Explore the evidence
4 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
outcome class
Grit is conscientiousness renamed and adds 0.4% to grade prediction; self-control genuinely predicts life outcomes but is 60% heritable with zero shared environment, and training moves ratings, not lives.
mixedconf: highgc: medium20/2036/48connected:Should a school buy a social and eDoes teaching a growth mindset raiHow should a school run its classr
Are self-control and grit teachable levers on achievement? · character · ages 4–18
Growth-mindset interventions change beliefs almost everywhere and change achievement almost nowhere: the two independent national-scale trials measured standardized tests and found exactly zero.
mixedconf: highgc: low18/1829/48connected:FadeoutSystematic/explicit phonics vs whoTalent and trainabilityAre self-control and grit teachabl
Does teaching a growth mindset raise achievement? · character · ages 4–18
Should a school buy a social and emotional learning programme? · character · ages 4–18
Executive function trains like a task, not like a capacity: gains are real, narrow, and gone at follow-up, EF curricula are null under independent trial, and the latent construct is ~100% heritable.
no effectconf: highgc: low21/2148/48connected:Does working-memory or brain trainHow should a school run its classrFadeoutTalent and trainability
Can executive function be trained, and does it transfer to learning? · character · ages 4–18
Not yet assessed for this question · 28
- Acceleration and gifted programs — the label vs the content
- Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
- Does working-memory or brain training transfer to intelligence and achievement?
- Class-size reduction
- Curriculum choice as a school-level lever
- Deliberate practice and the 10,000-hour rule
- Explicit vs reform/constructivist math instruction
- Fadeout — why early gains disappear, and what actually persists
- Feedback and formative assessment
- Ability grouping and tracking — four practices, four verdicts
- The early home environment — what parents can and cannot causally move
- Does matching instruction to a child's "learning style" improve learning?
- Mastery learning (teach → test → reteach to criterion → advance)
- Math curriculum choice — how much does the textbook matter?
- Math-fact fluency and timed practice (and the anti-timed-test claims)
- Does teaching movement transfer to cognition, achievement, or lifelong activity?
- Feedback frequency and mental practice in motor learning
- Practice scheduling for motor skills — varied vs blocked, spaced vs massed
- Systematic/explicit phonics vs whole language and balanced literacy
- Preschool at scale — Head Start, state pre-K, and what universal provision delivers
- Retrieval practice (the testing effect)
- School spending, charters, and what school-level choices actually move outcomes
- School starting age, relative age, and academic redshirting
- Spaced (distributed) practice
- Talent and trainability — what is heritable, and what that does not license
- Teacher quality — selection over credentials and workshops
- Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
- Word problems, schema instruction, and the conceptual-vs-procedural question
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.