Manuscript Details

Source

Kirkland, K., & Mitchell-Herzfeld, S. (2012). Evaluating the effectiveness of home visiting services in promoting children’s adjustment in school: Final report to the Pew Center on the States. Rensselaer, NY: New York State Office of Children and Family Services, Bureau of Evaluation and Research.
Rating
Moderate
Model(s) Reviewed
Healthy Families America (HFA)®
Author Affiliation

None of the study authors are developers of this model.

Funding Sources

The Pew Charitable Trusts, The Pew Center on the States, Grant #2010-0588.

Study Design

Design Attrition Baseline equivalence Confounding factors Valid, reliable measures?
Randomized controlled trial High Established on race and SES. Baseline equivalence on outcomes not feasible. None
Comparison Conditions

The control group was given information on and received referrals to appropriate services other than home visiting.

Findings that rate moderate or high in this manuscript

Child development and school readiness
Outcome measure Timing of follow-up Rating Effect size Stastical significance Sample size Sample description
Child development and school readiness Retained in first grade 1st grade Moderate -0.44 Statistically significant, p < 0.05 577 mother/child dyads Healthy Families New York (HFNY) RCT, Year 7
Child development and school readiness Excelling academically 1st grade Moderate 0.19 Not statistically significant, p ≥ 0.05 577 mother/child dyads Healthy Families New York (HFNY) RCT, Year 7
Child development and school readiness Excelling academically - Reading and Math 1st grade Moderate 0.01 Not statistically significant, p ≥ 0.05 577 mother/child dyads Healthy Families New York (HFNY) RCT, Year 7
Child development and school readiness Excelling academically - All 3 behaviors that promote learning 1st grade Moderate 0.36 Statistically significant, p < 0.05 577 mother/child dyads Healthy Families New York (HFNY) RCT, Year 7
Child development and school readiness Doing poorly academically 1st grade Moderate -0.07 Not statistically significant, p ≥ 0.05 577 mother/child dyads Healthy Families New York (HFNY) RCT, Year 7
Child development and school readiness Doing poorly academically - Reading or Math 1st grade Moderate -0.14 Not statistically significant, p ≥ 0.05 577 mother/child dyads Healthy Families New York (HFNY) RCT, Year 7
Child development and school readiness Doing poorly academically - Any of the 3 behaviors that promote learning 1st grade Moderate -0.03 Not statistically significant, p ≥ 0.05 577 mother/child dyads Healthy Families New York (HFNY) RCT, Year 7
Child development and school readiness Days absent 1st grade Moderate 1.37 Not statistically significant, p ≥ 0.05 577 mother/child dyads Healthy Families New York (HFNY) RCT, Year 7

This study included participants with the following characteristics at enrollment:

Race/Ethnicity

The race and ethnicity categories may sum to more than 100 percent if Hispanic ethnicity was reported separately or respondents could select two or more race or ethnicity categories.

Black or African American
45.80%
Hispanic or Latino
15.60%
White
36.20%
Unknown
2.40%

Maternal Education

High school diploma or GED
46.80%
Unknown
53.20%

Other Characteristics

Enrollment in means-tested programs
37.80%

This study included participants from the following locations:

  • New York