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”
group / setting
Grit is conscientiousness renamed and adds 0.4% to grade prediction; self-control genuinely predicts life outcomes but is 60% heritable with zero shared environment, and training moves ratings, not lives.
mixedconf: highgc: medium20/2036/48connected:Should a school buy a social and eDoes teaching a growth mindset raiHow should a school run its classr
Are self-control and grit teachable levers on achievement? · character · ages 4–18
Growth-mindset interventions change beliefs almost everywhere and change achievement almost nowhere: the two independent national-scale trials measured standardized tests and found exactly zero.
mixedconf: highgc: low18/1829/48connected:FadeoutSystematic/explicit phonics vs whoTalent and trainabilityAre self-control and grit teachabl
Does teaching a growth mindset raise achievement? · character · ages 4–18
Should a school buy a social and emotional learning programme? · character · ages 4–18
Guided inquiry is positive in 16 of 16 PISA regions and unguided inquiry negative in 18 of 20 — but the programmes built on that finding go to zero at scale: +0.22, then +0.01, then +0.02 on the same test.
mixedconf: mediumgc: low19/1927/48connected:Science content sequencingExplicit instruction vs discovery/Laboratory and practical work in sTeaching students to think scienti
Inquiry-based science teaching vs explicit and textbook science teaching · science · ages 8–18
Two reviews screened ~12,000 records and found one RCT and six quasi-experiments. What evidence exists favours interest (+0.12) over attainment (+0.01), and simulations match real apparatus.
mixedconf: mediumgc: lowLaboratory and practical work in school science · science · ages 5–18
Not yet assessed for this question · 19
- Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
- Chronic absenteeism — does raising attendance raise achievement?
- Class-size reduction
- Curriculum choice as a school-level lever
- Deliberate practice and the 10,000-hour rule
- Feedback and formative assessment
- The early home environment — what parents can and cannot causally move
- Mastery learning (teach → test → reteach to criterion → advance)
- Math curriculum choice — how much does the textbook matter?
- Feedback frequency and mental practice in motor learning
- Practice scheduling for motor skills — varied vs blocked, spaced vs massed
- Breakfast, school meals, and micronutrients — what feeding children actually buys
- 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 Recovery and Tier-2 1:1 early-literacy tutoring
- School spending, charters, and what school-level choices actually move outcomes
- School starting age, relative age, and academic redshirting
- Early sport specialization, talent selection, and the relative age effect
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