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Grade Level Looping

In the practice of looping, a single graded class of children stays with the same teacher for two or more years or grade levels. The students and the teacher remain together as the class is promoted.  At Short School, incoming Kindergarten students will remain with their same teacher and same group of students into First Grade. Research over time continues to identify both academic and social benefits of looping.  These include:



  • Teachers gain extra teaching time. “Getting-to-know-you” time becomes virtually unnecessary during the second year.
  • Teacher knowledge about a child’s intellectual strengths and weaknesses increases in a way that is impossible to achieve in a single year.
  • Long-term teacher/student relationships improve student performance.
  • Long-term teacher/student relationships improve job satisfaction for teachers


  • Students have reduced apprehension about the new school year and the new teacher after the first year.
  • Students reap benefits from time spent on developing social skills and cooperative group strategies in subsequent years.
  • Long term teacher/student relationships improve job satisfaction for teachers
  • Looping permits students to get to know one another well, facilitating social construction of knowledge.
  • Long-term relationships result in an emotional and intellectual climate that encourages thinking, risk-taking, and involvement.
  • English language learners adjust to their new school and become comfortable with their teacher, developing confidence in their newly acquired language.
  • Looping encourages a stronger sense of community and family among parents, students, and teachers.
  • Parents embrace looping once they understand its benefits.