Exploring the Effects of Looping on First and Second Grade English Language Learners (ELLs) Students' Reading and Science Achievement

Author

Kiera A. Palmer, University of Central FloridaFollow

Keywords

science achievement; looping; academic achievement; Star Early Literacy

Abstract

The purpose of this study is to compare the reading and science achievement of first grade ELL students who looped with their teacher to second grade with the reading and science achievement of first grade ELL students who had a different teacher in second grade. Looping is an educational practice that allows teachers to stay with their class for two or more years, it was hypothesized that it would have a positive effect on ELL students’ reading and science achievement. Using a comparative methodology, the study tracked the end-of-year scores of the ELL students in their Florida Assessment of Student Thinking (FAST) Star Early Literacy Reading and unit science scores based on if they had looped with their teacher from first to second grade. The data collected from Elementary School A, a public school in a large central Florida school district, ensuring that the students remained anonymous. Despite the small sample size and the study’s limitation to one looping year, findings suggest that looping may provide ELL students with a supportive environment to have academic growth. While there was not as much increase found in the ELL students’ reading achievement, there was a positive difference observed in the science achievement data. These results convey a need to further research with larger populations and over extended periods of time to fully understand the potential benefits that looping has on ELL students.

Thesis Completion Year

2025

Thesis Completion Semester

Spring

Thesis Chair

Camara, Jessica

College

College of Community Innovation and Education

Department

Teacher Education

Thesis Discipline

Elementary Education

Language

English

Access Status

Open Access

Length of Campus Access

None

Campus Location

Orlando (Main) Campus

STARS Citation

Palmer, Kiera A., "Exploring the Effects of Looping on First and Second Grade English Language Learners (ELLs) Students' Reading and Science Achievement" (2025). Honors Undergraduate Theses. 257.
https://stars.library.ucf.edu/hut2024/257