The Evidence on Teaching

Explore the evidence

7 of 88 decisions · clear everything

Survives the gold standard Independent, durable, rigorous The debunked shelf Cheap wins For parents at home Famous numbers, deflated Where we admit ignorance The terrain

evidenceall drop D A–B A only

evaluatorany no dev-led independent

durabilityany follow-up ≥1yr ≥2yr

what are these? →

Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”

who's delivering

group / setting

cost

outcome class

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: low

10/1018/48connected:Feedback and formative assessment Mastery learning (teach → test → r Spaced (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: low

7/712/48connected:Interleaving (mixing problem types Math-fact fluency and timed practi Retrieval practice (the testing ef

Spaced (distributed) practice · practice · ages 6–18 · method

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: low

8/839/48connected:Tutoring Background knowledge and vocabular Teacher quality Math curriculum choice

School spending, charters, and what school-level choices actually move outcomes · school-structure · ages 4–18 · structure

Selective CTE high schools raise male graduation 8-10pp and early-career earnings 17-35% on lottery and cutoff designs; test scores, degrees, and every outcome for girls are flat.

moderate supportconf: mediumgc: low

19/1948/48connected:Ability grouping and tracking

Do career and technical education tracks help students — and which students? · practical · ages 14–18

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: low

7/718/48connected:Spaced (distributed) practice Science content sequencing

Interleaving (mixing problem types vs blocking) · practice · ages 10–18 · method

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: low

11/1148/48

Do life-skills courses — money, cooking, driving, health — change what students actually do? · practical · ages 6–18

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: low

25/2536/48connected:Talent and trainability Can executive function be trained,Should a school buy a social and e Are self-control and grit teachabl

How should a school run its classrooms and its discipline system? · behavior · ages 4–18 · structure

The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.