Explore the evidence
4 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
- math5
- reading5
- arts4
- early childhood4
- health4
- science4
- history civics3
- practice3
- writing3
- foreign language2
- grouping2
- homeschool2
- instruction style2
- motor skills2
- time2
- assessment1
- character1
- class size1
- computer science1
- curriculum1
- debunked1
- feedback1
- homework1
- music1
- physical development1
- practical1
- retention1
- school structure1
- sport1
- teachers1
layer
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
Teaching movement teaches movement: the skills improve, but transfer to cognition, achievement, or lifelong activity is near zero in the best trials.
no effectconf: highgc: medium7/710/48connected:Does arts education raise academicPhysical activity as an inputDoes teaching grammar improve chilDoes handwriting and transcription+5
Does teaching movement transfer to cognition, achievement, or lifelong activity? · physical-development · ages 4–18
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: lowDoes teaching programming actually teach programming — and does the method matter? · computer-science · ages 5–18
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: medium16/1629/48
Homework — effects by age and by dosage · homework · ages 5–18 · structure
School exercise programs don't raise achievement: four of the five largest RCTs are null, and more dose doesn't rescue it. Exercise for health, not for grades.
no effectconf: mediumgc: lowPhysical activity as an input — dose, fitness, and school outcomes · health · ages 4–18 · input
Not yet assessed for this question · 8
- Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
- Explicit vs reform/constructivist math instruction
- Manipulatives and concrete-representational-abstract (CRA) sequences
- Math curriculum choice — how much does the textbook matter?
- Breakfast, school meals, and micronutrients — what feeding children actually buys
- Do later school start times increase adolescent sleep, and does that raise achievement?
- Vision — outdoor time against myopia, and screening and correction for achievement
- Word problems, schema instruction, and the conceptual-vs-procedural question
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