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

Authors

  • Amber L. Brown University of Texas Arlington
  • Ursula Johnson University of Texas Health Science Center at Houston

DOI:

https://doi.org/10.55370/hsdialog.v17i1.127

Keywords:

School readiness, parent involvement, early intervention programs, HIPPY

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.

Author Biographies

Amber L. Brown, University of Texas Arlington

Assistant Professor

Curriculum and Instruction

 

Ursula Johnson, University of Texas Health Science Center at Houston

The Children's Learning Institute

Research Coordinator II

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Published

2014-03-14

Issue

Vol. 17 No. 1

Section

Research-to-Practice Summaries

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