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
- arts4
- health4
- science4
- debunked3
- practice3
- writing3
- character2
- grouping2
- history civics2
- homeschool2
- instruction style2
- motor skills2
- assessment1
- behavior1
- class size1
- computer science1
- curriculum1
- deliberate practice1
- feedback1
- mastery1
- physical development1
- practical1
- school structure1
- sport1
- talent1
- teachers1
- time1
- transfer1
- tutoring1
verdict
confidence
layer
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
outcome class
Teaching coding teaches coding: the one clean school RCT gives g=0.47-0.68. Which approach you pick barely matters, and almost every effect size rests on an instrument the developers built.
moderate supportconf: mediumgc: lowDoes teaching programming actually teach programming — and does the method matter? · computer-science · ages 5–18
Classroom order is causally worth a great deal — one disruptive peer costs classmates 3% of adult earnings — yet no branded behaviour programme reliably delivers it and exclusion makes things worse.
mixedconf: mediumgc: low25/2536/48connected:Talent and trainabilityCan executive function be trained,Should a school buy a social and eAre self-control and grit teachabl
How should a school run its classrooms and its discipline system? · behavior · ages 4–18 · structure
Not yet assessed for this question · 1
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.