Baker, A. J. L., Piotrkowski, C. S., & Brooks-Gunn, J. (1998). The effects of the Home Instruction Program for Preschool Youngsters (HIPPY) on children’s school performance at the end of the program and one year later. Early Childhood Research Quarterly, 13(4), 571–588. https://doi.org/10.1016/S0885-2006(99)80061-1

Type of Study: Randomized controlled trial
Number of Participants: Cohort 1: 69; Cohort 2: 113

Population:

• Age — Mean=3.1–3.8 years
• Race/Ethnicity — Cohort 1: HIPPY/Control: 38%/28% Latino, 27%/13% White, 19%/22% Other, and 16%/47% African American; Cohort 2: HIPPY/Control: 32%/20% African American, 32%/29% Latino, 21%/30% White, and 14%/21% Other
• Gender — Cohort 1: HIPPY/Control: 49%/59% Female; Cohort 2: HIPPY/Control: 36%/46% Female
• Status — Participants were children enrolled in the sponsoring agencies prekindergarten program.

Location/Institution: New York State

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to evaluate the effectiveness of Home Instruction for Parents of Preschool Youngsters (HIPPY). Participants were randomly assigned to HIPPY or to a control group. Measures utilized include the Cooperative Preschool Inventory (CPI), the National Evaluation Information System, the Metropolitan Readiness Test (MRT), and the Child Classroom Adaptation Index (CCAI). Results indicate that in Cohort 1 children in the HIPPY group scored higher on the CPI and classroom adaptation at the end of the program and higher on a standardized reading test and on classroom adaptation at the end of 1-year follow-up. However, no differences were found between intervention and control groups in Cohort 2. Limitations include the inability to determine long-term impacts and inability to determine if parents generalize lessons to parenting practices outside of the program.

Length of controlled postintervention follow-up: 1 year.

Barhava-Monteith, G., Harre, N., & Field, J. (1999). A promising start: An evaluation of the HIPPY program in New Zealand. Early Child Development and Care, 159(1), 145–157. https://doi.org/10.1080/0300443991590112

Type of Study: Pretest–posttest study with a nonequivalent control group (Quasi-experimental)
Number of Participants: Study 1: 781; Study 2: 58; Study 3: 57 from study 2 and an additional 47 comparison children

Population:

• Age — Study 1: Mean=6 years; Study 2: Mean=5.0–5.5 years; Study 3: Not specified
• Race/Ethnicity — Study 1: Not specified; Study 2: 50% Pacific Islander, 40% Maori, and 10% European descent; Study 3: Not specified
• Gender — Study 1: Not specified; Study 2: 31 Female and 27 Male; Study 3: Not specified
• Status — Participants were children attending public schools.

Location/Institution: Not specified

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to evaluate the effectiveness of Home Instruction for Parents of Preschool Youngsters (HIPPY) on children’s reading ability, school readiness, and school behavior. Participants were all a part of HIPPY for Study 1. In Study 2, participants were either a part of HIPPY or a non-treatment control group. In Study 3, participants were in one of 3 conditions: 1) HIPPY, 2) Previous control group from Study 2, or 3) A non-treatment control group not from any previous study. Measures utilized include the Reading Diagnostic Survey, BURT Word Reading test, the Metropolitan Readiness Test (MRT), and the Behavioral Academic Self-Esteem Scale (BASE). Results indicate that HIPPY children were found to show consistently better performance on all of the measures used and the differences reached statistical significance on three of the six sub-tests of the Reading Diagnostic Survey and the BASE scale. Limitations include the lack of randomization, selection bias, lack of measures for children’s mathematical ability, and the focus on short-term outcomes.

Length of controlled postintervention follow-up: Study 1:1 year; Studies 2 & 3: 6 months.

Bradley, R. H., & Gilkey, B. (2002). The impact of the Home Instructional Program for Preschool Youngsters (HIPPY) on school performance in 3rd and 6th grades. Early Education and Development, 13(3), 301–312. https://doi.org/10.1207/s15566935eed1303_4

Type of Study: Pretest–posttest study with a nonequivalent control group (Quasi-experimental)
Number of Participants: Intervention: 516; Comparison: 516

Population:

• Age — Not specified, participants were in third and sixth grades
• Race/Ethnicity — 65% European American and 32% African American
• Gender — 55% Male
• Status — Participants were children attending public schools.

Location/Institution: Arkansas

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to determine the impact of Home Instruction for Parents of Preschool Youngsters (HIPPY) on school performance during third and sixth grades. Participants who had received the HIPPY program prior to entering elementary school were matched with current classmates, some of whom had other preschool experience. Measures utilized include the Child Classroom Adaptation Inventory. Results indicate that there were no group differences in attendance and HIPPY children had fewer suspensions than the subgroup of comparison children who had other preschool experience. HIPPY children performed better in reading and language arts and had higher math grades than children with no preschool experience. On standardized tests, HIPPY students performed better in reading and language arts than the comparison groups and had higher math scores than students with other preschool experience. Teachers rated HIPPY students higher on academic achievement than those with no preschool experience and higher on overall adjustment than both comparison groups. Limitations include nonrandomization of participants, selection bias, inability to determine any sub-group differences, and the use of multiple post-hoc analyses increasing likelihood of chance differences.

Length of controlled postintervention follow-up: 4–7 years.

Nievar, M. A., Jacobson, A., Chen, Q., Johnson, U., & Dier, S. (2011). Impact of HIPPY on home learning environments of Latino families. Early Childhood Research Quarterly, 26(3), 268–277. https://doi.org/10.1016/j.ecresq.2011.01.002

Type of Study: Pretest–posttest study with a nonequivalent control group (Quasi-experimental)
Number of Participants: Cohort 1: 108; Cohort 2: 131

Population:

• Age — 3–4 years
• Race/Ethnicity — 100% Hispanic
• Gender — Not specified
• Status — Participants were families enrolled in the sponsoring agencies pre-Kindergarten program.

Location/Institution: Southwest United States

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to evaluate the effectiveness of a public school-administered Home Instruction for Parents of Preschool Youngsters (HIPPY) program which served mostly low-income, Latino Spanish-speaking families. Participants were evaluated against a waitlist control group in Cohort 1, while Cohort 2 was compared to a sample of students with similar demographics. Measures utilized include the Parenting Stress Index (PSI), Parental Involvement and Efficacy, the Center for Epidemiological Survey-Depression (CES-D), a demographic survey, and the Home Observation for Measurement of the Environment (HOME). Results indicate that a third-grade follow-up of children in the program showed significantly higher math achievement when compared to low-income Latino third graders in the same school district. Intervention participation predicted more cognitive stimulation in the home environment, even when controlling for contextual factors unrelated to the intervention. Furthermore, mothers in the HIPPY program developed more parenting efficacy than those in the comparison group as they carried out the parent-as-teacher role. Limitations include the lack of randomization and the use of de-identified school records which prevented matching records to individual subjects.

Length of controlled postintervention follow-up: 3 years.

Johnson, U. Y., Martinez-Cantu, V., Jacobson, A. L., & Weir, C. (2012). The Home Instruction for Parents of Preschool Youngsters program's relationship with mother and school outcomes. Early Education & Development, 23(5), 713–727. https://doi.org/10.1080/10409289.2011.596002

Type of Study: Cohorts 1 and 2: One-group pretest–posttest study; Cohorts 3 and 4: Pretest–posttest study with a nonequivalent control group (Quasi-experimental)
Number of Participants: Cohort 1: 87; Cohort 2: 92; Cohort 3: 558; Cohort 4: 216

Population:

• Age — Cohort 1: 3–4 years; Cohort 2: Kindergartners (approximately 4–6 years); Cohort 3: Kindergartners (approximately 4–6 years); Cohort 4: Third graders (approximately 7–9 years)
• Race/Ethnicity — Cohort 1: 79% Latina; Cohort 2: Not specified; Cohort 3: 90% Latino, 9% African American, and 1% Caucasian; Cohort 4: 85% Latino, 12% African American, and 3% Caucasian
• Gender — Cohort 1: 100% Female; Cohort 2: Not specified; Cohort 3: 50% Female; Cohort 4: 55% Female
• Status — Participants were children and parents in public school settings.

Location/Institution: Texas

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to investigate the relationship of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program to mother’s involvement in education at home and school, students school readiness in kindergarten, and student academic outcomes at third grade. Participants were a part of HIPPY or non-treatment control group. Prior HIPPY students enrolled in third grade in 2007-2008 were compared to non-HIPPY third graders. Measures utilized include the Parent Involvement Interview and the Kindergarten Teacher Survey (KTS). Results indicate that HIPPY mothers increased educational activities in their home with their children after 1 year of home-based intervention. Additionally, HIPPY kindergartners had higher attendance rates, higher prekindergarten enrollment, and higher promotion to first grade compared to other kindergartners in the school district. HIPPY 3rd graders scored significantly higher on a state-mandated math achievement test than their matched peers. Limitations include lack of randomization of participants and the limited use of a comparison group.

Length of controlled postintervention follow-up: Cohorts 1–3: None, Cohort 4: Approximately 3 years.

Brown, A., & Lee, J. (2014). School performance in elementary, middle, and high school: A comparison of children based on HIPPY participation during the preschool years. School Community Journal, 24(2), 83–106. https://eric.ed.gov/?id=EJ1048627

Type of Study: Pretest–posttest study with a nonequivalent control group (Quasi-experimental)
Number of Participants: 1,032

Population:

• Age — Not specified
• Race/Ethnicity — 67% Hispanic, 28% African American, 5% White, 1% American Indian, and 1% Asian
• Gender — 53% Female and 47% Male
• Status — Participants were children in third, fifth, seventh, or nineth grades.

Location/Institution: A large, urban school district in Texas

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to determine the impact of the Home Improvement for Preschool Youngsters (HIPPY) program on school performance. Participants were children who participated in the HIPPY program as 3-, 4-, or 5-year-olds and demographically similar children who did not participate in the HIPPY program. Measures utilized include the Texas Assessment of Knowledge and Skills (TAKS), attendance records, school retention, and discipline referrals. Results indicate that in all four grades HIPPY children had significantly higher rates of school attendance, were retained less often, had fewer repeat discipline referrals, scored higher, and had higher pass rates on the Reading and Math TAKS than matching children without HIPPY experience. Results also indicate that children who participated in the HIPPY program as a 3-, 4-, or 5-year-old appear to have benefited long-term from the experience. Limitations include unable to report whether children in the HIPPY group showed competitive school performance compared to the general population of children from middle- or upper-income families, and the inability to investigate how parents function in this trajectory.

Length of controlled postintervention follow-up: Approximately 3–11 years.

Brown, A. L. (2015). The impact of early intervention on the school readiness of children born to teenage mothers. Journal of Early Childhood Research, 13(2), 181–195. https://doi.org/10.1177/1476718X13479048

Type of Study: Pretest–posttest study with a nonequivalent control group (Quasi-experimental)
Number of Participants: Parents: 36; Children: 36

Population:

• Age — Parents: 15–32 years; Children: 65.6–65.7 months
• Race/Ethnicity — Parents: Not specified; Children: 100% Hispanic
• Gender — Parents: 100% Female; Children: 26 Male and 10 Female
• Status — Participants were Kindergarten students.

Location/Institution: Five large urban school districts in Texas

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to examine the effect of participation in the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on the school readiness of children born to teenage mothers versus children born to traditional-age mothers participating in the HIPPY program. Participants were children in HIPPY born to teenage mothers matched to children in HIPPY who were born to mothers over age 19. Measures utilized include the Kindergarten Readiness Survey and the School Readiness Survey. Results indicate that there was no statistical difference between the two groups. Limitations include the small sample size and the lack of randomization of participants.

Length of controlled postintervention follow-up: None.

Nievar, A., Brown, A. L., Nathans, L., Chen, Q., & Martinez-Cantu, V. (2018). Home visiting among inner-city families: Links to early academic achievement. Early Education and Development, 29(8), 1115–1128. https://doi.org/10.1080/10409289.2018.1506229

Type of Study: Randomized controlled trial
Number of Participants: 254

Population:

• Age — Not specified
• Race/Ethnicity — Children: 89% Hispanic, 9% African American, 2% Asian, and 1% Caucasian; Families: 75% Hispanic, 18% African American, 4% Asian, 2% Native American, and 1% White
• Gender — Not specified
• Status — Participants were children who were entering kindergarten that qualified for either reduced lunch or primarily spoke Spanish.

Location/Institution: A large, urban school district in Texas

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to examine the long-term effects of a home visiting program, Home Instruction for Parents of Preschool Youngsters (HIPPY). Participants were randomly assigned to HIPPY or a non-treatment comparison group. Measures utilized include the Texas Assessment of Knowledge and Skills (TAKS), attendance records, school retention, and discipline referrals. Results indicate that participation in home visiting predicted higher academic achievement through the fifth grade. Limitations include sample is dispersed over multiple classrooms without classroom-specific data and lack of generalizability due to ethnicity.

Length of controlled postintervention follow-up: Unclear (Approximately 3 years).

Payne , T., Joseph, R. A., Yampolskaya, S., & Vatalaro, A. (2020). Florida HIPPY parents successfully prepare their children for kindergarten. Early Childhood Research Quarterly, 53, 650–657. https://doi.org/10.1016/j.ecresq.2020.07.007

Type of Study: Pretest–posttest study with a nonequivalent control group (Quasi-experimental)
Number of Participants: 730

Population:

• Age — HIPPY: Mean=5.45 years; Comparison: Mean=5.48 years
• Race/Ethnicity — HIPPY: 42% Hispanic, 39% African American, 12% White, 4% Asian, and 3% Other; Comparison group: 43% Hispanic, 41% African American, 12% White, 2% Asian, and 2% Other
• Gender — HIPPY: 49% Male; Comparison: 49% Male
• Status — Participants were children from low-income households.

Location/Institution: Florida

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to determine whether the Home Instruction for Parents of Preschool Youngsters (HIPPY) intervention increased children’s likelihood of passing the Florida Kindergarten Readiness Screener and being promoted to the first grade. Participants were either grouped to HIPPY or to a non-treatment matched comparison group. Measures utilized include the Florida Kindergarten Readiness Screener. Results indicate that among families at risk due to poverty and limited English language proficiency, the odds of passing the Florida Kindergarten Readiness Screener were almost two times greater for children whose parents participated in the HIPPY program, and their odds of being promoted to the first grade were five times greater than a matched sample of non-participants. Limitations include that parent and family dynamics were not available for inclusion in the model, the possibility that the comparison group included those who had the program offered to them but declined to participate, the absence of information on the additional program interventions in which children participated, and absence of information on dosage.

Length of controlled postintervention follow-up: None.