Home Instruction for Parents of Preschool Youngsters (HIPPY)® Meets HHS Criteria

Model effectiveness research report last updated: 2020

Effects shown in research & outcome measure details

Child development and school readiness

Findings rated high

Home Instruction for Parents of Preschool Youngsters (HIPPY)®
Show findings details
Outcome measure Effect Follow-up timing Sample Sample size Intervention group Comparison group Group difference Effect size Statistical significance Notes
Developing Skills Checklist
FavorableUnfavorable or ambiguousNo Effect
16 weeks Full sample 51 children Mean = 5.17 Mean = 5.28 Mean difference = -0.11 Study reported = -0.03 Not statistically significant,
p = 0.89
Expressive One-Word Picture Vocabulary Test - Revised
FavorableUnfavorable or ambiguousNo Effect
16 weeks Full sample 51 children Mean = 29.36 Mean = 25.30 Mean difference = 4.03 Study reported = 0.34 Statistically significant,
p < 0.01

footnote68

Submitted by user on Fri, 03/15/2019 - 14:29

According to <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> calculations, this result is not statistically significant.

Peabody Picture Vocabulary Test - Revised
FavorableUnfavorable or ambiguousNo Effect
16 weeks Full sample 51 children Adjusted mean = 13.39 Adjusted mean = 13.59 Mean difference = -0.20 Study reported = -0.02 Not statistically significant,
p = 0.88
Show outcome measure summary
Outcome measure Outcome measure description Collection method Properties Operations links

PPVT-R

The PPVT-R assesses receptive language in young children. Child assessment

Not reported by author

Developing Skills Checklist

The DSC assesses a wide range of skills in young children, such as language, mathematics, memory, and auditory and motor skills. Child assessment

Not reported by author

Expressive One-Word Picture Vocabulary Test - Revised

The EOWPVT-R assesses expressive vocabulary skills in young children. Child assessment

Not reported by author

Findings rated moderate

Home Instruction for Parents of Preschool Youngsters (HIPPY)®
Show findings details
Outcome measure Effect Follow-up timing Sample Sample size Intervention group Comparison group Group difference Effect size Statistical significance
Academic Self-Image Measure
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Adjusted mean = 4.21 Adjusted mean = 3.79 Mean difference = 0.42 Study reported = 0.62 Statistically significant,
p = 0.02
Child Classroom Adaptation Index
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 78 families Adjusted mean = 3.65 Adjusted mean = 3.04 Mean difference = 0.51 Study reported = 0.59 Statistically significant,
p = 0.02
Child Classroom Adaptation Index
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in New York (site B), Cohort II 95 families Adjusted mean = 3.50 Adjusted mean = 3.40 Mean difference = 0.10 Study reported = 0.12 Notstatistically significant,
p = 0.60
Child Classroom Adaptation Index
FavorableUnfavorable or ambiguousNo Effect
End of program City in Arkansas (site A), Cohort I 84 families Adjusted mean = 3.65 Adjusted mean = 3.04 Mean difference = 0.61 Study reported = 0.42 Not statistically significant,
p = 0.08
Child Classroom Adaptation Index
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B), Cohort II 97 families Adjusted mean = 3.24 Adjusted mean = 3.39 Mean difference = -0.15 Study reported = 0.20 Not statistically significant,
p = 0.36
Child Classroom Adaptation Index
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B), Cohort I 49 families Adjusted mean = 3.69 Adjusted mean = 2.71 Mean difference = 0.96 Study reported = 0.76 Statistically significant,
p = 0.03
Combined reading and math grade
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Adjusted mean = 7.82 Adjusted mean = 6.95 Mean difference = 0.87 Study reported = 0.34 Not statistically significant,
p = 0.21
Combined reading and math grade
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in New York (site B), Cohort II 91 families Adjusted mean = 7.60 Adjusted mean = 8.30 Mean difference = -0.70 Study reported = 0.33 Not statistically significant,
p = 0.17
Cooperative Preschool Inventory
FavorableUnfavorable or ambiguousNo Effect
End of program City in Arkansas (site A), Cohort I 84 families Adjusted mean = 56.37 Adjusted mean = 56.96 Mean difference = -0.56 Study reported = 0.10 Not statistically significant,
p = 0.67
Cooperative Preschool Inventory
FavorableUnfavorable or ambiguousNo Effect
End of program City in Arkansas (site A), Cohort II 78 families Adjusted mean = 57.51 Adjusted mean = 60.15 Mean difference = -2.64 Study reported = 0.47 Not statistically significant,
p = 0.06
Cooperative Preschool Inventory
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B), Cohort I 59 families Adjusted mean = 52.12 Adjusted mean = 49.36 Mean difference = 2.76 Study reported = 0.56 Not statistically significant,
p = 0.06
Cooperative Preschool Inventory
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B), Cohort II 101 families Adjusted mean = 53.96 Adjusted mean = 53.03 Mean difference = 0.93 Study reported = 0.21 Not statistically significant,
p = 0.33
Delayed entry into school
FavorableUnfavorable or ambiguousNo Effect
End of program City in Arkansas (site A), Cohort I 78 families Not available Not available Not reported Study reported = 0.41 Statistically significant,
p = 0.01
Grade placement at beginning of year
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Mean % = 87.00 Mean % = 69.00 Mean difference = 18.00 Study reported = 0.44 Statistically significant,
p = 0.04
Grade placement at end of year
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Not available Not available Not reported Study reported = 0.16 Not statistically significant,
p = 0.44
Metropolitan Achievement Test – Math
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in New York (site B), Cohort II 91 families Adjusted mean = 56.41 Adjusted mean = 58.41 Mean difference = -2.00 Study reported = 0.10 Not statistically significant,
p = 0.68
Metropolitan Achievement Test – Reading
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in New York (site B), Cohort II 91 families Adjusted mean = 52.14 Adjusted mean = 51.12 Mean difference = 1.02 Study reported = 0.04 Not statistically significant,
p = 0.85
Metropolitan Readiness Test – Math
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B), Cohort II 97 families Adjusted mean = 46.79 Adjusted mean = 51.30 Mean difference = -4.54 Study reported = 0.21 Not statistically significant,
p = 0.39
Metropolitan Readiness Test – Math
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B), Cohort I 56 families Adjusted mean = 52.00 Adjusted mean = 43.66 Mean difference = 8.34 Study reported = 0.34 Not statistically significant,
p = 0.29
Metropolitan Readiness Test – Reading
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B), Cohort I 56 families Adjusted mean = 47.58 Adjusted mean = 41.59 Mean difference = 5.99 Study reported = 0.28 Not statistically significant,
p = 0.39
Metropolitan Readiness Test – Reading
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B), Cohort II 97 families Adjusted mean = 44.16 Adjusted mean = 45.70 Mean difference = -1.54 Study reported = 0.09 Not statistically significant,
p = 0.72
Percentage of days attended (nonparametric test)
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in New York (site B), Cohort II 91 families Median % = 93.50 Median % = 93.00 Not reported Study reported = 0.02 Not statistically significant,
p = 0.91
Percentage of days attended (nonparametric test)
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Median % = 97.00 Median % = 97.00 Not reported Study reported = 0.17 Not statistically significant,
p = 0.44
Percentage of days attended (nonparametric test)
FavorableUnfavorable or ambiguousNo Effect
End of program City in Arkansas (site A), Cohort I 78 families Median % = 96.00 Median % = 94.00 Not reported Study reported = 0.39 Statistically significant,
p = 0.05
Percentage of days attended (nonparametric test)
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B), Cohort I 56 families Median % = 92.00 Median % = 92.00 Not reported Study reported = 0.10 Not statistically significant,
p = 0.71
Percentage of days attended (nonparametric test)
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B), Cohort II 97 families Median % = 88.00 Median % = 90.00 Not reported Study reported = 0.08 Not statistically significant,
p = 0.68
Percentage of days attended (parametric test)
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in New York (site B), Cohort II 91 families Not available Not available Not reported Study reported = 0.04 Not statistically significant,
p = 0.87
Percentage of days attended (parametric test)
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Not available Not available Not reported Study reported = 0.23 Not statistically significant,
p = 0.33
Percentage of days attended (parametric test)
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B), Cohort II 97 families Not available Not available Not reported Study reported = 0.07 Not statistically significant,
p = 0.75
Percentage of days attended (parametric test)
FavorableUnfavorable or ambiguousNo Effect
End of program City in Arkansas (site A), Cohort I 78 families Adjusted mean % = 94.58 Adjusted mean % = 93.72 Mean difference = 0.86 Study reported = 0.21 Not statistically significant,
p = 0.44
Percentage of days attended (parametric test)
FavorableUnfavorable or ambiguousNo Effect
End of program City in New York (site B)Cohort I 56 families Not available Not available Not reported Study reported = 0.15 Not statistically significant,
p = 0.62
Stanford Early Achievement Test
FavorableUnfavorable or ambiguousNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Adjusted mean = 47.17 Adjusted mean = 45.12 Mean difference = 2.05 Study reported = 0.12 Not statistically significant,
p = 0.64
Stanford Early Achievement Test
FavorableUnfavorable or ambiguousNo Effect
End of program City in Arkansas (site A), Cohort I 78 families Adjusted mean = 47.39 Adjusted mean = 41.11 Mean difference = 6.28 Study reported = 0.41 Not statistically significant, p = 0.11
Show outcome measure summary
Outcome measure Outcome measure description Collection method Properties Operations links

Academic Self-Image Measure

A 23-item assessment that asked respondents to rate themselves on a scale of 1 to 5 based upon how good they think they are at a series of academic, social, and athletic areas Child assessment

Not reported by author

Child Classroom Adaptation Index

The CCAI assesses the motivation, adaption to the classroom, and interest in learning of young children. Teacher report

Not reported by author

Combined reading and math grade

Combined reading and math grades, where each letter grade was converted to a number resulting in a score ranging from 0 to 11. Review of school records

Not reported by author

Cooperative Preschool Inventory

The CPI assesses the cognitive skills of young children. Child assessment

Not reported by author

Delayed entry into school

Proportion of children who had a delayed entry into school Review of school records

Not reported by author

Grade placement at beginning of year

Percentage of children in their appropriate grade at the beginning of the academic year Review of school records

Not reported by author

Grade placement at end of year

Percentage of children in their appropriate grade at the end of the academic year Review of school records

Not reported by author

Metropolitan Achievement Test – Reading and Math

The MAT assesses the general language, arithmetic, and reading comprehension skills of children. The test was used as a standardized first-grade assessment in City B of the study. Review of school records

Not reported by author

Metropolitan Readiness Test – Reading & Math

The MRT assesses the development of language and mathematical skills in young children. The assessment was used as a standardized Kindergarten test in City B of the study. Review of school records

Not reported by author

Percentage of days attended

Percentage of total school days the child attended

Review of school records

Not applicable

Stanford Early Achievement Test

The SEAT assesses the acquisition of arithmetic, language, and communication concepts in children. Review of school records

Not reported by author

Home Instruction for Parents of Preschool Youngsters (HIPPY)®
Show findings details
Outcome measure Effect Follow-up timing Sample Sample size Intervention group Comparison group Group difference Effect size Statistical significance Notes

Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI)

FavorableUnfavorable or ambiguousNo Effect

One year after program completion

New York sample - Cohort I

69 children Adjusted mean = 3.60 Adjusted mean = 2.83 Mean difference = 0.77 Study reported = 0.68

Statistically significant, p= 0.02

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI)

FavorableUnfavorable or ambiguousNo Effect

Program completion

New York sample - Cohort I

69 children Adjusted mean = 3.66 Adjusted mean = 2.75 Mean difference = 0.91 Study reported = 0.69

Statistically significant, p= 0.04

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Cognitive skills achievement measured by the Cooperative Preschool Inventory (CPI)

FavorableUnfavorable or ambiguousNo Effect

Program completion

New York sample - Cohort I

69 children Adjusted mean = 52.21 Adjusted mean = 49.28 Mean difference = 2.93 Study reported = 0.63

Statistically significant, p= 0.04

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Standardized math measured using the Metropolitan Readiness Test 1976 Edition

FavorableUnfavorable or ambiguousNo Effect

Program completion

New York sample - Cohort I

69 children Adjusted mean = 52.03 Adjusted mean = 43.66 Mean difference = 8.37 Study reported = 0.34

Not statistically significant, p= 0.29

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Standardized math measured using the Metropolitan Readiness Test 5th Edition

FavorableUnfavorable or ambiguousNo Effect

One year after program completion

New York sample - Cohort I

69 children Adjusted mean = 55.59 Adjusted mean = 48.57 Mean difference = 7.02 Study reported = 0.39

Not statistically significant, p= 0.33

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Standardized reading measured using the Metropolitan Readiness Test 5th Edition

FavorableUnfavorable or ambiguousNo Effect

One year after program completion

New York sample - Cohort I

69 children Adjusted mean = 54.25 Adjusted mean = 38.08 Mean difference = 16.17 Study reported = 0.75

Statistically significant, p= 0.03

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Show outcome measure summary
Outcome measure Outcome measure description Collection method Properties Operations links

Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI)

Measure of chlid's interest in learning and behavioral and motivational readiness to learn

Teacher rating

Not reported

Cognitive skills achievement measured by the Cooperative Preschool Inventory (CPI)

A 64-item assessment of preschoolers' cognitive achievement.

Child assessment

Not reported

Standardized math measured using the Metropolitan Readiness Test 1976 Edition

Group-administered assessments of children's mastery of school curricula.

Child assessment

Not reported

Standardized reading measured using the Metropolitan Readiness Test 5th Edition

Group-administered assessments of children's mastery of school curricula.

Child assessment

Not reported

Home Instruction for Parents of Preschool Youngsters (HIPPY)®
Show findings details
Outcome measure Effect Follow-up timing Sample Sample size Intervention group Comparison group Group difference Effect size Statistical significance Notes

Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI)

FavorableUnfavorable or ambiguousNo Effect

Program completion

New York sample - Cohort 2

113 children Adjusted mean = 3.23 Adjusted mean = 3.39 Mean difference = -0.16 Study reported = 0.22

Not statistically significant, p= 0.32

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Standardized math measured using the Metropolitan Readiness Test 5th Edition

FavorableUnfavorable or ambiguousNo Effect

One year after program completion

New York sample - Cohort 2

113 children Adjusted mean = 56.49 Adjusted mean = 58.33 Mean difference = -1.84 Study reported = 0.10

Not statistically significant, p= 0.70

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Standardized reading measured using the Metropolitan Readiness Test 5th Edition

FavorableUnfavorable or ambiguousNo Effect

One year after program completion

New York sample - Cohort 2

113 children Adjusted mean = 52.35 Adjusted mean = 50.91 Mean difference = 1.44 Study reported = 0.07

Not statistically significant, p= 0.78

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Show outcome measure summary
Outcome measure Outcome measure description Collection method Properties Operations links

Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI)

Measure of chlid's interest in learning and behavioral and motivational readiness to learn

Teacher rating

Not reported

Standardized math measured using the Metropolitan Readiness Test 5th Edition

Group-administered assessments of children's mastery of school curricula.

Child assessment

Not reported

Standardized reading measured using the Metropolitan Readiness Test 5th Edition

Group-administered assessments of children's mastery of school curricula.

Child assessment

Not reported

Home Instruction for Parents of Preschool Youngsters (HIPPY)®
Show findings details
Outcome measure Effect Follow-up timing Sample Sample size Intervention group Comparison group Group difference Effect size Statistical significance Notes

Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI)

FavorableUnfavorable or ambiguousNo Effect

1 year after program completion

Arkansas sample, Cohort II

113 children Adjusted mean = 3.38 Adjusted mean = 3.50 Mean difference = -0.12 Study reported = 0.13

Not statistically significant, p= 0.61

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI)

FavorableUnfavorable or ambiguousNo Effect

Program completion

Arkansas sample, Cohort II

113 children Adjusted mean = 3.04 Adjusted mean = 3.29 Mean difference = -0.25 Study reported = 0.22

Not statistically significant, p= 0.39

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Standardized Achievement measured using the Standford Early School Achievement Test (second edition)

FavorableUnfavorable or ambiguousNo Effect

1 year after program completion

Arkansas sample, Cohort II

113 children Adjusted mean = 37.36 Adjusted mean = 38.86 Mean difference = -1.50 Study reported = 0.07

Not statistically significant, p= 0.78

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Standardized Achievement measured using the Standford Early School Achievement Test (second edition)

FavorableUnfavorable or ambiguousNo Effect

Program completion

Arkansas sample, Cohort II

113 children Adjusted mean = 41.54 Adjusted mean = 51.55 Mean difference = -10.01 Study reported = 0.63

Statistically significant, p= 0.01

Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI)

Show outcome measure summary
Outcome measure Outcome measure description Collection method Properties Operations links

Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI)

Measure of chlid's interest in learning and behavioral and motivational readiness to learn

Teacher rating

Not reported

Standardized Achievement measured using the Standford Early School Achievement Test (second edition)

The SEAT assesses the acquisition of arithmetic, language, and communication concepts in children.

Review of school records

Not reported

View Revisions