Explore the evidence
2 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
verdict
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
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: low11/1148/48
Do life-skills courses — money, cooking, driving, health — change what students actually do? · practical · ages 6–18
Sort by what the software replaces: adaptive drill inside the school day buys +0.05-0.20 SD; a device, a connection or the teacher buys zero to negative; LLM tutors have no usable evidence at all.
mixedconf: mediumgc: low53/5339/48connected:Placement and mastery diagnosisMastery learning (teach → test → rTutoringClass-size reduction
Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors? · edtech · ages 5–18 · structure
Not yet assessed for this question · 7
- Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
- Explicit vs reform/constructivist math instruction
- Feedback and formative assessment
- Interleaving (mixing problem types vs blocking)
- Manipulatives and concrete-representational-abstract (CRA) sequences
- Math curriculum choice — how much does the textbook matter?
- Word problems, schema instruction, and the conceptual-vs-procedural question
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.