Explore the evidence
3 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”
who's delivering
group / setting
outcome class
Timed retrieval practice builds arithmetic automaticity — beating identical untimed tutoring head-to-head — and the anti-timed-test harm claims have no causal evidence.
strong supportconf: highgc: low7/711/48connected:Does homeschooling raise achievemeSpaced (distributed) practiceWord problems, schema instruction,
Math-fact fluency and timed practice (and the anti-timed-test claims) · math · ages 5–12
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
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 · 11
- Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
- Background knowledge and vocabulary as drivers of reading comprehension
- 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?
- Phonemic awareness training (and whether it needs letters)
- Reading-comprehension strategy instruction (reciprocal teaching, summarizing, questioning)
- Reading fluency — guided repeated oral reading, and whether repetition matters
- Reading Recovery and Tier-2 1:1 early-literacy tutoring
- Word problems, schema instruction, and the conceptual-vs-procedural question
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