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
- health4
- debunked3
- practice3
- arts2
- foreign language2
- grouping2
- history civics2
- instruction style2
- motor skills2
- practical2
- time2
- assessment1
- behavior1
- character1
- class size1
- curriculum1
- deliberate practice1
- feedback1
- mastery1
- physical development1
- retention1
- school structure1
- sport1
- talent1
- teachers1
- transfer1
- tutoring1
layer
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
outcome class
Immersion costs nothing in English and buys a little — a lottery puts English reading 0.13-0.22 SD ahead by grades 5 and 8 — but no lottery has ever measured how much of the second language students actually learn.
moderate supportconf: mediumgc: low8/824/48
Does dual-language immersion work, and is the gain in the second language or in English? · foreign-language · ages 4–18
Attainment falls steadily with age of first exposure, but the sharp critical period is contested and an earlier classroom start buys nothing durable: start young for immersion, not for two lessons a week.
mixedconf: mediumgc: medium14/1424/48
Is there a critical period for learning a second language, and when should a child start? · foreign-language · ages 4–18
Not yet assessed for this question · 6
- Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
- Explicit vs reform/constructivist math instruction
- Manipulatives and concrete-representational-abstract (CRA) sequences
- Math curriculum choice — how much does the textbook matter?
- Math-fact fluency and timed practice (and the anti-timed-test claims)
- Word problems, schema instruction, and the conceptual-vs-procedural question
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