The Home Instruction for Parents of Preschool Youngsters Program's Relationship with Mother and School Outcomes

Autor/inn/en	Johnson, Ursula Y.; Martinez-Cantu, Veronica; Jacobson, Arminta L.; Weir, Carla-Marie
Titel	The Home Instruction for Parents of Preschool Youngsters Program's Relationship with Mother and School Outcomes
Quelle	In: Early Education and Development, 23 (2012) 5, S.713-727 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2011.596002
Schlagwörter	Mathematics Achievement; Achievement Tests; School Readiness; Kindergarten; Spanish Speaking; Home Visits; Grade 3; Grade 1; Mothers; Parent Participation; Parent School Relationship; Program Effectiveness; Intervention; Attendance Patterns; Enrollment Trends; Student Promotion; Comparative Analysis; Low Income Groups; At Risk Students; Minority Groups; Texas + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Readiness for school; School ability; Schulreife; Hausbesuch; School year 03; 3. Schuljahr; Schuljahr 03; School year 01; 1. Schuljahr; Schuljahr 01; Mother; Mutter; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Support of studies; Studienförderung; Ethnische Minderheit
Abstract	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. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10