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
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
group / setting
cost
outcome class
Explicit code teaching beats little-or-no-phonics for word reading — largest in K-1 and at-risk readers; near-null for comprehension and past grade 3. The whole-language contrast is real but the smallest measured.
strong supportconf: highgc: low18/1836/48connected:Does teaching a growth mindset raiDoes homeschooling raise achievemePhonemic awareness training (and wReading-comprehension strategy ins+3
Systematic/explicit phonics vs whole language and balanced literacy · reading · ages 4–9
A missed day costs little (~0.005 SD); interventions reliably buy days back cheaply, but nobody has shown the recovered days move achievement.
mixedconf: mediumgc: medium14/1439/48
Chronic absenteeism — does raising attendance raise achievement? · time · ages 4–18 · input
Not yet assessed for this question · 1
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