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
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
cost
outcome class
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: low18/1836/48
Do later school start times increase adolescent sleep, and does that raise achievement? · health · ages 11–18 · input
Diagnose what a child already knows: teachers cut 40–50% of curriculum for high-ability children and achievement ROSE. The payoff is skipping, not monitoring.
moderate supportconf: mediumgc: medium16/1625/48connected:Does educational technology raise Feedback and formative assessmentMastery learning (teach → test → r
Placement and mastery diagnosis — deciding what to teach next from evidence of current skill · assessment · ages 5–18 · structure
Not yet assessed for this question · 6
- Acceleration and gifted programs — the label vs the content
- Fadeout — why early gains disappear, and what actually persists
- Ability grouping and tracking — four practices, four verdicts
- Talent and trainability — what is heritable, and what that does not license
- Teacher quality — selection over credentials and workshops
- Vision — outdoor time against myopia, and screening and correction for achievement
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