Absenteeism and an ever-widening achievement gap are issues that plague school systems nationwide. The purpose of this study was to determine if having a looping teacher with the same or similar classmates for a year or more makes a difference in the number of absences that students accumulate. This study examined whether looping could be considered an effective intervention used to combat chronic absenteeism. Specifically, this study explored the impact that participating in looping has on student achievement in math and reading. The sample for the study included 36 looping students and 36 non-looping students who were in kindergarten through second grade from 2017-2020. A between-within repeated measures ANOVA method was used to answer each research question. Nonsignificant differences were found between the interaction of looping status with both absences and achievement in both subjects. However, significant differences were found from measurement to measurement in achievement for math and reading. This finding indicates that factors other than looping status alone impact student absenteeism and student achievement in reading and math. The results, implications, and future recommendations are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]