Explore the evidence
9 of 88 decisions · clear everything
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Group within classes or across grades by subject: modest, nearly free wins. Whole-school streaming does nothing, and early between-school tracking harms the bottom.
moderate supportconf: highgc: lowAbility grouping and tracking — four practices, four verdicts · grouping · ages 5–18 · structure
Accelerate ready kids: they keep pace with older classmates, bank a year, and show no social-emotional harm at 50. The gifted label itself does nothing; the content does.
moderate supportconf: highgc: mediumAcceleration and gifted programs — the label vs the content · grouping · ages 5–18 · structure
Unallocated money is the worst buy in the database; the same dollars as No-Excuses charters buy +0.3–0.4 SD/yr — and the average charter is a precise null.
mixedconf: highgc: lowSchool spending, charters, and what school-level choices actually move outcomes · school-structure · ages 4–18 · 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: lowHow should a school run its classrooms and its discipline system? · behavior · ages 4–18 · structure
Guided inquiry is positive in 16 of 16 PISA regions and unguided inquiry negative in 18 of 20 — but the programmes built on that finding go to zero at scale: +0.22, then +0.01, then +0.02 on the same test.
mixedconf: mediumgc: lowInquiry-based science teaching vs explicit and textbook science teaching · science · ages 8–18
Two reviews screened ~12,000 records and found one RCT and six quasi-experiments. What evidence exists favours interest (+0.12) over attainment (+0.01), and simulations match real apparatus.
mixedconf: mediumgc: lowLaboratory and practical work in school science · science · ages 5–18
Conceptual-change teaching reliably moves the test and nothing shows it removes the intuition. Corrected for design and publication bias, a taught unit is g≈0.64 and a refutation text g≈0.28.
mixedconf: mediumgc: lowScience misconceptions and conceptual change — can naive intuitions be taught away? · science · ages 6–18
Narrow reasoning routines are teachable and stay taught for seven months. The far-transfer claim failed its one randomised test: science −0.01, English −0.15, maths −0.11.
no effectconf: mediumgc: lowTeaching students to think scientifically — does it transfer? · science · ages 7–18
No trial has ever varied the sequence of science content and measured the result. The one quasi-experimental test of course order found nothing, and depth-over-breadth is a retrospective survey worth 0.08-0.13 SD.
insufficientconf: mediumgc: mediumScience content sequencing — coherence, prerequisites, and course order · science · ages 5–18
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