Research Educational Program Report
HIPPY targeted over 600 parents of children zoned to 103 Houston Independent School District (HISD) elementary campuses during the 2019-2020 academic year. Due to the coronavirus pandemic, the program was delivered in a virtual format, beginning in March 2020, with the majority of parents successfuly completing the 30-week program in 26 weeks. Notable findings were that HIPPY kindergarten students attained higher mean normal curve equivalent (NCE) scores on the winter administration of the Spanish language Logramos reading and mathematics subtests compared to the district, but lower mean scores on the English language Iowa reading and mathematics subtests than the district. Substantial increases were observed relative to the percentage of HIPPY prekindergarten students who met benchmarks from BOY (baseline) to MOY on CIRCLE English and Spanish literacy and mathematics assessments. CIRCLE demonstrated students' ability to identify letters in the alphabet; expressive vocabulary skills; understanding of sounds in their own language; and early mathematical skills, such as counting, identification of patterns, and recognition of shapes. Difference-in-Differences (DiD) analyses indicated that Non-HIPPY participants would have experienced additional boosts in school readiness had they participated in HIPPY, ranging from 1.9 to 7.6 percentage points on Spanish literacy subtests; 1.1 to 10.8 percentage points on Spanish mathematics subtests, and 0.7 to 3.8 percentage points on English mathematics subtests. Paired t-test analyses of PICCOLO results revealed statistically significant increases in parents' perceptions of their parenting skills in the areas of Teaching, Responsiveness, and Encouragement. The Ages & Stages Questionnaire (ASQ) revealed substantial decreases in the percentage of parents who were concerned about their child's developmental progress from pre- to post-test. There was evidence that HIPPY has expanded its reach to more diverse populations. Additional parental support by staff to the more diverse population may leverage the full impact of the program to all HIPPY children.
Eltern, Familiensituation, International, Kinder im Vorschulalter, Präsenzunterricht, Quantitative Studie, USA
Holmes, Venita R. (2020). Improving School Readiness during the Coronavirus Pandemic through Home Instruction for Parents of Preschool Youngsters (HIPPY) and the Department of Family and Protective Services Texas Home Visiting Grant. Research Educational Program Report.