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
verdict
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Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
group / setting
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outcome class
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
Diagnose what a child already knows: teachers cut 40–50% of curriculum for high-ability children and achievement ROSE. The payoff is skipping, not monitoring.
moderate supportconf: mediumgc: medium16/1625/48connected:Does educational technology raise Feedback and formative assessmentMastery learning (teach → test → r
Placement and mastery diagnosis — deciding what to teach next from evidence of current skill · assessment · ages 5–18 · structure
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.