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
domain
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
outcome class
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
Not at school: the largest randomised trials find nothing on reading, maths or cognition. A small effect on laboratory executive-function tasks is contested, may be real at ~0.2 SD, and is end-of-treatment only.
mixedconf: mediumgc: mediumDoes learning music make children smarter or better at school? · music · ages 4–16
Not yet assessed for this question · 11
- Does arts education raise academic achievement?
- Comprehensible input or explicit grammar teaching — which builds a second language?
- Physical activity as an input — dose, fitness, and school outcomes
- Does teaching grammar improve children's writing?
- Manipulatives and concrete-representational-abstract (CRA) sequences
- Does teaching movement transfer to cognition, achievement, or lifelong activity?
- Should Gardner's multiple intelligences be used as a basis for instruction?
- Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
- Reading fluency — guided repeated oral reading, and whether repetition matters
- Does sentence combining improve writing?
- Does strategy instruction (SRSD, the writing process) improve writing?
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