Over the past 50 years, as the program has spread to 15 countries, its academic roots have remained strong. A wide range of studies worldwide demonstrate that children are better prepared for school, parents feel more confident in their ability to teach their children, parents are more engaged in their children’s ongoing school experiences and home visitors are motivated to continue their career development.
A comprehensive literature review of HIPPY research studies can be found here:
Five Decades of HIPPY Research: A Preliminary Global Meta-Analysis and Review of Significant Outcomes

In the US, HIPPY was one of the first seven national home visiting models to be included in the growing list of federally-approved, evidence-based models. This rigorous and independent review process confirms HIPPY’s growing body of evidence that HIPPY works. More information about the review here.

Most recently, a quasi-experimental study of HIPPY in Florida demonstrated that the odds of passing the Florida schools readiness screening process were almost two times greater for children who participated in the HIPPY program and their odds of being promoted to first grade were five times greater than a matched sample (Payne et al, Early Childhood Research Quarterly, 2020). Supporting this US funding, another recent study conducted in Australia showed that when comparing children who participated in HIPPY for two years with the Australian national norm, HIPPY children were equally or better prepared for school. This striking finding demonstrates that participation in HIPPY can actually close the achievement gap for vulnerable children. This same study also examined outcomes for home visitors and found that by participating in HIPPY, home visitors increased their job readiness skills and self-confidence and were prepared to explore new employment opportunities in their communities.