Explore the evidence
1 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
Testing yourself beats rereading — robust in real classrooms; honest durable size ~0.1–0.3 SD, biggest after delay, thinnest on transfer.
strong supportconf: highgc: low10/1018/48connected:Feedback and formative assessmentMastery learning (teach → test → rSpaced (distributed) practice
Retrieval practice (the testing effect) · practice · ages 8–18 · method
Not yet assessed for this question · 14
- Chronic absenteeism — does raising attendance raise achievement?
- Curriculum choice as a school-level lever
- Physical activity as an input — dose, fitness, and school outcomes
- Explicit instruction vs discovery/inquiry — how much guidance?
- Feedback and formative assessment
- Vision — outdoor time against myopia, and screening and correction for achievement
- The early home environment — what parents can and cannot causally move
- Homeschool socialisation — the most-asked question, and the least answerable one
- Interleaving (mixing problem types vs blocking)
- Breakfast, school meals, and micronutrients — what feeding children actually buys
- Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
- School starting age, relative age, and academic redshirting
- Do later school start times increase adolescent sleep, and does that raise achievement?
- Teacher quality — selection over credentials and workshops
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