Baker, A. J. L., Piotrkowski, C. S., & Brooks-Gunn, J. (2003). Program effectiveness and parent involvement in HIPPY (Study 1, NY 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.
Manuscript Detail
Model(s) Reviewed:
Home Instruction for Parents of Preschool Youngsters (HIPPY)®
| Screening decision | Screening conclusion | HomVEE procedures and standards version |
|---|---|---|
| Passes screens | Eligible for review | Version 1 |
| Rating | Design | Attrition | Baseline equivalence | Compromised randomization | Confounding factors | Valid, reliable measure(s) |
|---|---|---|---|---|---|---|
| Moderate | Randomized controlled trial | High | Established on race/ethnicity and SES; outcomes not feasible to assess at baseline | None | None | Not assessed in manuscripts reviewed before 2021 |
Notes:
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 2) is also reported in Baker & Piotrkowski (1996). Three findings assessed at program completion are reported in both manuscripts and included in HomVEE's report for Baker & Piotrkowski (1996): Metropolitan Readiness Test – Math, Metropolitan Readiness Test – Reading, and Cooperative Preschool Inventory. One finding assessed one year after program completion is also reported in both and included with HomVEE's report for Baker & Piotrkowski (1996): Child Classroom Adaptation Index.
| 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 = 70) and comparison groups (n = 87). Study participants in the intervention group were mostly African American and Latino; 32 percent of intervention families were African American, 32 percent were Latino, and 13 percent were White. In the comparison group, 20 percent of families were African American, 29 percent were Latino, and 30 percent were White. More families reported public assistance benefits as their main source of income in the intervention group (34 percent) than in the comparison group (20 percent). At baseline, the children's average age was 55 months. |
|---|---|
| Setting | A large city in New York |
| Intervention services | Families enrolled in HIPPY received home visits to deliver the HIPPY program. 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. |
| 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. |
| Subgroups examined |
This field lists subgroups examined in the manuscript (even if they were not replicated in other samples and not reported on the summary page for this model’s report). Subgroups are not listed for manuscripts reviewed before 2021. |
| Funding sources | Not specified. |
| Author affiliation | Not specified. |
| Peer reviewed | Peer reviewed status is not listed for manuscripts reviewed before 2021. |
Study Registration:
Clinicaltrials.gov Identifier: None found. Study registration was assessed by HomVEE beginning with the 2014 review.
Findings that rate moderate or high
| Rating | Outcome measure | Effect | Sample | Timing of follow-up | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Moderate | Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI) |
FavorableUnfavorable or ambiguousNo Effect |
New York sample - Cohort 2 |
Program completion |
113 children | Adjusted mean = 3.23 | Adjusted mean = 3.39 | Mean difference = -0.16 | Study reported = 0.22 | Not statistically significant, p= 0.32 |
Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI) |
| Moderate | Standardized math measured using the Metropolitan Readiness Test 5th Edition |
FavorableUnfavorable or ambiguousNo Effect |
New York sample - Cohort 2 |
One year after program completion |
113 children | Adjusted mean = 56.49 | Adjusted mean = 58.33 | Mean difference = -1.84 | Study reported = 0.10 | Not statistically significant, p= 0.70 |
Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI) |
| Moderate | Standardized reading measured using the Metropolitan Readiness Test 5th Edition |
FavorableUnfavorable or ambiguousNo Effect |
New York sample - Cohort 2 |
One year after program completion |
113 children | Adjusted mean = 52.35 | Adjusted mean = 50.91 | Mean difference = 1.44 | Study reported = 0.07 | Not statistically significant, p= 0.78 |
Model controls for children's ages, parent's education and ethnicity, family structure, source of family income, and children's baseline scores on the Cooperative Preschool Inventory (CPI) |