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
layer
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
outcome class
Content-rich history teaching raises history knowledge (g 0.19-0.46) but not standardized reading in under three years; generic 'historical thinking' has no adequately controlled positive result.
moderate supportconf: mediumgc: lowShould history be built on content knowledge or on generic historical-thinking skills? · history-civics · ages 5–18
Civics teaching buys civic knowledge (d = 0.49) that fades to the control mean in two years and moves neither attitudes nor validated turnout; what moves voting is school quality and noncognitive skill.
mixedconf: mediumgc: low19/1936/48
Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour? · history-civics · ages 5–18
Not yet assessed for this question · 1
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