The Evidence on Teaching

Explore the evidence

7 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
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
cost
outcome class

Starting school older mostly manufactures an age-at-test artifact: the IQ effect collapses to ~−0.07 once identified. Real residues: less hyperactivity, unchanged attainment.

mixedconf: highgc: low
6/636/48connected:Algebra timing

School starting age, relative age, and academic redshirting · early-childhood · ages 4–7 · structure

Teaching movement teaches movement: the skills improve, but transfer to cognition, achievement, or lifelong activity is near zero in the best trials.

no effectconf: highgc: medium
7/710/48connected:Does arts education raise academicPhysical activity as an inputDoes teaching grammar improve chilDoes handwriting and transcription+5

Does teaching movement transfer to cognition, achievement, or lifelong activity? · physical-development · ages 4–18

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: low
11/1148/48

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: low
19/1936/48

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: 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

Perry and Abecedarian: n=123 and n=111, IQ gains gone by adolescence, attainment effects real but multiplicity-fragile. Too thin to carry the policy built on them.

mixedconf: mediumgc: low
8/836/48connected:Preschool at scale

Perry Preschool and Abecedarian — what the famous studies actually establish · early-childhood · ages 4–5 · structure

Homeschoolers get plenty of social contact but measurably fewer, closer peer ties; whether that helps or harms has never been causally tested.

insufficientconf: lowgc: high
23/2324/48connected:Does homeschooling raise achievemeThe parent as instructor

Homeschool socialisation — the most-asked question, and the least answerable one · homeschool · ages 6–18 · structure

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