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
Group within classes or across grades by subject: modest, nearly free wins. Whole-school streaming does nothing, and early between-school tracking harms the bottom.
moderate supportconf: highgc: lowAbility grouping and tracking — four practices, four verdicts · grouping · ages 5–18 · structure
Accelerate ready kids: they keep pace with older classmates, bank a year, and show no social-emotional harm at 50. The gifted label itself does nothing; the content does.
moderate supportconf: highgc: mediumAcceleration and gifted programs — the label vs the content · grouping · ages 5–18 · structure
Not yet assessed for this question · 7
- Does working-memory or brain training transfer to intelligence and achievement?
- Physical activity as an input — dose, fitness, and school outcomes
- Does matching instruction to a child's "learning style" improve learning?
- Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
- Should Gardner's multiple intelligences be used as a basis for instruction?
- School starting age, relative age, and academic redshirting
- Vision — outdoor time against myopia, and screening and correction for achievement
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.