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
layer
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
cost
outcome class
The received wisdom that retention is harmful was two measurement errors, not a finding. Fix them and the achievement effect is zero — but the grade at which you hold a child back decides everything.
mixedconf: mediumgc: low19/1936/48
Grade retention — holding a child back versus promoting, and test-based promotion policies · retention · ages 5–18 · structure
Not yet assessed for this question · 6
- 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?
- 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.