Explore the evidence
5 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
layer
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
outcome class
Explicit code teaching beats little-or-no-phonics for word reading — largest in K-1 and at-risk readers; near-null for comprehension and past grade 3. The whole-language contrast is real but the smallest measured.
strong supportconf: highgc: low18/1836/48connected:Does teaching a growth mindset raiDoes homeschooling raise achievemePhonemic awareness training (and wReading-comprehension strategy ins+3
Systematic/explicit phonics vs whole language and balanced literacy · reading · ages 4–9
Comprehension is knowledge — but vocabulary teaching moves standardized comprehension only d≈0.10. The big content-knowledge bet (Core Knowledge lottery, 0.24) is real and unreplicated.
moderate supportconf: mediumgc: low5/518/48connected:Curriculum choice as a school-leveShould history be built on contentMath curriculum choiceSystematic/explicit phonics vs who+3
Background knowledge and vocabulary as drivers of reading comprehension · reading · ages 5–14
Life-skills courses reliably teach the content and rarely change the conduct; behaviour moves only where instruction sits close in time to the decision, and driver education is worse than nothing.
mixedconf: mediumgc: low11/1148/48
Do life-skills courses — money, cooking, driving, health — change what students actually do? · practical · ages 6–18
Sort by what the software replaces: adaptive drill inside the school day buys +0.05-0.20 SD; a device, a connection or the teacher buys zero to negative; LLM tutors have no usable evidence at all.
mixedconf: mediumgc: low53/5339/48connected:Placement and mastery diagnosisMastery learning (teach → test → rTutoringClass-size reduction
Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors? · edtech · ages 5–18 · structure
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.