This study was intended to evaluate the impact of socioeconomically disadvantaged children’s participation in the Texas home instruction for parents of preschool youngsters (TXHIPPY) program on their school readiness and academic achievement for grades K to eight. The study used a quasi-experimental design and applied optimal full propensity score matching (PSM) to address the evaluation concern of the impact of the TXHIPPY program on HIPPY participants’ academic achievement compared to non-HIPPY participants. This study targeted former HIPPY participants and tracked them in the Dallas independent school district (DISD) database through grade levels. Data were obtained by administering istation’s indicators of progress (ISIP) for kindergarten, TerraNova/SUPERA for grades K to two, and State of Texas assessments of academic readiness (STAAR) for math and reading for grades three to eight. HIPPY and non-HIPPY groups were matched using propensity score analysis procedures. The findings show that the TXHIPPY program positively influences kindergarten students to start school ready to learn. The findings of math and reading achievements suggest that HIPPY children scored at the same level or higher than non-HIPPY children did on math and reading achievement, indicating that TXHIPPY program has achieved its goal of helping children maintain long-term academic success. However, the study findings also indicate that the impact evaluation framework must be designed with attention to higher-level factors beyond academic achievement that influence children’s academic success. This work is vital to policymakers, program managers, and evaluators in the field of home visiting interventions in which it guides implementing rigorous evaluation studies.

本研究旨在评估社会经济上处于不利地位的儿童参加德克萨斯州学前儿童家长家庭教学 (TXHIPPY) 计划对其入学准备和 K 至八年级学业成绩的影响。该研究使用准实验设计并应用最佳完全倾向得分匹配 (PSM) 来解决与非 HIPPY 参与者相比，TXHIPPY 计划对 HIPPY 参与者学业成就影响的评估问题。这项研究针对前 HIPPY 参与者，并在达拉斯独立学区 (DISD) 数据库中按年级跟踪他们。数据是通过管理幼儿园的进步指标 (ISIP)、TerraNova/SUPERA 的 K 到二年级获得的，德克萨斯州三至八年级的数学和阅读学术准备评估 (STAAR)。HIPPY 和非 HIPPY 组使用倾向评分分析程序进行匹配。调查结果表明，TXHIPPY 计划对幼儿园学生开始上学准备学习产生积极影响。数学和阅读成绩的调查结果表明，HIPPY 儿童在数学和阅读成绩上的得分与非 HIPPY 儿童相同或更高，表明 TXHIPPY 计划已经实现了帮助儿童保持长期学业成功的目标。然而，研究结果也表明，影响评估框架的设计必须关注影响儿童学业成功的学业成就以外的更高层次的因素。这项工作对决策者、项目经理、