Black or African American
96%
Baker, A. J. L., Piotrkowski, C. S., Brooks-Gunn, J. (2003). Program effectiveness and parent involvement in HIPPY (Study 2, AR sample, cohort 2). In M. Westheimer (Ed.), Parents making a difference: International research on the Home Instruction for Parents of Preschool Youngsters (HIPPY) program (Chapter 8).The Hebrew University Magnes Press.
Study design characteristics contributing to rating
| Design | Attrition | Baseline equivalence | Confounding factors? | Valid, reliable measures? |
|---|---|---|---|---|
| Non-experimental comparison group design | Not applicable |
Established on race/ethnicity and SES; outcomes not feasible to assess at baseline |
None |
Not assessed in manuscripts reviewed under Handbook of Procedures and Standards, Version 1 |
Notes from the review of this manuscript
This book chapter examines four distinct samples, each of which HomVEE reviewed and reported separately as follows: Study 1: New York sample, Cohort 1; Study 1: New York sample, Cohort 2; Study 2: Arkansas sample, Cohort 1; and Study 2: Arkansas sample, Cohort 2. The sample reported here (Arkansas sample, Cohort 2) is also reported in Baker & Piotrkowski (1996).
Child Development and School Readiness
| Outcome Measure | Timing of Follow-Up | Rating | Direction of Effect | Effect Size (Absolute Value) | Stastical Significance | Sample Size | Sample Description |
|---|---|---|---|---|---|---|---|
| Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI) | Program completion | Moderate | 0.22 | Not statistically significant, p= 0.39 | 113 children | Arkansas sample, Cohort II | |
| Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI) | 1 year after program completion | Moderate | 0.13 | Not statistically significant, p= 0.61 | 113 children | Arkansas sample, Cohort II | |
| Standardized Achievement measured using the Standford Early School Achievement Test (second edition) | Program completion | Moderate | 0.63 | Statistically significant, p= 0.01 | 113 children | Arkansas sample, Cohort II | |
| Standardized Achievement measured using the Standford Early School Achievement Test (second edition) | 1 year after program completion | Moderate | 0.07 | Not statistically significant, p= 0.78 | 113 children | Arkansas sample, Cohort II |
This study included participants from the following locations:
- Arkansas
Study Participants
In the analytic sample, 96 percent of children were African American and 4 percent were White. About half the parents or caregivers had a high school diploma (49 percent in the intervention group and 50 percent in the comparison group) but no higher education, and just over one-third did not have a high school diploma (37 percent in the intervention group and 38 percent in the comparison group). Fewer than half of the families used public assistance as income (46 percent in the intervention group and 38 percent in the comparison group). At baseline, the children's average age was 55 months.
Setting
Arkansas
Intervention condition
Note: Navigate to the model page for more information about the home visiting model. See the source manuscript for more information about how the model was implemented in this study.
Comparison Conditions
During the first year of the study, comparison group children did not participate in any preschool programs. During the second year, 92 percent of the children in the study sample (intervention and comparison) were enrolled in kindergarten.
Funding Sources
Not specified.