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Baker, A. J. L., Piotrkowski, C. S., Brooks-Gunn, J. (2003). Program effectiveness and parent involvement in HIPPY (Study 2, AR 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.

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 Non-experimental comparison group design Not applicable Established on race/ethnicity and SES; outcomes not feasible to assess at baseline 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 (Arkansas sample, Cohort 2) is also reported in Baker & Piotrkowski (1996).

Study characteristics
Study participants In the analytic sample, 96 percent of children were African American and 4 percent were White. About half the parents or caregivers had a high school diploma (49 percent in the intervention group and 50 percent in the comparison group) but no higher education, and just over one-third did not have a high school diploma (37 percent in the intervention group and 38 percent in the comparison group). Fewer than half of the families used public assistance as income (46 percent in the intervention group and 38 percent in the comparison group). At baseline, the children's average age was 55 months.
Setting Arkansas
Intervention services During the first year of HIPPY enrollment, children were not participating in any other preschool programs. During the second year, 92 percent of the children in the study sample (intervention and comparison) were enrolled in kindergarten.
Comparison conditions During the first year of the study, comparison group children did not participate in any preschool programs. During the second year, 92 percent of the children in the study sample (intervention and comparison) were enrolled in kindergarten.
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

Arkansas sample, Cohort II

Program completion

113 children Adjusted mean = 3.04 Adjusted mean = 3.29 Mean difference = -0.25 Study reported = 0.22

Not statistically significant, p= 0.39

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

Arkansas sample, Cohort II

1 year after program completion

113 children Adjusted mean = 3.38 Adjusted mean = 3.50 Mean difference = -0.12 Study reported = 0.13

Not statistically significant, p= 0.61

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 Achievement measured using the Standford Early School Achievement Test (second edition)

FavorableUnfavorable or ambiguousNo Effect

Arkansas sample, Cohort II

Program completion

113 children Adjusted mean = 41.54 Adjusted mean = 51.55 Mean difference = -10.01 Study reported = 0.63

Statistically significant, p= 0.01

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 Achievement measured using the Standford Early School Achievement Test (second edition)

FavorableUnfavorable or ambiguousNo Effect

Arkansas sample, Cohort II

1 year after program completion

113 children Adjusted mean = 37.36 Adjusted mean = 38.86 Mean difference = -1.50 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)

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

Standardized Achievement measured using the Standford Early School Achievement Test (second edition)

The SEAT assesses the acquisition of arithmetic, language, and communication concepts in children.

Review of school records

Not reported