HIPPY Program Child Outcomes

Home Instruction for Parents of Preschool Youngsters (HIPPY) is an international home-based early childhood intervention program focused on parent-involved learning for preschool age children. The aim of the HIPPY program is to prepare children for long-term school success starting at kindergarten entry by empowering parents of three to five year-old children as their first and most important teachers.

HIPPY Programs aim to promote early and sustained school success HIPPY program participation has been associated with several immediate and long term benefits for young children. 

Research suggests that HIPPY is a promising early childhood intervention for improved school readiness including enhanced cognitive, language, and social skills, as well as longer-term educational performance in elementary and middle school. For a list of published research, click here

Expected HIPPY Program Outcomes for Children

  • Learn basic school readiness concepts and skills
  • Acquire additional skills, values and attitudes which help them:
    • Learn with concentration and confidence
    • Navigate the home to school transition comfortably
    • Be empathetic to others
    • Gain a new perspective on their relationship with their parents

Early Intervention and Child Outcomes

Medical and social science research suggests that the foundations of academic success and lifelong health are built in infancy & early childhood. Visit the Center on the Developing Child at Harvard University for more information.

Research has identified several facilitators that promote child health, development, and positive functioning. Documented benefits of high quality early childhood intervention include gains in academic achievement, educational progress, and labor market success, as well as reduced need for special education and lower rates of delinquency and crime. Source: Rand

Particularly important during infancy and early childhood are the following:

  • Stable and responsive relationships with caregivers with consistent, nurturing, and protective interactions with adults that enhance children’s ability to learn and help develop effective coping skills and adaptive capacities
  • Safe and supportive physical environments, free from toxins and fear
  • Appropriate nutrition and disease prevention, including immunization, health-promoting levels of food intake and clean water

Measuring School Readiness

One of HIPPY’s specific areas of focus is preparing young children to successfully enter the formal school environment. Measuring school readiness outcomes begins with defining the areas and intended specific program outcomes assumed to be related to early school success.

Defining School Readiness

School Readiness is multifaceted and school success needs to be considered from a holistic perspective of child development, health, and functioning.

The National Educational Goals Panel (1995) identified five interrelated domains of children’s school readiness: (1) physical well-being and motor development, (2) social and emotional development, (3) approaches to learning, (4) language development, and (5) cognition and general knowledge.

A nationally representative longitudinal study (ECLS-K), teachers reported that the most essential qualities for children to be ready for kindergarten included being physically healthy, rested and well-nourished; displaying an ability to communicate needs, wants, and thoughts; and being enthusiastic and curious in approaching new activities.

“A child who is ready for school has a combination of positive characteristics: he or she is socially and emotionally healthy, confident, and friendly; has good peer relationships; tackles challenging tasks and persists with them; has good language skills and communicates well; and listens to instructions and is attentive. The positive effects that ECD programs have can change the development trajectory of children by the time they enter school. A child who is ready for school has less chances of repeating a grade, being placed in special education, or being a school drop-out.” The World Bank
“There is growing evidence about how critical the early years are to a child's development. It is becoming increasingly clear that the development of the brain in the early years is a pathway that affects physical and mental health, learning, and behavior throughout the life cycle. Evidences show that children who are well nurtured during this period tend to do better in school and stand a better chance of developing the skills required to contribute productively to social and economic development.” The World Bank

Recommended Measures of School Readiness

Standardized Instruments that are available to measure school readiness include the following areas: pre-academic knowledge and skills, and development in the cognitive, language, social-emotional, and motor domains.

Research Briefs & Reports

HIPPY Curriculum Evaluation Report
  • This report focuses on evaluation of the curriculum revisions to both English and Spanish curricula that were implemented by HIPPY USA and disseminated throughout the United States in 2013-2015.
HIPPY USA LEAP Evaluation Report 1
  • This initial report provides a draft theory of change for the HIPPY LEAP program based on documents, steering committee meeting notes, and information gathered from the HIPPY USA website.
HIPPY USA LEAP Pilot Report 2
  • The intent of this brief report is to summarize how the program intends to fulfill its mission and attain its educational advancement goals as shown in the Theory of Change model (Appendix A), as well as provide the results of the goal-setting sheet responses and the HV and Coordinator feedback of the preliminary goal-setting process.
HIPPY USA LEAP Pilot Report 3: Home Visitor Focus Groups
  • The following sections highlight some of the main themes and suggestions presented during the focus group sessions with the home visitors. Recommendations are summarized in the last section.
Research Brief #1: Summary of HIPPY Child Outcomes
  • This Research Brief is a summary of Home Instruction for Parents of Preschool Youngsters (HIPPY) Child Outcome Research.
Research Brief #2: Summary of HIPPY Parent Outcomes
  • This Research Brief is a summary of Home Instruction for Parents of Preschool Youngsters (HIPPY) Parent Outcome Research.
Research Brief #3: Summary of HIPPY Research Conducted with Latino and Hispanic Families
  • This Research Brief presents findings from peer reviewed research that included a sample of Latino or Hispanic families and children.

Resources for Conducting Early Childhood Assessments

  • A Guide to Assessment in Early Childhood - Infancy to Age Eight

    The Guide to Assessment in Early Childhood is intended for primary use by those professionals in positions of program-level responsibility for developing comprehensive assessment plans, and selecting and administering assessment instruments. The document also can serve as a resource for designing professional development activities for program administrators and direct service staff responsible for gathering and interpreting assessment information. Click to Download

  • Commonly Used Assessment and Screening Instruments

    The Commonly Used Assessment and Screening Instruments is a resources developed by Dr. Marsha Black, Florida HIPPY Researcher, and Dr. Diane Powell, for HIPPY USA. It describes issues to consider when conducting direct child assessments and identifies and provides a description of several popular cognitive, communication, social-emotional, and developmental screening early childhood assessment measures. Click to Download

  • Bracken School Readiness Assessment-Third Edition (BRSA-3)

    Measures a child’s exposure to concepts necessary for learning at school. Assesses a child’s understanding of 85 foundational academic concepts (i.e., in the categories of colors, letters, numbers/counting, sizes/comparisons, and shapes) Click to Download

  • Compendium of Preschool through Elementary School Social‐Emotional Learning and Associated Assessment Measures

    In this compendium are tools to assess the social and emotional learning (SEL) of preschool and elementary school students (i.e., five‐ to ten‐year‐olds), along with aspects of the contexts in which they learn and their learning behaviors. These assessment measures are intended for researchers and those in the applied research community – for example, educators and social workers – who may find them useful in their work with groups of children. Click to Download

  • Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

    Designed to measure the acquisition and mastery of early reading skills in elementary school children. Measures are brief and easily administered; materials are available for collecting benchmark data and for monitoring individual student progress. Click to Download

  • Kaufman Survey of Early Academic & Language Skills (K-SEALS)

    A brief measure designed to evaluate preacademic concept development, language, prearticulation, and articulation skills. Click to Download

  • Wechsler Individual Achievement Test, Third Edition (WIAT-III)

    To measure the academic strengths and weaknesses of an individual child. Inform decisions regarding special support services eligibility and diagnosis of a learning disability. Provide information about skills in specific academic areas, for instruction or intervention. This measure of academic achievement can be used in clinical, educational, and research settings. Click to Download

  • Woodcock Johnson, Tests of Achievement, Third Edition (Normative Update) WJ-III Ach (NU)

    To document and assess academic skills in children and adolescents. Help determine needs for special support services for specific academic domains and examine existence / severity of a learning disability when used in a comprehensive student evaluation. Information can also be used to determine areas of academic skill strengths and weaknesses or reveal deficits in areas of knowledge. Click to Download