The Evidence on Teaching

Explore the evidence

3 of 88 decisions · clear everything

Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
evidencealldrop DA–BA only
evaluatoranyno dev-ledindependent
durabilityanyfollow-up≥1yr≥2yr
what are these? →
sortconfidencerobustfragileA–Z
domain
verdict
confidence
layer
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
cost
outcome class

Smaller classes buy real K-1 gains that fade on tests yet persist in attainment — at roughly triple tutoring's cost, and diluted to nothing when scaled fast.

mixedconf: highgc: low
7/748/48connected:TutoringDoes educational technology raise Teacher quality

Class-size reduction · class-size · ages 4–18 · structure

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: low
19/1936/48

Grade retention — holding a child back versus promoting, and test-based promotion policies · retention · ages 5–18 · structure

Classroom order is causally worth a great deal — one disruptive peer costs classmates 3% of adult earnings — yet no branded behaviour programme reliably delivers it and exclusion makes things worse.

mixedconf: mediumgc: low
25/2536/48connected:Talent and trainabilityCan executive function be trained,Should a school buy a social and eAre self-control and grit teachabl

How should a school run its classrooms and its discipline system? · behavior · ages 4–18 · structure

The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.