Middle level educators are responsible for with creating learning environments that support the unique and changing needs of young adolescents. The literature recommends middle school organizational structures that support the development of long-term relationships between teachers and students. Schools so organized are better equipped to meet the social, emotional, and educational needs of young adolescents.

Looping, the process of moving students and teachers from one grade to the next as a unit, is an organizational structure that creates time for teachers and students to develop long term relationships. Case studies document, in schools where looping is implemented with a high degree of fidelity to the core principles, decreases in inappropriate behaviors, increased parent involvement, improved school climate, changes in teacher practice, and, ultimately, improved student performance.

The purpose of this study is to assess the status of the implementation of looping at Gauger-Cobbs Middle School as perceived by teachers, parents, and students. Survey data and student performance records are the primary data sources. The findings indicate that in general the looping model at Gauger-Cobbs adheres to the core principles. However, while parents, students, and most teachers hold positive perceptions of looping and the outcomes associated with looping, the student performance data and school climate indicators do not support their perceptions.