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
- math6
- reading6
- writing6
- early childhood5
- science5
- arts4
- character4
- debunked3
- foreign language3
- health3
- history civics3
- practice3
- grouping2
- instruction style2
- motor skills2
- music2
- transfer2
- assessment1
- behavior1
- class size1
- computer science1
- curriculum1
- deliberate practice1
- edtech1
- feedback1
- mastery1
- physical development1
- practical1
- school structure1
- sport1
- talent1
- teachers1
- time1
- tutoring1
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
cost
outcome class
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
Not yet assessed for this question · 9
- Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
- Explicit vs reform/constructivist math instruction
- Interleaving (mixing problem types vs blocking)
- 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)
- Retrieval practice (the testing effect)
- Spaced (distributed) practice
- Word problems, schema instruction, and the conceptual-vs-procedural question
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