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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.

Model(s) Reviewed: Home Instruction for Parents of Preschool Youngsters (HIPPY)®
Manuscript screening details
Screening decision Screening conclusion
Passes screens Eligible for review
Study design details
Rating Design Attrition Baseline equivalence Reassignment Confounding factors
Moderate Randomized controlled trial High Established on race/ethnicity, SES, and baseline measures of the outcomes in the analytic sample None None
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 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).

Study characteristics
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 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 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.
Staff characteristics and training Not described.
Funding sources Not specified.
Author affiliation Not specified.
Study Registration:

Clinicaltrials.gov Identifier: None found. Study registration was assessed by HomVEE beginning with the 2014 review.

Findings details

Child development and school readiness
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 I

Program completion

69 children Adjusted mean = 3.66 Adjusted mean = 2.75 Mean difference = 0.91 Study reported = 0.69

Statistically significant, p= 0.04

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

Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI)

FavorableUnfavorable or ambiguousNo Effect

New York sample - Cohort I

One year after program completion

69 children Adjusted mean = 3.60 Adjusted mean = 2.83 Mean difference = 0.77 Study reported = 0.68

Statistically significant, p= 0.02

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

Cognitive skills achievement measured by the Cooperative Preschool Inventory (CPI)

FavorableUnfavorable or ambiguousNo Effect

New York sample - Cohort I

Program completion

69 children Adjusted mean = 52.21 Adjusted mean = 49.28 Mean difference = 2.93 Study reported = 0.63

Statistically significant, p= 0.04

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 1976 Edition

FavorableUnfavorable or ambiguousNo Effect

New York sample - Cohort I

Program completion

69 children Adjusted mean = 52.03 Adjusted mean = 43.66 Mean difference = 8.37 Study reported = 0.34

Not statistically significant, p= 0.29

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 I

One year after program completion

69 children Adjusted mean = 55.59 Adjusted mean = 48.57 Mean difference = 7.02 Study reported = 0.39

Not statistically significant, p= 0.33

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 I

One year after program completion

69 children Adjusted mean = 54.25 Adjusted mean = 38.08 Mean difference = 16.17 Study reported = 0.75

Statistically significant, p= 0.03

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)

Outcome measure summary

Child development and school readiness
Outcome measure Description of measure Data collection method Properties of measure

Classroom adaptation measured using the Child Classroom Adaptation Index (CCAI)

Measure of chlid's interest in learning and behavioral and motivational readiness to learn

Teacher rating

Not reported

Cognitive skills achievement measured by the Cooperative Preschool Inventory (CPI)

A 64-item assessment of preschoolers' cognitive achievement.

Child assessment

Not reported

Standardized math measured using the Metropolitan Readiness Test 1976 Edition

Group-administered assessments of children's mastery of school curricula.

Child assessment

Not reported

Standardized math measured using the Metropolitan Readiness Test 5th Edition

Group-administered assessments of children's mastery of school curricula.

Child assessment

Not reported

Standardized reading measured using the Metropolitan Readiness Test 5th Edition

Group-administered assessments of children's mastery of school curricula.

Child assessment

Not reported