Explore the evidence
6 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
- science5
- arts4
- character4
- health4
- assessment3
- debunked3
- foreign language3
- history civics3
- homeschool3
- practice3
- grouping2
- instruction style2
- motor skills2
- music2
- practical2
- time2
- transfer2
- behavior1
- class size1
- computer science1
- curriculum1
- deliberate practice1
- edtech1
- feedback1
- homework1
- mastery1
- physical development1
- retention1
- school structure1
- sport1
- talent1
- teachers1
- 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
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
High-dosage tutoring is education's most reliable lever: ~0.29 SD in trials, ~0.2 well-scaled — not Bloom's 2σ. Groups of 3–4 work; 1:1 is unnecessary.
strong supportconf: highgc: low18/1830/48connected:Class-size reductionDoes educational technology raise The parent as instructorSchool spending, charters, and wha
Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale · tutoring · ages 5–18 · method
Teaching coding teaches coding: the one clean school RCT gives g=0.47-0.68. Which approach you pick barely matters, and almost every effect size rests on an instrument the developers built.
moderate supportconf: mediumgc: lowDoes teaching programming actually teach programming — and does the method matter? · computer-science · ages 5–18
Mixing problem types helps where confusion is the enemy — discriminating similar categories, mixed math practice — and is useless or worse for facts and prose.
moderate supportconf: mediumgc: lowInterleaving (mixing problem types vs blocking) · practice · ages 10–18 · method
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: low25/2536/48connected: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.