Explore the evidence
1 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
- math6
- reading6
- writing6
- early childhood5
- assessment3
- debunked3
- health3
- homeschool3
- practice3
- character2
- grouping2
- instruction style2
- motor skills2
- arts1
- class size1
- computer science1
- curriculum1
- deliberate practice1
- edtech1
- feedback1
- foreign language1
- homework1
- mastery1
- physical development1
- school structure1
- sport1
- talent1
- teachers1
- time1
- transfer1
- tutoring1
layer
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
cost
outcome class
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
- Chronic absenteeism — does raising attendance raise achievement?
- Explicit vs reform/constructivist math instruction
- Manipulatives and concrete-representational-abstract (CRA) sequences
- Math curriculum choice — how much does the textbook matter?
- Math-fact fluency and timed practice (and the anti-timed-test claims)
- 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.