Explore the evidence
6 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”
who's delivering
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
Spacing beats massing at equal total time — the most robust finding in learning science. Space repetitions at ~10–20% of how long you need to remember.
strong supportconf: highgc: low7/712/48connected:Interleaving (mixing problem typesMath-fact fluency and timed practiRetrieval practice (the testing ef
Spaced (distributed) practice · practice · ages 6–18 · method
Teaching coding teaches coding: the one clean school RCT gives g=0.47-0.68. Which approach you pick barely matters, and almost every effect size rests on an instrument the developers built.
moderate supportconf: mediumgc: lowDoes teaching programming actually teach programming — and does the method matter? · computer-science · ages 5–18
Mixing problem types helps where confusion is the enemy — discriminating similar categories, mixed math practice — and is useless or worse for facts and prose.
moderate supportconf: mediumgc: lowInterleaving (mixing problem types vs blocking) · practice · ages 10–18 · method
Outdoor time prevents myopia from starting (not progressing); screening plus free glasses raises test scores in children who need them. Two claims, both real.
moderate supportconf: mediumgc: low17/1736/48
Vision — outdoor time against myopia, and screening and correction for achievement · health · ages 4–18 · input
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 · 2
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.