The HIPPY early intervention program: It’s impact on school readiness and parent involvement

Amber L. Brown, Ursula Johnson

Abstract


HIPPY is a 3-year, home-based, early education intervention program that aims to help parents with limited formal education prepare their 3-, 4- and 5-year-old children for school. This article begins with a brief overview of the HIPPY program and then presents the results of a study of the effects of the HIPPY early intervention program on the parental involvement and school readiness of the children at multiple HIPPY sites in Texas. According to the results of paired-samples t-tests, HIPPY parents significantly increased their in-home literacy activities, contact with school personnel, and other school involvement activities. Kindergarten teachers reported that in comparison to parents of other students in their class, 91% of HIPPY parents were equally or more involved in their children’s education. Kindergarten teachers also reported that in the area of classroom adaptability, 88.7% of HIPPY students were rated as “ready for school.” In the area of classroom behavior, 90.8% of HIPPY students were rated as “average” or “above average.” Overall, the results of this study suggest that the HIPPY program intervention can increase readiness skills and build a strong base for future parent involvement in their child’s school experience.

Keywords


School readiness; parent involvement; early intervention programs; HIPPY

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This journal is a publication of the NHSA and the CEME at UNC Charlotte.