Black or African American
25%
Baker, A. J. L., Piotrkowski, C. S., & Brooks-Gunn, J. (2003). Program effectiveness and parent involvement in HIPPY (Study 1, NY sample, cohort 1). 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? |
|---|---|---|---|---|
| Randomized controlled trial | High |
Established on race/ethnicity, SES, and baseline measures of the outcomes in the analytic sample |
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 (New York sample, Cohort 1) is also reported in Baker & Piotrkowski (1996). One finding, "Metropolitan Readiness Test – Reading" assessed at program completion, is reported in both manuscripts and included in HomVEE's report for 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 | 0.69 | Statistically significant, p= 0.04 | 69 children | New York sample - Cohort I | |
| Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI) | One year after program completion | Moderate | 0.68 | Statistically significant, p= 0.02 | 69 children | New York sample - Cohort I | |
| Cognitive skills achievement measured by the Cooperative Preschool Inventory (CPI) | Program completion | Moderate | 0.63 | Statistically significant, p= 0.04 | 69 children | New York sample - Cohort I | |
| Standardized math measured using the Metropolitan Readiness Test 1976 Edition | Program completion | Moderate | 0.34 | Not statistically significant, p= 0.29 | 69 children | New York sample - Cohort I | |
| Standardized math measured using the Metropolitan Readiness Test 5th Edition | One year after program completion | Moderate | 0.39 | Not statistically significant, p= 0.33 | 69 children | New York sample - Cohort I | |
| Standardized reading measured using the Metropolitan Readiness Test 5th Edition | One year after program completion | Moderate | 0.75 | Statistically significant, p= 0.03 | 69 children | New York sample - Cohort I |
This study included participants from the following locations:
- New York
Study Participants
Participants were recruited from families with students enrolled in pre-kindergarten at the agency providing HIPPY. Interested families were randomly assigned to intervention (n = 52) and comparison groups (n = 38). Study participants in the intervention group were mostly Latino and White; 16 percent of intervention families were African American, 28 percent were Latino, and 27 percent were White. In the comparison group, 37 percent of the families were African American, 28 percent were Latino, and 13 percent were White. One-third of the families reported public assistance benefits as their main source of income. At baseline, the children's average age was 58.5 months.
Setting
A large city in New York
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
All families (intervention and comparison) participated in a full-day preschool program during the first year and in kindergarten in the second year that HIPPY was provided to families in the intervention group. All study participants were enrolled in a pre-kindergarten program offered by a public early childhood center.
Funding Sources
Not specified.