The Home Instruction for Parents of Preschool Youngsters Program’s Relationship With Mother and School Outcomes




Ursula Y. Johnson, Veronica Martinez-Cantu, Arminta L. Jacobson, and Carla-Marie Weir

Brief Type

Journal Publication


  • Home Instruction for Parents of Preschool Youngsters (HIPPY)


Research Findings: This study investigated the relationship of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program to mothers’ involvement in education at home and school, student school readiness in kindergarten, and student academic outcomes at 3rd grade. HIPPY serves a mostly minority, low-income family population and employs home visitors that are mostly female and Spanish speaking. Using a within-group analysis, we found that HIPPY mothers increased educational activities in their home with their children after 1 year of home-based intervention. The majority (84.8%) of HIPPY kindergartners were rated as ‘‘ready for school’’ by their kindergarten teachers according to a within-group analysis. In addition, between-group analyses showed that HIPPY kindergartners had higher attendance rates, higher prekindergarten enrollment, and higher promotion to 1st grade compared to other kindergartners in the school district. HIPPY 3rd graders scored significantly higher on a state-mandated math achievement test than their matched peers. Practice or Policy: The results suggest that HIPPY had a positive relationship with families and schools through improved parent involvement and student school outcomes. (author abstract)

Data Collection Methods

  • Standardized assessment tools
  • Surveys or questionnaires



For More Information

Johnson, U. Y., Martinez-Cantu, V., Jacobson, A. L., & Weir, C. M. (2012). The Home Instruction for Parents of Preschool Youngsters program's relationship with mother and school outcomes. Early Education & Development23(5), 713-727.  https://doi.org/10.1080/10409289.2011.596002
Author Contact Information:
Ursula Y. Johnson


  • Participant, Family, and Program Outcomes