University of North Texas

Children Born to Teenage Mothers: School Readiness Outcomes and Predictors of School Success

This project is centered on an early-intervention program, "Home Instruction for Parents of Preschool Youngsters" (HIPPY), which addresses the parent involvement, school readiness of at-risk children. While HIPPY has made significant advances in these areas, researchers have yet to examine HIPPY�s effect on the school readiness of one of the most at-risk populations, children of teenage mothers. The purpose of this study is to address the effectiveness of HIPPY in the areas of parent involvement, school readiness, and literacy skills for the children and make recommendations for optimal outcomes.

This study will attempt to answer the following research questions:

1. Among HIPPY families, are there significant differences in the parent involvement, school readiness, and literacy
skills of children born to teenage mothers versus children born to traditional-age mothers?
2. To what extent does maternal age influence the ability of literacy skills and parental involvement to predict school
readiness?
3. What specific components of the HIPPY program do teen mothers in HIPPY suggest were the most beneficial to
them and their children?
4. What additional information or training do teen mothers feel HIPPY could provide to better support them as their children�s first teacher and thus better ensure their children enter school ready to learn?