Date of Award

Fall 12-2011

Document Type


Degree Name

Doctor of Education (EdD)



First Advisor

Dr. Sherrie Wisdom

Second Advisor

Dr. Lynda Leavitt

Third Advisor

Dr. Deb Ayres


Success in high school and high school mathematics has long-term implications for students‟ college and career readiness and achievement. As the United States and many other nations examine ways to enhance the high school experience for young people and increase student achievement in mathematics every aspect of instruction needs close examination to determine best practices. This study helped determine the outcomes of looped instruction for high school students in the content area of mathematics and a comprehensive examination of success indicators for students in high school mathematics including standardized test scores, grades, common assessment scores, and attendance, discipline, as well as student and teacher perceptions. Results of looped instruction participants compared to semi-looped participants and non-participants determined differences in outcomes based on instructional model. Results indicate no differences in standardized test scores, grades, common assessments or attendance. Although looped instruction did not increase student achievement indicators or attendance, there were no decreases in outcomes. However, results indicated differences in the area of student discipline, with students in looped instruction receiving fewer office discipline referrals than semi-participants and non-participants. The study suggests that looped instruction at the high school level in the area of mathematics is a viable instructional model to positively impact student learning. Focus group data, gathered from eight students and four teachers who participated in looped instruction, determined that both students and teachers perceived benefits and drawbacks of looped instruction. Ultimately, students who have participated in looped instruction claim they would recommend it to a friend, “If it was a good teacher.” This study examined results from Algebra I to Geometry in the sequence of mathematics instruction that typically occurs at the ninth and 10th grade levels. The sample size included data collected from the 2008, 2009, and 2010 school years, with sample sizes of 157, 147, and 157 respectively. Samples from each year consisted of students from three categories, looped, semi-looped, and non-looped participants for comparative purposes.


Copyright 2011