology","Student Counseling and Personnel Services"],"dc:title":["An exploratory investigation of looping high school math and English and student achievement"],"thesis:degree_discipline":["Educational Services, Administration, and Higher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. School Psychology-Professional School Psychology"]},"updated_at":"2026-07-24T04:13:03Z"}