HIPPY is a home visitation program that empowers parents and enables them to be the primary educators of their children. The program fosters parental involvement on the levels of family, school, and community to maximize chances of successful early school experiences. HIPPY was one of 11 programs listed nationally by the U.S. Department of Health and Human Services (HHS) in their Home Visiting Evidence of Effectiveness announcement at http://homvee.acf.hhs.gov/.

Texas HIPPY Evaluations

The Center for Parent Education has provided evaluation services for the Texas HIPPY program since 1998. There are two primary components of HIPPY evaluation: school readiness and parent involvement. Currently, data regarding school readiness is collected from each HIPPY student's kindergarten teacher during the first semester of the school year. Parent involvement data is collected from HIPPY parents and the student's kindergarten teacher. The data is reported annually each summer. Recent annual reports are available for download below.

2015-2016 Evaluation Report 2009-2010 Evaluation Report
2014-2015 Evaluation Report 2009-2010 HIPPY Protective Factors Report
2013-2014 Evaluation Report 2008-2009 Evaluation Report
2012-2013 Evaluation Report 2007-2008 Evaluation Report
2011-2012 Evaluation Report

2006-2007 Evaluation Report

2010-2011 Evaluation Report 2005-2006 Evaluation Report

In an ongoing effort to improve our evaluation procedures, the CPE also researches and pilots new instruments that may replace or supplement our existing surveys. For example, the Bracken School Readiness Assessment (BSRA-3) will be piloted at one Texas HIPPY site during the 2011-2012 school year. The BSRA-3 will be administered directly to HIPPY children. We hope it will provide us with a more accurate picture of program participants' school readiness than we receive from the child's kindergarten teacher each year.

Texas HIPPY Research

Brown, A. L. Children of teenage mothers: School readiness outcomes and predictors of school success. Denton, Texas. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc9117/. Accessed June 21, 2011.

Garcia, M. G. (2006). The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners. Dissertation Abstracts International, DAI-A 67/04 (UMI No. 3214467).

Jacobson, A. L. (2003). Evaluating HIPPY in Texas: Process and Progress. In M. Westheimer (Ed.) Parents making a difference: International research on the Home Instruction for Parents of Preschool Youngsters (HIPPY) program. Jerusalem, Israel: The Hebrew University Magnes Press.

Johnson, U. Y., Martinez-Cantu, V, Jacobson, A. L., Weir, C. (In press). The Home Instruction for Parents of Preschool Youngsters program's relationship with mother and school outcomes. Early Education and Development.

Moore, O. K. (2011). The home instruction for parents of preschool youngsters (HIPPY) program's effect on academic achievement of TAKS tests. (Unpublished master's thesis). University of North Texas, Denton, Texas

Nathans, Laura. (2014). The impact of HIPPY on maternal self-efficacy (Doctoral dissertation). University of North Texas, Denton.

Nievar, M. A., Jacobson, A., Chen, Q., Johnson, U., Dier, S. (2011). Impact of HIPPY on home learning environments of Latino families. Early Childhood Research Quarterly, 26 (3), 268-277

Nievar, M. A., Jacobson, A., & Dier, S. (2008). Home visiting for at-risk families: A successful model for Latino families. (ERIC Document Reproduction Service ED502647)

Other HIPPY Research

The Impact of HIPPY on Maternal Self-Efficacy

HIPPY USA Research Summary

Dallas HIPPY Results & Outcomes

Texas HIPPY currently serves twelve communities: Amarillo, Corpus Christi, Dallas, Houston, Irving, Jacksonville, Longview, Odessa, Richardson, the Rio Grande Valley, San Antonio, and Wichita County. For more information about the HIPPY model and communities visit:


HIPPY Research USA