Effect size based on study OR
HomVEE calculated the effect size based on the study-reported odds ratio.
Healthy Families America (HFA)®
Model effectiveness research report last updated: 2020
Effects shown in research & outcome measure details
Child development and school readiness
Findings rated high
158
Healthy Families America (HFA)®
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| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance |
|---|---|---|---|---|---|---|---|---|---|
| BSID Cognitive score | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | Children with complete medical record data, Alaska trial | 249 children | Adjusted mean = 88.00 | Adjusted mean = 84.80 | Mean difference = 3.20 | Not available | Statistically significant, p < 0.05 |
| BSID percentage within normal limits on cognitive | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | Children with complete medical record data, Alaska trial | 249 children | % (adjusted) = 58.00 | Adjusted mean % = 48.00 | OR = 1.55 | HomeVEE calculated = 0.24 | Statistically significant, p < 0.05 |
| BSID percentage within normal limits on psychomotor | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | Children with complete medical record data, Alaska trial | 249 children | % (adjusted) = 85.00 | Adjusted mean % = 80.00 | OR = 1.36 | HomeVEE calculated = 0.21 | Not statistically significant, p ≥ 0.05 |
| BSID Psychomotor score | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | Children with complete medical record data, Alaska trial | 249 children | Adjusted mean = 98.10 | Adjusted mean = 96.00 | Mean difference = 2.10 | Not available | Not statistically significant, p ≥ 0.05 |
| CBCL percentage with externalizing scores in normal range | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | Children in custody of biological mother at year 2 follow-up interview, Alaska trial | 249 children | % (adjusted) = 82.00 | Adjusted mean % = 77.00 | OR = 1.48 | HomeVEE calculated = 0.19 | Statistically significant, p < 0.05 |
| CBCL percentage with internalizing scores in normal range | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | Children in custody of biological mother at year 2 follow-up interview, Alaska trial | 249 children | % (adjusted) = 87.00 | Adjusted mean % = 79.00 | OR = 2.06 | HomeVEE calculated = 0.35 | Statistically significant, p < 0.05 |
| CBCL total externalizing score | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | Children in custody of biological mother at year 2 follow-up interview, Alaska trial | 249 children | Adjusted mean = 50.80 | Adjusted mean = 53.00 | Mean difference = -2.20 | Not available | Not statistically significant, p ≥ 0.05 |
| CBCL total internalizing score | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | Children in custody of biological mother at year 2 follow-up interview, Alaska trial | 249 children | Adjusted mean = 48.20 | Adjusted mean = 51.00 | Mean difference = -2.80 | Not available | Statistically significant, p < 0.05 |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties |
|---|---|---|---|
BSID: MDI and PDI |
The BSID tests the mental, motor, and behavioral development and abilities of young children. The researchers examined the MDI and PDI as continuous and binary for scores <85 versus those greater than or equal to 85. | Child assessment | Not reported by author |
CBCL: Internalizing and Externalizing |
The CBCL is a questionnaire that assesses behavioral problems in young children. The internalizing and externalizing scales were measured as continuous and as a binary variable using recommended cut points for normal (<60) versus borderline (60–63) and clinical scores (>63). | Parent/caregiver report | Not reported by author |
158
Healthy Families America (HFA)®
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| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance |
|---|---|---|---|---|---|---|---|---|---|
| Aggressive behaviors (CBCL) | FavorableUnfavorable or ambiguousNo Effect |
7 year | New York sample | 897 mothers | Adjusted mean = 6.99 | Adjusted mean = 6.72 | Mean difference = 0.27 | Study reported = 0.04 | Not statistically significant, p ≥ 0.05 |
| Anxious, depressed (CBCL) | FavorableUnfavorable or ambiguousNo Effect |
7 year | New York sample | 897 mothers | Adjusted mean = 2.89 | Adjusted mean = 2.97 | Mean difference = -0.08 | Study reported = -0.03 | Not statistically significant, p ≥ 0.05 |
| Attention problems (CBCL) | FavorableUnfavorable or ambiguousNo Effect |
7 year | New York sample | 897 mothers | Adjusted mean = 4.77 | Adjusted mean = 4.75 | Mean difference = 0.02 | Study reported = 0.01 | Not statistically significant, p ≥ 0.05 |
| Percentage participating in a gifted program | FavorableUnfavorable or ambiguousNo Effect |
7 year | New York sample | 897 mothers | Adjusted mean % = 5.38 | Adjusted mean % = 1.99 | OR = 2.80 | Not available | Statistically significant, p < 0.05 |
| Percentage receiving remedial services | FavorableUnfavorable or ambiguousNo Effect |
7 year | New York sample | 897 mothers | Adjusted mean % = 32.83 | Adjusted mean % = 33.31 | OR = 0.98 | Not available | Not statistically significant, p ≥ 0.05 |
| Percentage receiving special education | FavorableUnfavorable or ambiguousNo Effect |
7 year | New York sample | 897 mothers | Adjusted mean % = 12.33 | Adjusted mean % = 16.74 | OR = 0.70 | Not available | Statistically significant, p < 0.05 |
| Percentage repeating a grade | FavorableUnfavorable or ambiguousNo Effect |
7 year | New York sample | 897 mothers | Adjusted mean % = 12.33 | Adjusted mean % = 16.74 | OR = 0.98 | Not available | Not statistically significant, p ≥ 0.05 |
| Percentage skipping school more than once | FavorableUnfavorable or ambiguousNo Effect |
7 year | New York sample | 897 mothers | Adjusted mean % = 2.40 | Adjusted mean % = 2.20 | OR = 1.08 | Not available | Not statistically significant, p ≥ 0.05 |
| Rule-breaking behavior (CBCL) | FavorableUnfavorable or ambiguousNo Effect |
7 year | New York sample | 897 mothers | Adjusted mean = 2.74 | Adjusted mean = 2.66 | Mean difference = 0.08 | Study reported = 0.03 | Not statistically significant, p ≥ 0.05 |
| Social problems (CBCL) | FavorableUnfavorable or ambiguousNo Effect |
7 year | New York sample | 897 mothers | Adjusted mean = 1.31 | Adjusted mean = 1.15 | Mean difference = 0.16 | Study reported = -0.04 | Not statistically significant, p ≥ 0.05 |
| Withdrawn, depressed (CBCL) | FavorableUnfavorable or ambiguousNo Effect |
7 year | New York sample | 897 mothers | Adjusted mean = 1.47 | Adjusted mean = 1.54 | Mean difference = -0.07 | Study reported = -0.04 | Not statistically significant, p ≥ 0.05 |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties |
|---|---|---|---|
Aggressive behaviors (CBCL) |
The Achenbach Child Behavior Checklist assesses children’s emotional and behavioral problems. Researchers selected five subscales that aligned with constructs of interest: attention problems, rule breaking and aggressive behaviors, social problems, and the anxious-depressed and withdrawn-depressed syndrome scales. | Parent/caregiver report | Not reported by author |
Anxious, depressed (CBCL) |
The Child BehaviorChecklist for Ages6ndash;8(CBCL/6-18) assesses children’s emotional and behavioral problems. Researchers selected five subscales that aligned with constructs of interest: attention problems, rule breaking and aggressive behaviors, social problems, and the anxious-depressed and withdrawn-depressed syndrome scales. |
Parent/caregiver report |
Not reported by author |
Attention problems (CBCL) |
The Achenbach Child Behavior Checklist assesses children’s emotional and behavioral problems. Researchers selected five subscales that aligned with constructs of interest: attention problems, rule breaking and aggressive behaviors, social problems, and the anxious-depressed and withdrawn-depressed syndrome scales. | Parent/caregiver report | Not reported by author |
Percentage participating in a gifted program |
Percentage of children who were participating in a gifted or talented program at the time of the year 7 interview | Parent/caregiver report | Not applicable |
Percentage receiving remedial services |
Percentage of children who were receiving remedial education services for math and writing at the time of the year 7 interview | Parent/caregiver report | Not applicable |
Percentage receiving special education |
Percentage of children who were enrolled in special education services at the time of the year 7 interview | Parent/caregiver report | Not applicable |
Percentage repeating a grade |
Percentage of children who had repeated a grade at the time of the year 7 interview | Parent/caregiver report | Not applicable |
Percentage skipping school more than once |
Percentage of children who had skipped school more than once at the time of the year 7 interview | Parent/caregiver report | Not applicable |
Rule-breaking behavior (CBCL) |
The Achenbach Child Behavior Checklist assesses children’s emotional and behavioral problems. Researchers selected five subscales that aligned with constructs of interest: attention problems, rule breaking and aggressive behaviors, social problems, and the anxious-depressed and withdrawn-depressed syndrome scales. | Parent/caregiver report | Not applicable |
Social problems (CBCL) |
The Child BehaviorChecklist for Ages6ndash;8(CBCL/6-18) assesses children’s emotional and behavioral problems. Researchers selected five subscales that aligned with constructs of interest: attention problems, rule breaking and aggressive behaviors, social problems, and the anxious-depressed and withdrawn-depressed syndrome scales. |
Parent/caregiver report |
Not reported by author |
Withdrawn, depressed (CBCL) |
The Child BehaviorChecklist for Ages6ndash;8(CBCL/6-18) assesses children’s emotional and behavioral problems. Researchers selected five subscales that aligned with constructs of interest: attention problems, rule breaking and aggressive behaviors, social problems, and the anxious-depressed and withdrawn-depressed syndrome scales. |
Parent/caregiver report |
Not reported by author |
158
Healthy Families America (HFA)®
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| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance |
|---|---|---|---|---|---|---|---|---|---|
| BSID, Mental Development Index (MDI) | FavorableUnfavorable or ambiguousNo Effect |
Year 1 | Full sample, San Diego trial | 422 children | Mean = 105.00 | Mean = 102.50 | Mean difference = 2.50 | HomeVEE calculated = 0.23 | Statistically significant, p < 0.05 |
| BSID, Motor MDI | FavorableUnfavorable or ambiguousNo Effect |
Year 1 | Full sample, San Diego trial | 422 children | Mean = 113.50 | Mean = 113.00 | Mean difference = 0.50 | HomeVEE calculated = 0.04 | Not statistically significant, p ≥ 0.05 |
| CBCL Aggressive T score | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 382 children | Mean = 53.50 | Mean = 53.60 | Mean difference = -0.10 | HomeVEE calculated = -0.02 | Not statistically significant, p ≥ 0.05 |
| CBCL Anxious/Depressed T score | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 382 children | Mean = 53.50 | Mean = 54.30 | Mean difference = -0.80 | HomeVEE calculated = -0.14 | Not statistically significant, p ≥ 0.05 |
| CBCL Behavior Problems | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 382 children | Mean = 49.70 | Mean = 51.10 | Mean difference = -1.40 | HomeVEE calculated = -0.15 | Not statistically significant, p ≥ 0.05 |
| CBCL Destructive T score | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 382 children | Mean = 53.60 | Mean = 53.35 | Mean difference = 0.30 | HomeVEE calculated = 0.05 | Not statistically significant, p ≥ 0.05 |
| CBCL Externalizing problems T score | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 382 children | Mean = 49.40 | Mean = 49.90 | Mean difference = -0.50 | HomeVEE calculated = -0.06 | Not statistically significant, p ≥ 0.05 |
| CBCL Internalizing problems T score | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 382 children | Mean = 50.90 | Mean = 52.60 | Mean difference = -1.70 | HomeVEE calculated = -0.17 | Not statistically significant, p ≥ 0.05 |
| CBCL Sleep problems T score | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 382 children | Mean = 52.30 | Mean = 52.70 | Mean difference = -0.40 | HomeVEE calculated = -0.09 | Not statistically significant, p ≥ 0.05 |
| CBCL Somatic problems T score | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 382 children | Mean = 53.80 | Mean = 55.20 | Mean difference = -1.40 | HomeVEE calculated = -0.24 | Statistically significant, p < 0.05 |
| CBCL Withdrawn T score | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 382 children | Mean = 55.10 | Mean = 56.10 | Mean difference = -1.00 | HomeVEE calculated = -0.13 | Not statistically significant, p ≥ 0.05 |
| Stanford Binet Abstract/Visual Reasoning SAS | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 412 children | Mean = 90.60 | Mean = 90.50 | Mean difference = 0.10 | HomeVEE calculated = 0.01 | Not statistically significant, p ≥ 0.05 |
| Stanford Binet Communication Survey | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 412 children | Mean = 101.80 | Mean = 101.90 | Mean difference = -0.10 | HomeVEE calculated = -0.01 | Not statistically significant, p ≥ 0.05 |
| Stanford Binet Partial Composite | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 412 children | Mean = 91.30 | Mean = 91.30 | Mean difference = 0.00 | HomeVEE calculated = 0.00 | Not statistically significant, p ≥ 0.05 |
| Stanford Binet Short Term Memory SAS | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 412 children | Mean = 98.60 | Mean = 97.80 | Mean difference = 0.80 | HomeVEE calculated = 0.08 | Not statistically significant, p ≥ 0.05 |
| Stanford Binet Sum of Area SAS | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 412 children | Mean = 326.90 | Mean = 331.60 | Mean difference = -4.70 | HomeVEE calculated = -0.06 | Not statistically significant, p ≥ 0.05 |
| Stanford Binet Verbal Reasoning Memory SAS | FavorableUnfavorable or ambiguousNo Effect |
Year 3 | Full sample, San Diego trial | 412 children | Mean = 86.50 | Mean = 87.30 | Mean difference = -0.80 | HomeVEE calculated = -0.07 | Not statistically significant, p ≥ 0.05 |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties |
|---|---|---|---|
BSID: MDI and PDI |
The BSID tests the mental, motor, and behavioral development and abilities of young children. The researchers examined both the mental development and psychomotor development scales. | Child assessment | Not reported by author |
CBCL:
|
The CBCL is a questionnaire that assesses behavioral problems in young children. The researchers analyzed subscales related to withdrawal, sleep, somatic, aggressiveness, destructiveness, internalizing, and externalizing problems and behaviors. | Parent/caregiver report | Not reported by author |
Stanford Binet:
|
The Stanford-Binet assesses intelligence in young children. The researchers examined abstract/visual reasoning, verbal reasoning memory, communication, and summary and composite measures of intelligence. | Child assessment | Not reported by author |
Findings rated moderate
Healthy Families America (HFA)®
Show findings details
| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance | Notes |
|---|---|---|---|---|---|---|---|---|---|---|
Child has IEP or 504 plan |
FavorableUnfavorable or ambiguousNo Effect |
8 years |
HFM vs. comparison, Massachusetts Healthy Families Evaluation 2 (MHFE -2), Tier 6 full sample |
370 children | Unadjusted proportion = 0.27 | Unadjusted proportion = 0.30 | Mean difference = -0.02 | HomeVEE calculated = -0.07 | Not statistically significant, p ≥ 0.05 |
|
Child in afterschool program |
FavorableUnfavorable or ambiguousNo Effect |
8 years |
HFM vs. comparison, Massachusetts Healthy Families Evaluation 2 (MHFE -2), Tier 6 full sample |
368 children | Adjusted proportion = 0.55 | Adjusted proportion = 0.42 | Odds ratio = 1.71 | HomeVEE calculated = 0.32 | Statistically significant, p <.05 |
|
Strengths and Difficulties Questionnaire - externalizing |
FavorableUnfavorable or ambiguousNo Effect |
8 years |
HFM vs. comparison, Massachusetts Healthy Families Evaluation 2 (MHFE -2), Tier 6 full sample |
366 children | Unadjusted mean = 5.58 | Unadjusted mean = 5.60 | Mean difference = -0.02 | HomeVEE calculated = -0.01 | Not statistically significant, p ≥ 0.05 |
Negative effect is favorableNegative effect is favorable to the intervention. |
Strengths and Difficulties Questionnaire - internalizing |
FavorableUnfavorable or ambiguousNo Effect |
8 years |
HFM vs. comparison, Massachusetts Healthy Families Evaluation 2 (MHFE -2), Tier 6 full sample |
360 children | Unadjusted mean = 3.48 | Unadjusted mean = 3.51 | Mean difference = -0.03 | HomeVEE calculated = -0.01 | Not statistically significant, p ≥ 0.05 |
Negative effect is favorableNegative effect is favorable to the intervention. |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties |
|---|---|---|---|
Child has IEP or 504 plan |
Mothers asked if child currently had an Individualized Education Plan or 504 Plan in place (target child) |
Parent self-report |
Not reported |
Child in afterschool program |
Mothers asked if target child currently participated in any afterschool programs (target child) |
Parent self-report |
Not reported |
Strengths and Difficulties Questionnaire - externalizing |
Strengths and Difficulties Questionnaire - Externalizing subscale |
Self-report questionnaire |
Not reported |
Strengths and Difficulties Questionnaire - internalizing |
Strengths and Difficulties Questionnaire - Internalizing subscale |
Self-report questionnaire |
Not reported |
Healthy Families America (HFA)®
Show findings details
| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance |
|---|---|---|---|---|---|---|---|---|---|
| ASQ Communication score | FavorableUnfavorable or ambiguousNo Effect |
6 months | Program group children not affected by substance abuse, NY Best Beginnings trial |
359 children | Mean = 55.70 | Mean = 55.30 | Mean difference = 0.40 | HomeVEE calculated = 0.07 | Statistical significance not reported |
| ASQ Composite score | FavorableUnfavorable or ambiguousNo Effect |
6 months | Program group children not affected by substance abuse, NY Best Beginnings trial |
359 children | Mean = 54.80 | Mean = 54.00 | Mean difference = 0.80 | HomeVEE calculated = 0.15 | Statistical significance not reported |
| ASQ Fine Motor score | FavorableUnfavorable or ambiguousNo Effect |
6 months | Program group children not affected by substance abuse, NY Best Beginnings trial |
359 children | Mean = 55.10 | Mean = 54.20 | Mean difference = 0.90 | HomeVEE calculated = 0.12 | Statistical significance not reported |
| ASQ Gross Motor score | FavorableUnfavorable or ambiguousNo Effect |
6 months | Program group children not affected by substance abuse, NY Best Beginnings trial |
359 children | Mean = 52.90 | Mean = 51.80 | Mean difference = 1.10 | HomeVEE calculated = 0.12 | Statistical significance not reported |
| ASQ Social score | FavorableUnfavorable or ambiguousNo Effect |
6 months | Program group children not affected by substance abuse, NY Best Beginnings trial |
359 children | Mean = 53.70 | Mean = 54.20 | Mean difference = -0.50 | HomeVEE calculated = -0.06 | Statistical significance not reported |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties |
|---|---|---|---|
ASQ:
|
The ASQ assesses the status of development in young children. The researchers examined subscales related to communication, motor development, and social practices. | Parent/caregiver report | Not reported by author |
Healthy Families America (HFA)®
Show findings details
| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance |
|---|---|---|---|---|---|---|---|---|---|
| PLS-3 Score | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | Children with developmental testing results, Hawaii trial | 513 children | Adjusted mean = 87.90 | Adjusted mean = 87.10 | Mean difference = 0.80 | Not available | Not statistically significant, p ≥ 0.05 |
| Prevalence of any delays (PLS-3 score ≤ 85) | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | Children with developmental testing results, Hawaii trial | 513 children | % (adjusted) = 48.00 | Adjusted mean % = 49.00 | OR = 0.97 | Not available | Not statistically significant, p ≥ 0.05 |
| Prevalence of severe delays (PLS-3 score ≤ 70) | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | Children with developmental testing results, Hawaii trial | 513 children | % (adjusted) = 9.00 | Adjusted mean % = 11.00 | OR = 0.80 | Not available | Not statistically significant, p ≥ 0.05 |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties |
|---|---|---|---|
PLS-3 score |
The PLS assesses communication and language development in young children. The researchers examined the mean PLS score in addition to the prevalence of severe delays (PLS-3 score ≤ 70) and the prevalence of any language delays (PLS-3 score ≤ 85). | Child assessment | Not reported by author |
Healthy Families America (HFA)®
Show findings details
| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance | Notes |
|---|---|---|---|---|---|---|---|---|---|---|
| Days absent | FavorableUnfavorable or ambiguousNo Effect |
1st grade | Healthy Families New York (HFNY) RCT, Year 7 | 577 mother/child dyads | = 16.36 | = 15.28 | Mean difference = 1.08 | HomeVEE calculated = 1.37 | Not statistically significant, p ≥ 0.05 | footnote163Positive value is favorable to the comparison group. |
| Doing poorly academically | FavorableUnfavorable or ambiguousNo Effect |
1st grade | Healthy Families New York (HFNY) RCT, Year 7 | 577 mother/child dyads | = 0.30 | = 0.33 | Mean difference = -0.03 | HomeVEE calculated = -0.07 | Not statistically significant, p ≥ 0.05 | footnote162Negative value is favorable to the intervention. |
| Doing poorly academically - Any of the 3 behaviors that promote learning | FavorableUnfavorable or ambiguousNo Effect |
1st grade | Healthy Families New York (HFNY) RCT, Year 7 | 577 mother/child dyads | = 0.15 | = 0.16 | Mean difference = -0.01 | HomeVEE calculated = -0.03 | Not statistically significant, p ≥ 0.05 | footnote162Negative value is favorable to the intervention. |
| Doing poorly academically - Reading or Math | FavorableUnfavorable or ambiguousNo Effect |
1st grade | Healthy Families New York (HFNY) RCT, Year 7 | 577 mother/child dyads | = 0.21 | = 0.25 | Mean difference = -0.04 | HomeVEE calculated = -0.14 | Not statistically significant, p ≥ 0.05 | footnote162Negative value is favorable to the intervention. |
| Excelling academically | FavorableUnfavorable or ambiguousNo Effect |
1st grade | Healthy Families New York (HFNY) RCT, Year 7 | 577 mother/child dyads | = 0.26 | = 0.20 | Mean difference = 0.06 | HomeVEE calculated = 0.19 | Not statistically significant, p ≥ 0.05 | |
| Excelling academically - All 3 behaviors that promote learning | FavorableUnfavorable or ambiguousNo Effect |
1st grade | Healthy Families New York (HFNY) RCT, Year 7 | 577 mother/child dyads | = 0.13 | = 0.08 | Mean difference = 0.05 | HomeVEE calculated = 0.36 | Statistically significant, p < 0.05 | |
| Excelling academically - Reading and Math | FavorableUnfavorable or ambiguousNo Effect |
1st grade | Healthy Families New York (HFNY) RCT, Year 7 | 577 mother/child dyads | = 0.16 | = 0.16 | Mean difference = 0.00 | HomeVEE calculated = 0.01 | Not statistically significant, p ≥ 0.05 | |
| Retained in first grade | FavorableUnfavorable or ambiguousNo Effect |
1st grade | Healthy Families New York (HFNY) RCT, Year 7 | 577 mother/child dyads | = 0.04 | = 0.07 | Mean difference = -0.04 | HomeVEE calculated = -0.44 | Statistically significant, p < 0.05 | footnote162Negative value is favorable to the intervention. |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties |
|---|---|---|---|
Days absent |
Mean number of days absent in the first grade | First grade school record | Interrater agreement ranged from 89% to 99% |
Doing poorly academically |
Percentage of first-grade students whose best grade was below grade level in reading or math, or any of the behaviors that promote learning (working or playing cooperatively with others, following directions or classroom rules, or completing home or class work on time). | First grade school record | Interrater agreement ranged from 89% to 99% |
Doing poorly academically - Any of the 3 behaviors that promote learning |
Percentage of first-grade students whose best grade was below grade level in any of the behaviors that promote learning (working or playing cooperatively with others, following directions or classroom rules, or completing home or class work on time). | First grade school record | Interrater agreement ranged from 89% to 99% |
Doing poorly academically - Reading or Math |
Percentage of first-grade students whose best grade was below grade level in reading or math | First grade school record | Interrater agreement ranged from 89% to 99% |
Excelling academically |
Percentage of first-grade students whose best grade was above grade level in either reading and math, or in all three behaviors that promote learning (working or playing cooperatively with others, following directions or classroom rules and completing home or class work on time). | First grade school record | Interrater agreement ranged from 89% to 99% |
Excelling academically - All 3 behaviors that promote learning |
Percentage of first-grade students whose best grade was above grade level in all three behaviors that promote learning (working or playing cooperatively with others, following directions or classroom rules and completing home or class work on time). | First grade school record | Interrater agreement ranged from 89% to 99% |
Excelling academically - Reading and Math |
Percentage of first-grade students whose best grade was above grade level in reading and math | First grade school record | Interrater agreement ranged from 89% to 99% |
Retained in first grade |
Percentage of students who were retained in first grade | First grade school record | Interrater agreement ranged from 89% to 99% |