Explore the evidence
2 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
Testing yourself beats rereading — robust in real classrooms; honest durable size ~0.1–0.3 SD, biggest after delay, thinnest on transfer.
strong supportconf: highgc: low10/1018/48connected:Feedback and formative assessmentMastery learning (teach → test → rSpaced (distributed) practice
Retrieval practice (the testing effect) · practice · ages 8–18 · method
Spacing beats massing at equal total time — the most robust finding in learning science. Space repetitions at ~10–20% of how long you need to remember.
strong supportconf: highgc: low7/712/48connected:Interleaving (mixing problem typesMath-fact fluency and timed practiRetrieval practice (the testing ef
Spaced (distributed) practice · practice · ages 6–18 · method
Not yet assessed for this question · 10
- Acceleration and gifted programs — the label vs the content
- Class-size reduction
- Curriculum choice as a school-level lever
- Feedback and formative assessment
- Ability grouping and tracking — four practices, four verdicts
- The early home environment — what parents can and cannot causally move
- Preschool at scale — Head Start, state pre-K, and what universal provision delivers
- School spending, charters, and what school-level choices actually move outcomes
- School starting age, relative age, and academic redshirting
- Teacher quality — selection over credentials and workshops
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