Investigating Current Performance Trends and Academic Persistence from Prekindergarten to First Grade of HISD HIPPY Students, 2020-2021. Research Educational Program Report

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Autor/in	Holmes, Venita R.
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Investigating Current Performance Trends and Academic Persistence from Prekindergarten to First Grade of HISD HIPPY Students, 2020-2021. Research Educational Program Report
Quelle	(2021) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Educational Trends; Academic Persistence; Preschool Education; Grade 1; Home Instruction; Parent Participation; Preschool Children; Delivery Systems; Blended Learning; Scores; Achievement Tests; Standardized Tests; Language Tests; Effect Size; School Readiness; Hispanic American Students; At Risk Students; African American Students; White Students; Enrollment Trends; School Districts; Texas (Houston); Iowa Tests of Basic Skills; Ages and Stages Questionnaires + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; Heimunterricht; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Auslieferung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Language test; Sprachtest; Readiness for school; School ability; Schulreife; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; School district; Schulbezirk
Abstract	Despite the coronavirus pandemic, HIPPY expanded geographically to provide services to parents of 601 children zoned to 114 elementary schools during the 2020--2021 academic year, compared to 105 schools during the previous year. Commencing in March 2020, the program was consistently delivered using a hybrid format (face-to-face and virtual), with the majority of parents completing the 30-week program in 26 weeks. The long-term effect of the program was demonstrated through survival analyses, estimating that HIPPY students successively persisted from prekindergarten to first grade at a higher rate compared to Non-HIPPY students. Other notable findings were that HIPPY kindergarten students attained higher mean normal curve equivalent (NCE) scores on the winter 2020 administration of the English language Iowa reading and mathematics subtests compared to the district, attained comparable Spanish language arts, and higher Spanish language mathematics scores than the district. Substantial increases were observed relative to the percentage of HIPPY prekindergarten students who met benchmarks from beginning-of-year (baseline) to end-of-year on all CIRCLE Spanish literacy and mathematics assessments, and English mathematics assessments; demonstrating students' greater ability to identify letters in the alphabet, expressive vocabulary skills, understanding sounds, and early mathematical skills. Effect size analyses based on Bracken assessment results estimated a large impact of HIPPY on school readiness. Paired t-test analyses using PICCOLO revealed statistically significant increases in parents' perceptions of their parenting skills in the areas of Teaching, Responsiveness, and Encouragement from pre- to post-assessments. The ASQ highlighted substantial decreases in the percentage of parents who were concerned about their child's developmental progress over the year. With strong academic, social-emotional, and family support during preschool years, academic benefits for HIPPY children was evident during their primary years of schooling. (As Provided).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01