Citation

Baker AJL, Piotrkowski CS, Brooks-Gunn J. Early Child Res. Q. 1998; 13(4): 571-588.

Copyright

(Copyright © 1998, Elsevier Publishing)

DOI

10.1016/S0885-2006(99)80061-1

PMID

unavailable

Abstract

The effectiveness of the Home Instruction Program for Preschool Youngsters (HIPPY)--a two-year, free, home-based, family-oriented, early childhood education intervention-was assessed in a longitudinal, two cohort, randomized experimental evaluation. One hundred and eighty-two low-income families (84 in HIPPY and 98 in the control group) were assessed at baseline, at the end of the program, and one year later. Outcomes included assessments of children's cognitive skills, adaptation to the classroom, and standardized achievement at the end of the two-year program, and classroom adaptation and standardized achievement one year later. Data were collected from objective measures, teacher ratings, and school records. Analyses of covariance were conducted controlling for baseline scores on child and family background variables. Results revealed that for Cohort I there were significant and educationally meaningful differences in children's school performance both at the end of the program and one year later. These results were not replicated in Cohort II. Attrition analyses did not reveal differences between groups and cohorts which would account for the lack of replication. Findings are interpreted as mixed support for the effectiveness of the HIPPY program to improve the chances that poor children will succeed in school.