Title
School Performance in Elementary, Middle, and High School: A Comparison of Children Based on HIPPY Participation During the Preschool Years
Date
2014
Author(s)
Amber Brown and Joohi Lee
Brief Type
Journal Publication
Model(s)
- Home Instruction for Parents of Preschool Youngsters (HIPPY)
Description
The purpose of this study was to determine the impact of the Home Improvement for Preschool Youngsters (HIPPY) program on school performance during the 3rd, 5th, 7th, and 9th grades. The study employed a quasi-experimental, post-hoc design using existing data on children who participated in the HIPPY program as 3-, 4-, or 5-year-olds, including: Texas Assessment of Knowledge and Skills (TAKS) scores, attendance records, school retention, and discipline referrals. Independent samples t-tests and chi-square analysis revealed 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 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. The results also suggest that the HIPPY program intervention can increase school achievement and build a strong base for school success. (author abstract)
Data Collection Methods
- Program administrative record reviews
Status
Finished
For More Information
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. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1048627.pdf
Topics
- Participant, Family, and Program Outcomes