Explore the evidence
5 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
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
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: low10/1018/48connected:Feedback and formative assessmentMastery learning (teach → test → rSpaced (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: low7/712/48connected:Interleaving (mixing problem typesMath-fact fluency and timed practiRetrieval practice (the testing ef
Spaced (distributed) practice · practice · ages 6–18 · method
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: lowDo career and technical education tracks help students — and which students? · practical · ages 14–18
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 · 11
- Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
- Chronic absenteeism — does raising attendance raise achievement?
- Explicit vs reform/constructivist math instruction
- Vision — outdoor time against myopia, and screening and correction for achievement
- Length of the school day and year, time-on-task, extended time, and summer
- 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
- Breakfast, school meals, and micronutrients — what feeding children actually buys
- Do later school start times increase adolescent sleep, and does that raise achievement?
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.