Explore the evidence

9 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

low2

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: low

7/711/48connected:Does homeschooling raise achieveme Spaced (distributed) practice Word problems, schema instruction,

Math-fact fluency and timed practice (and the anti-timed-test claims) · math · ages 5–12

Physical capacity is about as heritable as cognitive ability (~60%, no shared environment). Whether trainability is a stable trait remains unproven — the skeptics are winning.

strong supportconf: highgc: low

14/1436/48connected:How should a school run its classr Does working-memory or brain train Can executive function be trained,Does teaching a growth mindset rai+4

Talent and trainability — what is heritable, and what that does not license · talent · ages 4–18 · input

Minimal-guidance math trailed every rival in the one multi-curriculum RCT; explicit instruction for strugglers is math's most replicated result.

moderate supportconf: highgc: low

10/1021/48connected:Explicit instruction vs discovery/

Explicit vs reform/constructivist math instruction · math · ages 5–18

Word-problem solving is its own skill: computation fluency doesn't produce it. Teaching problem schemas explicitly does (~0.25–0.45 SD on trained content).

moderate supportconf: highgc: low

7/78/48connected:Math-fact fluency and timed practi Worked examples (studying solution

Word problems, schema instruction, and the conceptual-vs-procedural question · math · ages 6–14

Neither acceleration mandates nor delay mandates work — readiness-matched placement does. Push everyone and the median falls; hold everyone back and the top falls.

mixedconf: highgc: low

9/936/48connected:Acceleration and gifted programs School starting age, relative age,

Algebra timing — acceleration mandates, delay mandates, and readiness-based placement · math · ages 11–18

The textbook matters at the bottom, not the top: avoid the demonstrated losers; mainstream choices now differ by ~0.02 SD.

mixedconf: highgc: low

11/1124/48connected:Background knowledge and vocabular School spending, charters, and wha

Math curriculum choice — how much does the textbook matter? · math · ages 5–14

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: low

22/2225/48connected:Does learning to code improve gene Talent and trainability

Does teaching programming actually teach programming — and does the method matter? · computer-science · ages 5–18

Manipulatives help when bland, guided, and aged ~7–11 — a guided-representation effect, not 'hands-on learning.' Rich, toy-like objects hurt transfer.

moderate supportconf: mediumgc: low

3/36/48

Manipulatives and concrete-representational-abstract (CRA) sequences · math · ages 5–14

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.