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Home Instruction for Parents of Preschool Youngsters (HIPPY)®

Meets DHHS criteria for an evidenced based model

Last Updated: May 2013

Effects Shown in Research & Outcome Measure Details for Child Development and School Readiness Outcomes

Impact Studies Rated High


Necoechea, D. M. (2007). Children at-risk for poor school readiness: The effect of an early intervention home visiting program on children and parents. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68 (6-A), 2311.  (Dissertation Abstract: 2007-99230-512)
Show Study Effects Details
Outcome Effect Sample Timing of Follow-Up Sample Size Program Group Comparison Group Mean Difference or Odds Ratio
Statistical Significance
Effect Size
Outcome Type
Developing Skills Checklist No Effect Full sample 16 weeks 51 children Mean = 5.17
SD = 3.37
Mean = 5.28
SD = 3.69
MD = -0.11 Not statistically significant,
p = 0.89
Study-reported = -0.03 Primary
Expressive One-Word Picture Vocabulary Test - Revised Favorable Full sample 16 weeks 51 children Mean = 29.36
SD = 12.13
Mean = 25.3
SD = 11.15
MD = 4.03 Statistically significant,
p < 0.01
1
Study-reported = 0.34 Primary
Peabody Picture Vocabulary Test - Revised No Effect Full sample 16 weeks 51 children Adjusted Mean = 13.39
SD = 7.86
Adjusted Mean = 13.59
SD = 8.65
MD = -0.2 Not statistically significant,
p = 0.88
Study-reported = -0.02 Primary

1 According to HomVEE calculations, this result is not statistically significant.

Show Study Outcome Measure Summary
Outcome Description of Measure Data Collection Method Properties of the Outcome Measure Outcome Type
Developing Skills Checklist The DSC assesses a wide range of skills in young children, such as language, mathematics, memory, and auditory and motor skills. Child assessment Not reported by author Primary
Expressive One-Word Picture Vocabulary Test - Revised The EOWPVT-R assesses expressive vocabulary skills in young children. Child assessment Not reported by author Primary
PPVT-R The PPVT-R assesses receptive language in young children. Child assessment Not reported by author Primary
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Impact Studies Rated Moderate


Baker, A. J. L., & Piotrkowski, C. S. (1996). Parents and children through the school years: The effects of the home instruction program for preschool youngsters. New York: National Council of Jewish Women, Center for the Child.
Additional Source:

Baker, A. J. L., Piotrkowski, C. S., & Brooks-Gunn, J. (1998). The effects of the Home Instruction Program for Preschool  Youngsters on children’s school performance at the end of the program and one year later. Early Childhood Research Quarterly, 13(4), 571–586.

Show Study Effects Details
Outcome Effect Sample Timing of Follow-Up Sample Size Program Group Comparison Group Mean Difference or Odds Ratio
Statistical Significance
Effect Size
Outcome Type
Academic Self-Image Measure Favorable City in Arkansas (site A), Cohort I 1-year follow-up 86 families Adjusted mean = 4.21 Adjusted mean = 3.79 MD = 0.42 Statistically significant,
p = 0.02
Study-reported = 0.62 Secondary
Child Classroom Adaptation Index No Effect City in New York (site B), Cohort II 1-year follow-up 95 families Adjusted mean = 3.5 Adjusted mean = 3.4 MD = 0.1 Notstatistically significant,
p = 0.60
Study-reported = 0.12 Secondary
Child Classroom Adaptation Index Favorable City in New York (site B), Cohort I End of program 49 families Adjusted mean = 3.69 Adjusted mean = 2.71 MD = 0.96 Statistically significant,
p = 0.03
Study-reported = 0.76 Secondary
Child Classroom Adaptation Index No Effect City in Arkansas (site A), Cohort I End of program 84 families Adjusted mean = 3.65 Adjusted mean = 3.04 MD = 0.61 Not statistically significant,
p = 0.08
Study-reported = 0.42 Secondary
Child Classroom Adaptation Index No Effect City in New York (site B), Cohort II End of program 97 families Adjusted mean = 3.24 Adjusted mean = 3.39 MD = -0.15 Not statistically significant,
p = 0.36
Study-reported = 0.20 Secondary
Child Classroom Adaptation Index Favorable City in Arkansas (site A), Cohort I 1-year follow-up 78 families Adjusted mean = 3.65 Adjusted mean = 3.04 MD = 0.51 Statistically significant,
p = 0.02
Study-reported = 0.59 Secondary
Combined reading and math grade No Effect City in Arkansas (site A), Cohort I 1-year follow-up 86 families Adjusted mean = 7.82 Adjusted mean = 6.95 MD = 0.87 Not statistically significant,
p = 0.21
Study-reported = 0.34 Primary
Combined reading and math grade No Effect City in New York (site B), Cohort II 1-year follow-up 91 families Adjusted mean = 7.6 Adjusted mean = 8.3 MD = -0.7 Not statistically significant,
p = 0.17
Study-reported = 0.33 Primary
Cooperative Preschool Inventory No Effect City in Arkansas (site A), Cohort I End of program 84 families Adjusted mean = 56.37 Adjusted mean = 56.96 MD = -0.56 Not statistically significant,
p = 0.67
Study-reported = 0.10 Primary
Cooperative Preschool Inventory No Effect City in New York (site B), Cohort II End of program 101 families Adjusted mean = 53.96 Adjusted mean = 53.03 MD = 0.93 Not statistically significant,
p = 0.33
Study-reported = 0.21 Primary
Cooperative Preschool Inventory No Effect City in Arkansas (site A), Cohort II End of program 78 families Adjusted mean = 57.51 Adjusted mean = 60.15 MD = -2.64 Not statistically significant,
p = 0.06
Study-reported = 0.47 Primary
Cooperative Preschool Inventory No Effect City in New York (site B), Cohort I End of program 59 families Adjusted mean = 52.12 Adjusted mean = 49.36 MD = 2.76 Not statistically significant,
p = 0.06
Study-reported = 0.56 Primary
Delayed entry into school Favorable City in Arkansas (site A), Cohort I End of program 78 families Not available Not available Not available Statistically significant,
p = 0.01
Study-reported = 0.41 Primary
Grade placement at beginning of year Favorable City in Arkansas (site A), Cohort I 1-year follow-up 86 families Mean = 87% Mean = 69% MD = 18 Statistically significant,
p = 0.04
Study-reported = 0.44 Primary
Grade placement at end of year No Effect City in Arkansas (site A), Cohort I 1-year follow-up 86 families Not available Not available Not available Not statistically significant,
p = 0.04
Study-reported = 0.16 Primary
Metropolitan Achievement Test – Math No Effect City in New York (site B), Cohort II 1-year follow-up 91 families Adjusted mean = 56.41 Adjusted mean = 58.41 MD = -2.0 Not statistically significant,
p = 0.68
Study-reported = 0.10 Primary
Metropolitan Achievement Test – Reading No Effect City in New York (site B), Cohort II 1-year follow-up 91 families Adjusted mean = 52.14 Adjusted mean = 51.12 MD = 1.02 Not statistically significant,
p = 0.85
Study-reported = 0.04 Primary
Metropolitan Readiness Test – Math No Effect City in New York (site B), Cohort I End of program 56 families Adjusted mean = 52 Adjusted mean = 43.66 MD = 8.34 Not statistically significant,
p = 0.29
Study-reported = 0.34 Primary
Metropolitan Readiness Test – Math No Effect City in New York (site B), Cohort II End of program 97 families Adjusted mean = 46.79 Adjusted mean = 51.30 MD = -4.54 Not statistically significant,
p = 0.39
Study-reported = 0.21 Primary
Metropolitan Readiness Test – Reading No Effect City in New York (site B), Cohort II End of program 97 families Adjusted mean = 44.16 Adjusted mean = 45.70 MD = -1.54 Not statistically significant,
p = 0.72
Study-reported = 0.09 Primary
Metropolitan Readiness Test – Reading No Effect City in New York (site B), Cohort I End of program 56 families Adjusted mean = 47.58 Adjusted mean = 41.59 MD = 5.99 Not statistically significant,
p = 0.39
Study-reported = 0.28 Primary
Stanford Early Achievement Test No Effect City in Arkansas (site A), Cohort I 1-year follow-up 86 families Adjusted mean = 47.17 Adjusted mean = 45.12 MD = 2.05 Not statistically significant,
p = 0.64
Study-reported = 0.12 Primary
Stanford Early Achievement Test No Effect City in Arkansas (site A), Cohort I End of program 78 families Adjusted mean = 47.39 Adjusted mean = 41.11 MD = 6.28 Not statistically significant, p = 0.11 Study-reported = 0.41 Primary
Show Study Outcome Measure Summary
Outcome Description of Measure Data Collection Method Properties of the Outcome Measure Outcome Type
Academic Self-Image Measure A 23-item assessment that asked respondents to rate themselves on a scale of 1 to 5 based upon how good they think they are at a series of academic, social, and athletic areas Child assessment Not reported by author Secondary
Child Classroom Adaptation Index The CCAI assesses the motivation, adaption to the classroom, and interest in learning of young children. Teacher report Not reported by author Secondary
Combined reading and math grade Combined reading and math grades, where each letter grade was converted to a number resulting in a score ranging from 0 to 11. Review of school records Not reported by author Primary
Cooperative Preschool Inventory The CPI assesses the cognitive skills of young children. Child assessment Not reported by author Primary
Delayed entry into school Proportion of children who had a delayed entry into school Review of school records Not reported by author Primary
Grade placement at beginning of year Percentage of children in their appropriate grade at the beginning of the academic year Review of school records Not reported by author Primary
Grade placement at end of year Percentage of children in their appropriate grade at the end of the academic year Review of school records Not reported by author Primary
Metropolitan Achievement Test – Reading and Math The MAT assesses the general language, arithmetic, and reading comprehension skills of children. The test was used as a standardized first-grade assessment in City B of the study. Review of school records Not reported by author Primary
Metropolitan Readiness Test – Reading & Math The MRT assesses the development of language and mathematical skills in young children. The assessment was used as a standardized Kindergarten test in City B of the study. Review of school records Not reported by author Primary
Stanford Early Achievement Test The SEAT assesses the acquisition of arithmetic, language, and communication concepts in children. Review of school records Not reported by author Primary
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