Manuscript Details

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.

Moderate rating
Study reviewed under: Handbook of Procedures and Standards, Version 1
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
Effect rating key
Favorable finding / Statistically significant
Unfavorable finding / Statistically significant
Ambiguous finding / Statistically significant
No effect / Not statistically significant

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
25%
Hispanic or Latino
28%
White
21%
Unknown
26%

Maternal Education

Less than a high school diploma
27%
High school diploma or GED
32%
Unknown
41%

Other Characteristics

Enrollment in means-tested programs
33%

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

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.

Author Affiliation

Not specified.

Funding Sources

Not specified.