Explore the evidence
6 of 88 decisions · clear everything
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Content-rich history teaching raises history knowledge (g 0.19-0.46) but not standardized reading in under three years; generic 'historical thinking' has no adequately controlled positive result.
moderate supportconf: mediumgc: lowShould history be built on content knowledge or on generic historical-thinking skills? · history-civics · ages 5–18
A missed day costs little (~0.005 SD); interventions reliably buy days back cheaply, but nobody has shown the recovered days move achievement.
mixedconf: mediumgc: mediumChronic absenteeism — does raising attendance raise achievement? · time · ages 4–18 · input
Civics teaching buys civic knowledge (d = 0.49) that fades to the control mean in two years and moves neither attitudes nor validated turnout; what moves voting is school quality and noncognitive skill.
mixedconf: mediumgc: lowDoes civic education produce civic knowledge, and does civic knowledge produce civic behaviour? · history-civics · ages 5–18
Document-based instruction reliably improves the sourcing and argument tasks it teaches (g ≈ 0.42) and, in the two best-identified trials, moves neither standardized reading nor history knowledge.
mixedconf: mediumgc: lowDoes document-based source work move history knowledge, reading comprehension, or neither? · history-civics · ages 8–18
Near-zero in primary and almost entirely correlational in secondary. The causal base is three small trials; what the homework IS beats how much of it there is.
mixedconf: mediumgc: mediumHomework — effects by age and by dosage · homework · ages 5–18 · structure
Taking time away hurts measurably; adding it back buys almost nothing. The return per hour is ~0.02-0.03 SD, concave, and near zero in disorderly classrooms.
mixedconf: mediumgc: lowLength of the school day and year, time-on-task, extended time, and summer · time · ages 4–18 · structure
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.