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
domain
- math6
- reading6
- early childhood5
- debunked3
- health3
- practice3
- grouping2
- homeschool2
- instruction style2
- motor skills2
- time2
- arts1
- assessment1
- character1
- class size1
- curriculum1
- deliberate practice1
- feedback1
- foreign language1
- mastery1
- music1
- physical development1
- practical1
- retention1
- school structure1
- sport1
- talent1
- teachers1
- transfer1
- tutoring1
verdict
layer
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
outcome class
Executive function trains like a task, not like a capacity: gains are real, narrow, and gone at follow-up, EF curricula are null under independent trial, and the latent construct is ~100% heritable.
no effectconf: highgc: low21/2148/48connected:Does working-memory or brain trainHow should a school run its classrFadeoutTalent and trainability
Can executive function be trained, and does it transfer to learning? · character · 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: low19/1936/48
Grade retention — holding a child back versus promoting, and test-based promotion policies · retention · ages 5–18 · structure
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.