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
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
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
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
Teaching movement teaches movement: the skills improve, but transfer to cognition, achievement, or lifelong activity is near zero in the best trials.
no effectconf: highgc: medium7/710/48connected:Does arts education raise academicPhysical activity as an inputDoes teaching grammar improve chilDoes handwriting and transcription+5
Does teaching movement transfer to cognition, achievement, or lifelong activity? · physical-development · ages 4–18
Not yet assessed for this question · 15
- Acceleration and gifted programs — the label vs the content
- Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
- Class-size reduction
- Curriculum choice as a school-level lever
- Explicit vs reform/constructivist math instruction
- Feedback and formative assessment
- Ability grouping and tracking — four practices, four verdicts
- The early home environment — what parents can and cannot causally move
- Math curriculum choice — how much does the textbook matter?
- Feedback frequency and mental practice in motor learning
- Practice scheduling for motor skills — varied vs blocked, spaced vs massed
- 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
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.