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
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
outcome class
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
Mastery learning moves tests of what it taught (~0.25) and barely moves independent measures (~0.05) — and time-to-mastery gaps widen, converting ability differences into time.
mixedconf: highgc: low6/69/48connected:Does educational technology raise Retrieval practice (the testing efPlacement and mastery diagnosis
Mastery learning (teach → test → reteach to criterion → advance) · mastery · ages 6–18 · method
Not yet assessed for this question · 5
- Does working-memory or brain training transfer to intelligence and achievement?
- Physical activity as an input — dose, fitness, and school outcomes
- Does matching instruction to a child's "learning style" improve learning?
- Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
- Should Gardner's multiple intelligences be used as a basis for instruction?
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