Explore the evidence
5 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
cost
Life-skills courses reliably teach the content and rarely change the conduct; behaviour moves only where instruction sits close in time to the decision, and driver education is worse than nothing.
mixedconf: mediumgc: low11/1148/48
Do life-skills courses — money, cooking, driving, health — change what students actually do? · practical · ages 6–18
Civics teaching buys civic knowledge (d = 0.49) that fades to the control mean in two years and moves neither attitudes nor validated turnout; what moves voting is school quality and noncognitive skill.
mixedconf: mediumgc: low19/1936/48
Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour? · history-civics · ages 5–18
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
What parents are asked to DO is the whole effect: tutoring a skill d≈1.15, listening to reading 0.51, reading aloud ~0.18 — same parent, same child. All deflate under better designs.
mixedconf: mediumgc: medium33/3336/48connected:Homeschool socialisationDoes homeschooling raise achievemeThe early home environmentTutoring
The parent as instructor — what survives when the person teaching is the person who raised the child · homeschool · ages 4–18 · method
Homeschoolers get plenty of social contact but measurably fewer, closer peer ties; whether that helps or harms has never been causally tested.
insufficientconf: lowgc: highHomeschool socialisation — the most-asked question, and the least answerable one · homeschool · ages 6–18 · structure
Not yet assessed for this question · 36
- Acceleration and gifted programs — the label vs the content
- Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
- Does arts education raise academic achievement?
- Background knowledge and vocabulary as drivers of reading comprehension
- Class-size reduction
- Curriculum choice as a school-level lever
- Deliberate practice and the 10,000-hour rule
- Explicit instruction vs discovery/inquiry — how much guidance?
- Explicit vs reform/constructivist math instruction
- Fadeout — why early gains disappear, and what actually persists
- Feedback and formative assessment
- Ability grouping and tracking — four practices, four verdicts
- Interleaving (mixing problem types vs blocking)
- Manipulatives and concrete-representational-abstract (CRA) sequences
- Mastery learning (teach → test → reteach to criterion → advance)
- Math curriculum choice — how much does the textbook matter?
- Math-fact fluency and timed practice (and the anti-timed-test claims)
- Does teaching movement transfer to cognition, achievement, or lifelong activity?
- Feedback frequency and mental practice in motor learning
- Practice scheduling for motor skills — varied vs blocked, spaced vs massed
- Phonemic awareness training (and whether it needs letters)
- Systematic/explicit phonics vs whole language and balanced literacy
- Preschool at scale — Head Start, state pre-K, and what universal provision delivers
- Perry Preschool and Abecedarian — what the famous studies actually establish
- Reading-comprehension strategy instruction (reciprocal teaching, summarizing, questioning)
- Reading fluency — guided repeated oral reading, and whether repetition matters
- Reading Recovery and Tier-2 1:1 early-literacy tutoring
- Retrieval practice (the testing effect)
- School spending, charters, and what school-level choices actually move outcomes
- School starting age, relative age, and academic redshirting
- Spaced (distributed) practice
- Teacher quality — selection over credentials and workshops
- Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
- Word problems, schema instruction, and the conceptual-vs-procedural question
- Worked examples (studying solutions vs solving problems)
- Early sport specialization, talent selection, and the relative age effect
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