footnote68
According to <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> calculations, this result is not statistically significant.
Home Instruction for Parents of Preschool Youngsters (HIPPY)®
Model effectiveness research report last updated: 2020
Effects shown in research & outcome measure details
Child development and school readiness
Findings rated high
160
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 |
|
| 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 |