Source
Abdulaziz, N. A. (2022). The impact of Texas HIPPY on school readiness and academic achievement: Optimal full propensity score analysis approach. Early Childhood Education Journal, 50(6), 925-935.
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Study Design
| Design | Attrition | Baseline equivalence | Confounding factors | Valid, reliable measures? |
|---|---|---|---|---|
| Non-experimental comparison group design | Not applicable | Indeterminate |
No |
Yes |
This manuscript receives an indeterminate rating. That means HomVEE reviewers lacked sufficient information on one or more features of the study design required to receive a rating of moderate or high. A rating of indeterminate is not a statement about the quality of the research or the research design. This manuscript receives an indeterminate rating because HomVEE was unable to determine whether the intervention and comparison groups were equivalent on race or ethnicity and socioeconomic status in the analyzed sample at baseline.
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• Boys • Girls • English speakers • Spanish speakers • Hispanic students • Non-Hispanic students • By grade (grade 1 to grade 8)
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• Boys • Girls • English speakers • Spanish speakers • Hispanic students • Non-Hispanic students • By grade (grade 1 to grade 8)
Findings that rate moderate or high in this manuscript
No findings found that rate moderate or high.
This study included participants with the following characteristics at enrollment:
Race/Ethnicity
Maternal Education
Other Characteristics