Archive

Colorado HIPPY Evaluation: Woodcock-Johnson Tests of Achievement Results Summary

Author:  Marty Tombari, Ph.D., The Partnership for Families and Children, with preliminary data from 2005-2006 submitted by Roger Eldridge, Ph.D., University of Northern Colorado

Research design, population and focus:

A pre/post achievement test was administered to 216 children before and after participating in HIPPY, beginning at the start of HIPPY 3, with post-tests at the end of HIPPY 3 and HIPPY 4.  

Findings:

The children’s average score increased on all measures tested (letter-word recognition, story recall, understanding directions, picture vocabulary, oral comprehension, and sound awareness). All gains were statistically significant.

More on HIPPY USA research at: www.HIPPYresearchcenter.org

 

Five-year Study of the Impact of HIPPY in Alamosa, Colorado

Authors:  Tracy O’Brien, Donna Garnett and Kaylene Proctor; Center for Human Investment Policy

Research design, population and focus:

A longitudinal, impact study compared the school grades, teacher ratings, test scores, attendance records and parental involvement data for 318 children (159 in both HIPPY and comparison groups) in kindergarten and 272 of those children (136 in each group) again in fifth grade. 

Findings:   

In kindergarten, the HIPPY children performed better than the comparison children.  The results are statistically significant. In fifth grade, the HIPPY children continued to show higher mean scores in all areas (reading, spelling, English, math, social studies and science).  The differences were statistically significant in reading math and social studies.

More on HIPPY USA research at: www.HIPPYresearchcenter.org

 

Intervention in Early Childhood: Links to School Success

Authors:  Angela Nievar, Ph.D. and Veronica Martinez-Cantu

Research, design, population and focus:

This study examines long-term effects of participation in two early childhood interventions: home visiting and prekindergarten. Secondary data analysis tested for intervention effects on reading achievement among low-income bilingual students from an urban area (n = 220). Multiple regression models measured effects of both types of intervention participation, income, and classroom quality on reading achievement scores.

Findings:

Classroom quality and participation in the home visiting program showed significant effects on reading achievement, while participation in only prekindergarten program did not.

Likewise, participation in both HIPPY and prekindergarten programs showed a significant relationship to reading achievement.

More on HIPPY USA research at: www.HIPPYresearchcenter.org

 

Read more on the above and other HIPPY-related research at:

www.HIPPYresearchcenter.org (under construction)

 

HIPPY Research Summary – March 2009 for studies submitted from USA, Canada, Germany  (pdf)
http://www.unt.edu/hippy/impact/pages/research%20pdfs/Research%20Summary%202009.pdf