An Evaluation of the Home Instruction for Parents of Preschool Youngsters (HIPPY) and Texas Maternal, Infant and Early Childhood Home Visiting (MIECHV) Program in HISD, 2017-2018. Research Educational Program Report

Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research

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Home Instruction; Parent Participation; Home Visits; Preschool Children; Program Evaluation; Academic Achievement; Reading Achievement; Mathematics Achievement; Achievement Tests; Standardized Tests; Scores; Basic Skills; Effect Size; School Readiness; Elementary School Students; Economically Disadvantaged

HIPPY [Home Instruction for Parents of Preschool Youngsters] was designed to assist parents from disadvantaged backgrounds with educational opportunities to prepare their children for school. HIPPY targeted children in 70 Houston Independent School District (HISD) elementary schools during the 2017-2018 academic year. This figure reflects an increase from 57 schools in 2015-2016, which was the first year of program expansion due to the Texas Home Visiting grant. Academic performance of HISD [Houston Independent School District] students whose parents participated in HIPPY was assessed using the kindergarten 2017 Logramos and Iowa reading and mathematics assessments, and the prekindergarten CIRCLE assessment that measured school readiness. HISD HIPPY kindergarten students attained higher mean normal curve equivalent (NCE) scores on the Logramos and Iowa reading and mathematics subtests compared to the district and national averages. CIRCLE literacy and mathematics results yielded an increase in the proportion of students who met benchmark, from BOY to EOY, on subtests that assessed their ability to rapidly name letters and words as well as to name and discriminate shapes and numbers compared to the district. Parents' perceptions of their preschool child's acquisition of basic academic skills, as measured by the Bracken, showed increases from pre-test to post-test. Effect size analyses of Bracken results indicated a positive, moderate to large effect of HIPPY on children's school readiness in all areas measured. The Parent Involvement survey noted that families were more likely to engage in activities that supported literacy from pre-test to post-test with their children. Considering the program model, HISD HIPPY facilitates academic achievement and school readiness among preschool children and children in early education programs. A longitudinal study of HIPPY may determine the impact of the program as children transition to formal school settings and as they progress through school.

As Provided

2020

ED603079