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
Later bells buy adolescents 40+ measured minutes of sleep — the best-identified positive effect in the archive; the achievement payoff is real but far smaller.
strong supportconf: mediumgc: low16/1836/48
Do later school start times increase adolescent sleep, and does that raise achievement? · health · ages 11–18 · input
Selective CTE high schools raise male graduation 8-10pp and early-career earnings 17-35% on lottery and cutoff designs; test scores, degrees, and every outcome for girls are flat.
moderate supportconf: mediumgc: lowDo career and technical education tracks help students — and which students? · practical · ages 14–18
Immersion costs nothing in English and buys a little — a lottery puts English reading 0.13-0.22 SD ahead by grades 5 and 8 — but no lottery has ever measured how much of the second language students actually learn.
moderate supportconf: mediumgc: low7/824/48
Does dual-language immersion work, and is the gain in the second language or in English? · foreign-language · ages 4–18
The received wisdom that retention is harmful was two measurement errors, not a finding. Fix them and the achievement effect is zero — but the grade at which you hold a child back decides everything.
mixedconf: mediumgc: low17/1936/48
Grade retention — holding a child back versus promoting, and test-based promotion policies · retention · ages 5–18 · structure
Not yet assessed for this question · 18
- Does arts education raise academic achievement?
- Chronic absenteeism — does raising attendance raise achievement?
- Background knowledge and vocabulary as drivers of reading comprehension
- Physical activity as an input — dose, fitness, and school outcomes
- Explicit instruction vs discovery/inquiry — how much guidance?
- Interleaving (mixing problem types vs blocking)
- Manipulatives and concrete-representational-abstract (CRA) sequences
- Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
- Should Gardner's multiple intelligences be used as a basis for instruction?
- Breakfast, school meals, and micronutrients — what feeding children actually buys
- Phonemic awareness training (and whether it needs letters)
- Perry Preschool and Abecedarian — what the famous studies actually establish
- Reading-comprehension strategy instruction (reciprocal teaching, summarizing, questioning)
- Reading fluency — guided repeated oral reading, and whether repetition matters
- Reading Recovery and Tier-2 1:1 early-literacy tutoring
- Vision — outdoor time against myopia, and screening and correction for achievement
- Worked examples (studying solutions vs solving problems)
- Early sport specialization, talent selection, and the relative age effect
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.