The ledger

The papers · all 1171

• Political Socialization and the High School Civics Curriculum in the United States

  Langton KP, Jennings MK · 1968 · longitudinal

  Dread, set asidesecondary onlyunchecked

  design too weak to inform — Cross-sectional survey with self-selected course-taking and self-reported outcomes - grade D, and superseded on every question by the randomized and quasi-experimental work included here. Recorded because its influence on the field is a fact the topic prose will need.

• IMPLICATIONS OF CRITERION-REFERENCED MEASUREMENT

  Popham WJ, Husek TR · 1969 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• GOOD BEHAVIOR GAME: EFFECTS OF INDIVIDUAL CONTINGENCIES FOR GROUP CONSEQUENCES ON DISRUPTIVE BEHAVIOR IN A CLASSROOM

  Barrish HH, Saunders M, Wolf MM · 1969 · quasi-experiment

  Dcould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — Full text of the 1969 JABA original was not obtained; recorded as the dated origin of the practice, not cited as evidence.

• THE EFFECT OF ANSWER SHEET FORMAT ON TEST PERFORMANCE BY CULTURALLY DISADVANTAGED FOURTH GRADE ELEMENTARY SCHOOL PUPILS

  Solomon A · 1971 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• THE EFFECTS OF INSTRUCTION AND PRACTICE IN CONTENT-INDEPENDENT TEST-TAKING TECHNIQUES UPON THE STANDARDIZED READING TEST SCORES OF SELECTED SECOND-GRADE STUDENTS

  Callenbach C · 1973 · rct

  Ccounted as evidenceabstract onlyunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Project Follow Through: National Planned-Variation Evaluation

  Stebbins, L. B., et al. (Abt Associates); syntheses by Watkins 1997 · 1977 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Explicit instruction vs discovery/inquiry — how much guidance?
• The Critical Period for Language Acquisition: Evidence from Second Language Learning

  Snow CE, Hoefnagel-Hohle M · 1978 · longitudinal

  Ccounted as evidencesecondary onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• Contextual interference effects on the acquisition, retention, and transfer of a motor skill

  Shea JB, Morgan RL · 1979 · quasi-experiment

  Ccounted as evidenceread depth unrecorded
  cited by Practice scheduling for motor skills — varied vs blocked, spaced vs massed
• Time and method in coaching for the SAT.

  Messick S, Jungeblut A · 1981 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• The fallacy of "two years below grade level for age" as a diagnostic criterion for reading disorders

  Reynolds CR · 1981 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Educational Outcomes of Tutoring: A Meta-Analysis of Findings

  Cohen, P. A., Kulik, J. A., & Kulik, C.-L. C. · 1982 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• The influence of instructional conditions on student learning and achievement

  Anania J · 1983 · rct

  Dcould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — No DOI, no repository copy and no index record; only Bloom's second-hand summary was obtainable, so no stable locator for this document is recorded. The readable account is Bloom 1984 (doi:10.3102/0013189X013006004).

• Effects of Coaching Programs on Achievement Test Performance

  Bangert-Drowns RL, Kulik JA, Kulik CC · 1983 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Evaluating the Effect of Coaching on SAT Scores: A Meta-analysis

  DerSimonian R, Laird NM · 1983 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Students' potential for learning contrasted under tutorial and group approaches to instruction

  Burke AJ · 1983 · rct

  Dcould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — No DOI, no repository copy and no index record; only Bloom's second-hand summary was obtainable, so no stable locator for this document is recorded. The readable account is Bloom 1984 (doi:10.3102/0013189X013006004).

• Effects of Activity-based Elementary Science on Student Outcomes: A Quantitative Synthesis

  Bredderman, T. · 1983 · meta-analysis

  Ccounted as evidence
  cited by Laboratory and practical work in school science
• Apostrophes, Quotation Marks, and Periods: Learning Punctuation in the First Grade

  Cordeiro P, Giacobbe ME, Cazden C · 1983 · longitudinal

  Dcounted as evidencesecondary onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• Time costs of mastery learning (Arlin & Webster 1983; Arlin AERJ & RER 1984)

  Arlin, M.; Arlin, M., & Webster, J. · 1984 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Mastery learning (teach → test → reteach to criterion → advance)
• The Most Appropriate Scores for Measuring Educational Development in the Elementary Schools: GE's

  Hoover HD · 1984 · critique

  Dcounted as evidencesecondary onlyunchecked
  cited by What a standardized achievement score does and does not license
• Effects of Practice on Aptitude and Achievement Test Scores

  Kulik JA, Kulik CC, Bangert RL · 1984 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring

  Bloom BS · 1984 · review

  Dcounted as evidenceread depth unrecorded
  cited by Mastery learning (teach → test → reteach to criterion → advance), Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• Effects of computer programming on young children's cognition

  Clements, D. H., & Gullo, D. F. · 1984 · rct

  Dcounted as evidenceabstract onlyunchecked
  cited by Does learning to code improve general thinking?
• On the Cognitive Effects of Learning Computer Programming: A Critical Look. Technical Report No. 9

  Pea, R. D., & Kurland, D. M. · 1984 · critique

  Dcounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• Logo Programming and the Development of Planning Skills. Technical Report No. 16

  Pea, R. D., & Kurland, D. M. · 1984 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• Krashen's Monitor and Occam's Razar

  Gregg KR · 1984 · critique

  Dcounted as evidencesecondary onlyunchecked
  cited by Comprehensible input or explicit grammar teaching — which builds a second language?
• Curriculum-Based Measurement: The Emerging Alternative

  Deno SL · 1985 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Second Language Learning through Immersion: A Review of U.S. Programs

  Genesee F · 1985 · review

  Dcounted as evidencesecondary onlyunchecked
  cited by Does dual-language immersion work, and is the gain in the second language or in English?
• The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra

  Sweller, J., & Cooper, G. A. · 1985 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Worked examples (studying solutions vs solving problems)
• Effects of Systematic Formative Evaluation: A Meta-Analysis

  Fuchs LS, Fuchs D · 1986 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Mastery Learning Reconsidered (best-evidence synthesis)

  Slavin, R. E. · 1987 · review

  Bcounted as evidenceread depth unrecorded
  cited by Mastery learning (teach → test → reteach to criterion → advance)
• Nationally Normed Elementary Achievement Testing in America's Public Schools: How All 50 States Are Above the National Average

  Cannell JJ · 1988 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Enhancing and Undermining Intrinsic Motivation: Task-Involving and Ego-Involving Evaluation

  Butler, R. · 1988 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Feedback and formative assessment
• Effect of Prior Knowledge on Good and Poor Readers' Memory of Text (the 'baseball study')

  Recht, D. R., & Leslie, L. · 1988 · quasi-experiment

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Background knowledge and vocabulary as drivers of reading comprehension, Should history be built on content knowledge or on generic historical-thinking skills?
• The Direct Instruction Follow Through Model: Design and Outcomes

  Engelmann S, Becker WC, Carnine D, Gersten R · 1988 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• EFFECTS OF GENERALIZATION INSTRUCTION ON THE WRITTEN LANGUAGE PERFORMANCE OF ADOLESCENTS WITH LEARNING DISABILITIES IN THE MAINSTREAM CLASSROOM

  Schmidt JL, Deshler DD, Schumaker JB, Alley GR · 1988 · quasi-experiment

  Dcounted as evidencesecondary onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• Delay of Gratification in Children

  Mischel W, Shoda Y, Rodriguez ML · 1989 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Are self-control and grit teachable levers on achievement?
• Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language

  Johnson JS, Newport EL · 1989 · quasi-experiment

  Dcounted as evidencesecondary onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• Coaching for the Scholastic Aptitude Test: Further Synthesis and Appraisal

  Becker BJ · 1990 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Comparing State and District Test Results to National Norms: The Validity of Claims That "Everyone Is Above Average"

  Linn RL, Graue ME, Sanders NM · 1990 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Just Say No to Subtest Analysis: A Critique on Wechsler Theory and Practice

  McDermott PA, Fantuzzo JW, Glutting JJ · 1990 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Inflated Test Score Gains: Is the Problem Old Norms or Teaching the Test?

  Shepard LA · 1990 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions.

  Shoda Y, Mischel W, Peake PK · 1990 · longitudinal

  Dcounted as evidenceunchecked
  cited by Are self-control and grit teachable levers on achievement?
• Effectiveness of Mastery Learning Programs: A Meta-Analysis

  Kulik, C.-L. C., Kulik, J. A., & Bangert-Drowns, R. L. · 1990 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Mastery learning (teach → test → reteach to criterion → advance)
• A critical look at practical work in school science

  Hodson, D. · 1990 · critique

  Dcould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — School Science Review 1990 back issues are not digitised in any open archive; no repository copy located.

• Accelerating the development of formal thinking in middle and high school students

  Adey, P., & Shayer, M. · 1990 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by Teaching students to think scientifically — does it transfer?
• Reduced Frequency of Knowledge of Results Enhances Motor Skill Learning

  Winstein, C. J., & Schmidt, R. A. · 1990 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Feedback frequency and mental practice in motor learning
• Effects of Computer Programming on Cognitive Outcomes: A Meta-Analysis

  Liao, Y. C., & Bright, G. W. · 1991 · meta-analysis

  Dcounted as evidenceabstract onlyunchecked
  cited by Does learning to code improve general thinking?
• Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence.

  Wineburg SS · 1991 · review

  Dcounted as evidencesecondary onlyunchecked
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?
• Illusions of Meaning in the Ipsative Assessment of Children's Ability

  McDermott PA, Fantuzzo JW, Glutting JJ, Watkins MW, Baggaley AR · 1992 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• A comparison of social adjustment between home and traditionally schooled students

  Shyers LE · 1992 · quasi-experiment

  Dcounted as evidencesecondary onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Mental models of the earth: A study of conceptual change in childhood

  Vosniadou S, Brewer WF · 1992 · quasi-experiment

  Dcounted as evidence
  cited by Science misconceptions and conceptual change — can naive intuitions be taught away?
• Why Not Let High Ability Students Start School in January? The Curriculum Compacting Study

  Reis SM, Westberg KL, Kulikowich J, Caillard F, Hébert T, Plucker J, Purcell JH, Rogers JB, Smist JM · 1993 · rct

  Bcounted as evidenceunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Heritability of interests: A twin study.

  Lykken, D. T., Bouchard, T. J. Jr., McGue, M., & Tellegen, A. · 1993 · twin-adoption

  Bcounted as evidenceabstract onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education

  Guzzetti BJ, Snyder TE, Glass GV, Gamas WS · 1993 · meta-analysis

  Ccould not obtainabstract onlyunchecked

  paywalled or unobtainable — Full text paywalled (JSTOR/RRQ 1993); only the ERIC abstract was read, and it reports no effect sizes, so the archive holds the direction of the finding and none of its magnitudes.

• An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum

  Adey, P., & Shayer, M. · 1993 · quasi-experiment

  Dread, set asidesecondary onlyunchecked

  same sample as an included paper — Reports the same CASE cohorts and GCSE outcomes as Shayer & Adey (1993, JRST part IV); recorded because it is the citation most often handed to non-specialists, but counted once.

• Comment: Cognitive acceleration and science achievement

  Preece, P. F. W. · 1993 · critique

  Dcould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — Two-page Wiley comment, paywalled, no abstract or open copy found; recorded so the objection is not silently dropped.

• Accelerating the development of formal thinking in middle and high school students IV: Three years after a two-year intervention

  Shayer, M., & Adey, P. · 1993 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by Teaching students to think scientifically — does it transfer?
• Does Mental Practice Enhance Performance?

  Driskell, J. E., Copper, C., & Moran, A. · 1994 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Feedback frequency and mental practice in motor learning
• Home vs. public schoolers: Differing social opportunities

  Chatham-Carpenter A · 1994 · quasi-experiment

  Dcounted as evidencesecondary onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Reciprocal Teaching: A Review of the Research (with the 1996 question-generation review)

  Rosenshine, B., & Meister, C. (1994); Rosenshine, Meister & Chapman (1996) · 1994 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Reading-comprehension strategy instruction (reciprocal teaching, summarizing, questioning)
• Meaningful Differences in the Everyday Experience of Young American Children (the '30 million word gap'), with later re-examinations

  Hart, B., & Risley, T. R.; re-examined by Sperry, Sperry & Miller (2018) and Gilkerson et al. (2017) · 1995 · longitudinal

  Dcounted as evidenceread depth unrecorded
  cited by The early home environment — what parents can and cannot causally move
• The effect of sugar on behavior or cognition in children: a meta-analysis

  Wolraich ML, Wilson DB, White JW · 1995 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Research on Direct Instruction: 25 Years Beyond DISTAR

  Adams GL, Engelmann S · 1996 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Explicit instruction vs discovery/inquiry — how much guidance?
• Genetic and environmental contributions to the acquisition of a motor skill

  Fox, P. W., Hershberger, S. L., & Bouchard, T. J. · 1996 · twin-adoption

  Bcounted as evidenceread depth unrecorded
  cited by Talent and trainability — what is heritable, and what that does not license
• The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory

  Kluger, A. N., & DeNisi, A. · 1996 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Feedback and formative assessment
• The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review

  Cooper H, Nye B, Charlton K, Lindsay J, Greathouse S · 1996 · meta-analysis

  Dcounted as evidenceabstract onlyunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• Why can't most people draw what they see?

  Cohen DJ, Bennett S · 1997 · quasi-experiment

  Dcounted as evidenceunchecked
  cited by Does teaching visual art produce artistic skill?
• A Splintered Vision

  Schmidt, W. H., McKnight, C. C., Raizen, S. A., Jakwerth, P. M., Valverde, G. A., Wolfe, R. G., Britton, E. D., Bianchi, L. J., & Houang, R. T. · 1997 · review

  Dcounted as evidencesecondary onlyunchecked
  cited by Science content sequencing — coherence, prerequisites, and course order
• Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition.

  Berninger VW, Vaughan KB, Abbott RD, Abbott SP, Rogan LW, Brooks A, Reed E, Graham S · 1997 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does handwriting and transcription instruction matter, and should young children type instead?
• Curriculum Compacting and Achievement Test Scores: What Does the Research Say?

  Reis SM, Westberg KL, Kulikowich JM, Purcell JH · 1998 · rct

  Bread, set asideabstract onlyunchecked

  same sample as an included paper — Journal report of the same randomised Curriculum Compacting Study recorded in full at asmt-reis-1993-curriculum-compacting-study, on a 336-student analysis subsample of the same 783 students; citing both would double-count one experiment.

• Assessment and Classroom Learning / Inside the Black Box

  Black, P., & Wiliam, D. · 1998 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Feedback and formative assessment
• Civic Education: What Makes Students Learn

  Niemi RG, Junn J · 1998 · longitudinal

  Dread, set asidesecondary onlyunchecked

  design too weak to inform — Cross-sectional association with self-selected course-taking. Superseded on the same question by Green et al. 2011 (classroom-randomized, knowledge moved) and Campbell and Niemi 2016 (policy variation, knowledge moved). Recorded because the ~4-point figure is quoted constantly and should be attributable.

• Praise for Intelligence Can Undermine Motivation and Performance (with the Li & Bates 2019 replication attempt)

  Mueller, C. M., & Dweck, C. S. (1998); Li, Y., & Bates, T. C. (2019) · 1998 · replication

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Feedback and formative assessment, Does teaching a growth mindset raise achievement?
• Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

  Hake RR · 1998 · quasi-experiment

  Dcounted as evidence
  cited by Science misconceptions and conceptual change — can naive intuitions be taught away?
• Effects of Coaching on SAT I: Reasoning Test Scores

  Powers DE, Rock DA · 1999 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• A meta-analytic review of the distribution of practice effect: now you see it, now you don't

  Donovan JJ, Radosevich DJ · 1999 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Practice scheduling for motor skills — varied vs blocked, spaced vs massed
• Age Constraints on Second-Language Acquisition

  Flege JE, Yeni-Komshian GH, Liu S · 1999 · quasi-experiment

  Ccould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — Paywalled at every route attempted and no abstract registered; recorded so the gap in the phonology-versus-morphosyntax evidence is visible rather than silent.

• Familial aggregation of VO2max response to exercise training: results from the HERITAGE Family Study

  Bouchard C, An P, Rice T, Skinner JS, Wilmore JH, Gagnon J, Pérusse L, Leon AS, Rao DC · 1999 · quasi-experiment

  Ccounted as evidenceread depth unrecorded
  cited by Talent and trainability — what is heritable, and what that does not license
• Achievement and Demographics of Home School Students: 1998

  Rudner LM · 1999 · longitudinal

  Dcounted as evidenceunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?, The parent as instructor — what survives when the person teaching is the person who raised the child
• Contextualizing Homeschooling Data: A Response to Rudner

  Welner KG, Welner KM · 1999 · critique

  Dcounted as evidenceunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Effects of high school driver education on motor vehicle crashes, violations, and licensure

  Vernick, J. S., Li, G., Ogaitis, S., MacKenzie, E. J., Baker, S. P., & Gielen, A. C. · 1999 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by Do life-skills courses — money, cooking, driving, health — change what students actually do?
• All Other Things Being Equal: Acquisition and Transfer of the Control of Variables Strategy

  Chen, Z., & Klahr, D. · 1999 · rct

  Ccounted as evidence
  cited by Teaching students to think scientifically — does it transfer?
• Cognitive acceleration through science education II: its effects and scope

  Shayer, M. · 1999 · quasi-experiment

  Dcounted as evidence
  cited by Teaching students to think scientifically — does it transfer?
• Project STAR and Krueger's reanalysis (Experimental Estimates of Education Production Functions)

  Krueger, A. B. (Tennessee STAR RCT, 1985-89) · 1999 · rct

  Acounted as evidenceread depth unrecorded
  cited by Class-size reduction
• Strengthening Verbal Skills through the Use of Classroom Drama: A Clear Link

  Podlozny A · 2000 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Does classroom drama build verbal and literacy skills?
• What Do Test Scores in Texas Tell Us?

  Klein SP, Hamilton LS, McCaffrey DF, Stecher BM · 2000 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Cognitive profile analysis: A shared professional myth.

  Watkins MW · 2000 · critique

  Dcould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — Paywalled with no deposited abstract and no locatable full text via Crossref, PubMed, PMC or ERIC; its substantive claim is covered by three sources that were read.

• How Effective Are One-to-One Tutoring Programs in Reading for At-Risk Students? A Meta-Analysis

  Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. · 2000 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis

  Norris JM, Ortega L · 2000 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Comprehensible input or explicit grammar teaching — which builds a second language?
• National Evaluation of Core Knowledge Sequence Implementation. Final Report.

  Stringfield S, Datnow A, Borman G, Rachuba L · 2000 · quasi-experiment

  Dread, set asidesecondary onlyunchecked

  superseded by better work — A matched-comparison evaluation of the same Core Knowledge Sequence that the Grissmer et al. (2023) kindergarten lottery evaluates with random assignment; the lottery answers the same question without the adoption-selection confound, so this adds implementation context rather than evidence.

• Report of the National Reading Panel, Ch. 3: Fluency (guided repeated oral reading; sustained silent reading)

  National Reading Panel (NICHD) · 2000 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Reading fluency — guided repeated oral reading, and whether repetition matters
• Career Academies: Impacts on Students' Engagement and Performance in High School

  Kemple, J. J., & Snipes, J. C. · 2000 · rct

  Acounted as evidencesecondary onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• Teaching Elementary Students Who Speak Black English Vernacular to Write in Standard English: Effects of Dialect Transformation Practice

  Fogel H, Ehri LC · 2000 · rct

  Ccounted as evidenceabstract onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers.

  Graham S, Harris KR, Fink B · 2000 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does handwriting and transcription instruction matter, and should young children type instead?
• The Arts and Academic Achievement: What the Evidence Shows

  Hetland L, Winner E · 2001 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Does arts education raise academic achievement?, Does classroom drama build verbal and literacy skills?
• The Effect of Admissions Test Preparation: Evidence from NELS:88

  Briggs DC · 2001 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Methodology Review: Evaluating Person Fit

  Meijer RR, Sijtsma K · 2001 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the NRP's Meta-Analysis

  Ehri, L. C., Nunes, S. R., Willows, D. M., et al. · 2001 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Phonemic awareness training (and whether it needs letters)
• Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel's Meta-Analysis

  Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. · 2001 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Citizenship and Education in Twenty-Eight Countries: Civic Knowledge and Engagement at Age Fourteen

  Torney-Purta J, Lehmann R, Oswald H, Schulz W · 2001 · review

  Dread, set asidesecondary onlyunchecked

  design too weak to inform — Cross-sectional descriptive international assessment with no counterfactual, plus a documented measurement critique (Lupia 2016). Useful for describing what 14-year-olds know; useless for whether teaching caused it.

• When Problem Solving Is Superior to Studying Worked Examples

  Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. · 2001 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Worked examples (studying solutions vs solving problems)
• Education and saving:

  Bernheim, B. D., Garrett, D. M., & Maki, D. M. · 2001 · natural-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Do life-skills courses — money, cooking, driving, health — change what students actually do?
• School-based driver education for the prevention of traffic crashes

  Roberts, I. G., & Kwan, I. · 2001 · meta-analysis

  Acounted as evidenceunchecked
  cited by Do life-skills courses — money, cooking, driving, health — change what students actually do?
• Success in introductory college physics: The role of high school preparation

  Sadler, P. M., & Tai, R. H. · 2001 · longitudinal

  Dcounted as evidence
  cited by Science content sequencing — coherence, prerequisites, and course order
• Meta-analysis of Grade Retention Research: Implications for Practice in the 21st Century

  Jimerson SR · 2001 · meta-analysis

  Dcounted as evidencesecondary onlyunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• SAT Coaching, Bias and Causal Inference

  Briggs DC · 2002 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Limitations in the Use of Achievement Tests as Measures of Educators' Productivity

  Koretz DM · 2002 · review

  Ccounted as evidencesecondary onlyunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• New Evidence on Classroom Computers and Pupil Learning

  Angrist, J. D., & Lavy, V. · 2002 · quasi-experiment

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Does Increasing Women's Schooling Raise the Schooling of the Next Generation?

  Behrman JR, Rosenzweig MR · 2002 · twin-adoption

  Bcounted as evidencesecondary onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science

  Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. · 2002 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Teaching students to think scientifically — does it transfer?
• Fostering students' knowledge and argumentation skills through dilemmas in human genetics

  Zohar, A., & Nemet, F. · 2002 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by Teaching students to think scientifically — does it transfer?
• The Flynn effect and U.S. policies: the impact of rising IQ scores on American society via mental retardation diagnoses.

  Kanaya T, Scullin MH, Ceci SJ · 2003 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Transitioning From Studying Examples to Solving Problems: Self-Explanation Prompts and Fading Worked-Out Steps

  Atkinson, R. K., Renkl, A., & Merrill, M. M. · 2003 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Worked examples (studying solutions vs solving problems)
• Teaching Children to Read: The Fragile Link Between Science & Federal Education Policy

  Camilli G, Vargas S, Yurecko M · 2003 · critique

  Ccounted as evidenceread depth unrecorded
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Effects of Problem-Based Learning: A Meta-Analysis

  Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. · 2003 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Explicit instruction vs discovery/inquiry — how much guidance?
• Critical Evidence: A Test of the Critical-Period Hypothesis for Second-Language Acquisition

  Hakuta K, Bialystok E, Wiley E · 2003 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• The Expertise Reversal Effect

  Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. · 2003 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Worked examples (studying solutions vs solving problems)
• Point and Click or Grab and Heft: Comparing the Influence of Physical and Virtual Instructional Materials on Elementary School Students' Ability to Design Experiments

  Triona, L. M., & Klahr, D. · 2003 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by Laboratory and practical work in school science
• Temporal stability of WISC-III subtest composite: strengths and weaknesses.

  Watkins MW, Canivez GL · 2004 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Contextual interference: a meta-analytic study

  Brady F · 2004 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Practice scheduling for motor skills — varied vs blocked, spaced vs massed
• Learning styles and pedagogy in post-16 learning: a systematic and critical review

  Coffield F, Moseley D, Hall E, Ecclestone K · 2004 · review

  Ccould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — Full LSRC report not retrievable (403); only second-hand summaries obtained, which this archive does not treat as a read.

• Putting computerized instruction to the test: a randomized evaluation of a "scientifically based" reading program

  Rouse, C. E., & Krueger, A. B. (with Markman, L.) · 2004 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Are there civic returns to education?

  Dee TS · 2004 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Does education improve citizenship? Evidence from the United States and the United Kingdom

  Milligan K, Moretti E, Oreopoulos P · 2004 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Home-Schooling in the US

  Belfield CR · 2004 · review

  Dcounted as evidenceunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Home Educated and Now Adults: Their Community and Civic Involvement, Views about Homeschooling, and Other Traits

  Ray BD · 2004 · review

  Dread, set asidesecondary onlyunchecked

  design too weak to inform — Volunteer sample recruited through homeschooling-movement channels, no comparison group, no covariate data, unexplained exclusion of 28% of respondents, and published by the author's own advocacy institute; cannot support any inference about the effect of home education. Retained because it is the most-cited source for the claim that homeschooled adults are more civically engaged.

• The Equivalence of Learning Paths in Early Science Instruction: Direct Instruction and Discovery Learning

  Klahr, D., & Nigam, M. · 2004 · rct

  Bcounted as evidenceread depth unrecorded
  cited by Explicit instruction vs discovery/inquiry — how much guidance?, Teaching students to think scientifically — does it transfer?
• Music Lessons Enhance IQ

  Schellenberg EG · 2004 · rct

  Bcounted as evidence
  cited by Does learning music make children smarter or better at school?
• The laboratory in science education: Foundations for the twenty‐first century

  Hofstein, A., & Lunetta, V. N. · 2004 · review

  Dcounted as evidencesecondary onlyunchecked
  cited by Laboratory and practical work in school science
• Remedial Education and Student Achievement: A Regression-Discontinuity Analysis

  Jacob BA, Lefgren L · 2004 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis

  Therrien, W. J. · 2004 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Reading fluency — guided repeated oral reading, and whether repetition matters
• The effect of grammar teaching (sentence combining) in English on 5 to 16 year olds' accuracy and quality in written composition

  Andrews R, Torgerson C, Beverton S, Freeman A, Locke T, Low G, Robinson A, Zhu D · 2004 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?, Does sentence combining improve writing?
• Accountability, incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools

  Jacob BA · 2005 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• How reliable are informal reading inventories?

  Spector JE · 2005 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research

  Stecker PM, Fuchs LS, Fuchs D · 2005 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions

  Wise SL, DeMars CE · 2005 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• The Big Picture: A Meta-Analysis of Program Effectiveness Research on English Language Learners

  Rolstad K, Mahoney K, Glass GV · 2005 · meta-analysis

  Dcounted as evidenceabstract onlyunchecked
  cited by Does dual-language immersion work, and is the gain in the second language or in English?
• A Synthesis of Research on Language of Reading Instruction for English Language Learners

  Slavin RE, Cheung A · 2005 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does dual-language immersion work, and is the gain in the second language or in English?
• The Effects of Universal Pre-K on Cognitive Development

  Gormley, W. T., Gayer, T., Phillips, D., & Dawson, B. · 2005 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• Longitudinal Gains in Civic Development through School-Based Required Service

  Metz E, Youniss J · 2005 · quasi-experiment

  Dread, set asidesecondary onlyunchecked

  design too weak to inform — Single school, no external control, and the outcomes are self-reported intentions to participate - precisely the intent-versus-validated-behaviour confusion this cluster exists to police. Helms 2013 tests the same policy at state scale and is included instead.

• Effects of Historical Reasoning Instruction and Writing Strategy Mastery in Culturally and Academically Diverse Middle School Classrooms

  De La Paz S · 2005 · quasi-experiment

  Dread, set asideabstract onlyunchecked

  design too weak to inform — The reported contrast compares controls against only those treated students who demonstrated mastery of the taught strategies, which is selection on a post-treatment variable; with non-random assignment, n = 132 and researcher-scored essays as the sole outcome, no usable causal estimate remains.

• Why the Apple Doesn’t Fall Far: Understanding Intergenerational Transmission of Human Capital

  Black SE, Devereux PJ, Salvanes KG · 2005 · natural-experiment

  Bcounted as evidenceunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• The Effects of Synthetic Phonics Teaching on Reading and Spelling Attainment: A Seven-Year Longitudinal Study (Clackmannanshire)

  Johnston, R. S., & Watson, J. E. · 2005 · quasi-experiment

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Educational Reform, Ability, and Family Background

  Meghir C, Palme M · 2005 · natural-experiment

  Bcounted as evidence
  cited by Ability grouping and tracking — four practices, four verdicts
• Teachers, Schools, and Academic Achievement (the teacher-quality magnitude)

  Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (with Rockoff 2004 companion) · 2005 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Teacher quality — selection over credentials and workshops
• Lifetime Effects: The HighScope Perry Preschool Study Through Age 40

  Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. · 2005 · rct

  Ccounted as evidenceread depth unrecorded
  cited by Perry Preschool and Abecedarian — what the famous studies actually establish
• Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant

  Lynch S, Kuipers J, Pyke C, Szesze M · 2005 · rct

  Ccounted as evidencesecondary onlyunchecked
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• A meta-analysis of the impact of the implementation of thinking skills approaches on pupils

  Higgins, S., Hall, E., Baumfield, V., & Moseley, D. · 2005 · meta-analysis

  Dcounted as evidencesecondary onlyunchecked
  cited by Teaching students to think scientifically — does it transfer?
• Is Developing Scientific Thinking All About Learning to Control Variables?

  Kuhn, D., & Dean, D. · 2005 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by Teaching students to think scientifically — does it transfer?
• Curriculum coherence: an examination of US mathematics and science content standards from an international perspective

  Schmidt, W. H., Wang, H. C., & McKnight, C. C. · 2005 · review

  Dcounted as evidencesecondary onlyunchecked
  cited by Science content sequencing — coherence, prerequisites, and course order
• Adoption and Cognitive Development: A Meta-Analytic Comparison of Adopted and Nonadopted Children's IQ and School Performance

  van IJzendoorn, M. H., Juffer, F., & Klein Poelhuis, C. W. · 2005 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by The early home environment — what parents can and cannot causally move
• The Effects of Peer-Assisted Sentence-Combining Instruction on the Writing Performance of More and Less Skilled Young Writers.

  Saddler B, Graham S · 2005 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does sentence combining improve writing?
• Examining the Reliability of Running Records: Attaining Generalizable Results

  Fawson PC, Ludlow BC, Reutzel DR, Sudweeks R, Smith JA · 2006 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Gifted Today but Not Tomorrow? Longitudinal Changes in Ability and Achievement during Elementary School

  Lohman DF, Korb KA · 2006 · longitudinal

  Ccounted as evidenceunchecked
  cited by What a standardized achievement score does and does not license, Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects

  Bédard, K., & Dhuey, E. · 2006 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by School starting age, relative age, and academic redshirting
• Meta-Analysis and Reading Policy: Perspectives on Teaching Children to Read

  Camilli G, Wolfe PM, Smith ML · 2006 · critique

  Ccounted as evidenceread depth unrecorded
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Distributed Practice in Verbal Recall Tasks: A Review and Quantitative Synthesis

  Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. · 2006 · meta-analysis

  Ccounted as evidence
  cited by Spaced (distributed) practice
• The Impact of Internet Subsidies in Public Schools

  Goolsbee, A., & Guryan, J. · 2006 · natural-experiment

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Identifying Effective Teachers Using Performance on the Job (the selection-over-credentials strategy)

  Gordon, R., Kane, T. J., & Staiger, D. O. · 2006 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child, Teacher quality — selection over credentials and workshops
• Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence Across Countries

  Hanushek EA, Wößmann L · 2006 · natural-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Ability grouping and tracking — four practices, four verdicts
• Experiments in Political Socialization: Kids Voting USA as a Model for Civic Education Reform

  McDevitt M, Kiousis S · 2006 · quasi-experiment

  Dread, set asidesecondary onlyunchecked

  design too weak to inform — Non-randomised programme evaluation with self-selected schools, self-reported outcomes including turnout, and grey-literature status. The design cannot separate the programme from the kind of school and family that adopts it - which is the exact confound this archive's premise names.

• Parent Tutoring: A Meta-Analysis

  Erion J · 2006 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Homeschooled Children's Social Skills

  Medlin RG · 2006 · quasi-experiment

  Dcounted as evidenceunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Approaches to Parent Involvement for Improving the Academic Performance of Elementary School Age Children

  Nye C, Turner H, Schwartz J · 2006 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Why Minimal Guidance During Instruction Does Not Work

  Kirschner, P. A., Sweller, J., & Clark, R. E. · 2006 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Explicit instruction vs discovery/inquiry — how much guidance?
• Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention

  Roediger, H. L., & Karpicke, J. D. · 2006 · rct

  Bcounted as evidenceread depth unrecorded
  cited by Retrieval practice (the testing effect)
• Effects of instructional support within constructivist learning environments for elementary school students' understanding of "floating and sinking."

  Hardy I, Jonen A, Möller K, Stern E · 2006 · quasi-experiment

  Bcounted as evidencesecondary onlyunchecked
  cited by Science misconceptions and conceptual change — can naive intuitions be taught away?
• Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003

  Cooper H, Robinson JC, Patall EA · 2006 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling (DfES RR711)

  Torgerson, C. J., Brooks, G., & Hall, J. · 2006 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Heritability of refractive error and ocular biometrics - the Genes in Myopia (GEM) twin study

  Dirani M, Chamberlain M, Shekar SN, Islam AF, Garoufalis P, Chen CY, Guymer RH, Baird PN · 2006 · twin-adoption

  Bread, set asideread depth unrecordedunchecked

  adds nothing beyond what we hold — Duplicates the role of vis-lopes-2009-twinsuk-refractive-heritability, which is roughly four times larger, explicitly tests and quantifies the shared-environment component, and is therefore the single heritability anchor cited in the topic.

• Beyond g: Putting multiple intelligences theory to the test

  Visser BA, Ashton MC, Vernon PA · 2006 · quasi-experiment

  Dcounted as evidence
  cited by Should Gardner's multiple intelligences be used as a basis for instruction?
• Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review

  Waterhouse L · 2006 · critique

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Should Gardner's multiple intelligences be used as a basis for instruction?
• Ask the Cognitive Scientist: The Usefulness of Brief Instruction in Reading Comprehension Strategies

  Willingham, D. T. · 2006 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Reading-comprehension strategy instruction (reciprocal teaching, summarizing, questioning)
• The effect of grammar teaching on writing development

  Andrews R, Torgerson C, Beverton S, Freeman A, Locke T, Low G, Robinson A, Zhu D · 2006 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?, Does sentence combining improve writing?
• Studio Thinking: The Real Benefits of Visual Arts Education

  Hetland L, Winner E, Veenema S, Sheridan KM · 2007 · review

  Dcounted as evidencesecondary onlyunchecked
  cited by Does teaching visual art produce artistic skill?
• On the interpretation of below-chance responding in forced-choice tests.

  Frederick RI, Speed FM · 2007 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Retesting in selection: A meta-analysis of coaching and practice effects for tests of cognitive ability.

  Hausknecht JP, Halpert JA, Di Paolo NT, Moriarty Gerrard MO · 2007 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• An examination of psychometric bias due to retesting on cognitive ability tests in selection settings.

  Lievens F, Reeve CL, Heggestad ED · 2007 · quasi-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Score gains on g-loaded tests: No g

  te Nijenhuis J, van Vianen AEM, van der Flier H · 2007 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Boys Named Sue: Disruptive Children and Their Peers

  Figlio DN · 2007 · quasi-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention

  Blackwell LS, Trzesniewski KH, Dweck CS · 2007 · longitudinal

  Ccounted as evidenceunchecked
  cited by Does teaching a growth mindset raise achievement?
• Grit: Perseverance and passion for long-term goals.

  Duckworth AL, Peterson C, Matthews MD, Kelly DR · 2007 · longitudinal

  Dcounted as evidenceunchecked
  cited by Are self-control and grit teachable levers on achievement?
• Logo programming language (WWC intervention report, Elementary School Mathematics)

  What Works Clearinghouse, Institute of Education Sciences, US Department of Education · 2007 · review

  Dcounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• Genome-Wide Linkage Scan for Athlete Status in 700 British Female DZ Twin Pairs

  De Moor MHM, Spector TD, Cherkas LF, Falchi M, Hottenga JJ, Boomsma DI, de Geus EJC · 2007 · twin-adoption

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Talent and trainability — what is heritable, and what that does not license
• Remedying Education: Evidence from Two Randomized Experiments in India

  Banerjee, A. V., Cole, S., Duflo, E., & Linden, L. · 2007 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort

  Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, N., Campuzano, L., Means, B., Murphy, R., Penuel, W., Javitz, H., Emery, D., & Sussex, W. · 2007 · rct

  Acounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• The Effect of Extra Funding for Disadvantaged Pupils on Achievement

  Leuven, E., Lindahl, M., Oosterbeek, H., & Webbink, D. · 2007 · quasi-experiment

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• New Technology in Schools: Is There a Payoff?

  Machin, S., McNally, S., & Silva, O. · 2007 · natural-experiment

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Teaching high school students to use heuristics while reading historical texts.

  Nokes JD, Dole JA, Hacker DJ · 2007 · rct

  Ccounted as evidenceabstract onlyunchecked
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?, Should history be built on content knowledge or on generic historical-thinking skills?
• Brain Gym: Building Stronger Brains or Wishful Thinking?

  Hyatt KJ · 2007 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
• Does Head Start Improve Children's Life Chances? Evidence from a Regression Discontinuity Design

  Ludwig, J., & Miller, D. L. · 2007 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• Wage effects of an extra year of basic vocational education

  Oosterbeek, H., & Webbink, D. · 2007 · natural-experiment

  Ccounted as evidencesecondary onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• Impacts of Four Title V, Section 510 Abstinence Education Programs: Final Report

  Trenholm, C., Devaney, B., Fortson, K., Quay, L., Wheeler, J., & Clark, M. · 2007 · rct

  Acounted as evidenceunchecked
  cited by Do life-skills courses — money, cooking, driving, health — change what students actually do?
• The Shuffling of Mathematics Problems Improves Learning

  Rohrer, D., & Taylor, K. · 2007 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Interleaving (mixing problem types vs blocking)
• How Large Are the Effects from Changes in Family Environment? A Study of Korean American Adoptees

  Sacerdote, B. · 2007 · natural-experiment

  Bcounted as evidenceread depth unrecorded
  cited by The early home environment — what parents can and cannot causally move, The parent as instructor — what survives when the person teaching is the person who raised the child
• A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States

  Schroeder CM, Scott TP, Tolson H, Huang T-Y, Lee Y-H · 2007 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children

  Klahr, D., Triona, L. M., & Williams, C. · 2007 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by Laboratory and practical work in school science
• The Two High-School Pillars Supporting College Science

  Sadler, P. M., & Tai, R. H. · 2007 · longitudinal

  Dcounted as evidencesecondary onlyunchecked
  cited by Science content sequencing — coherence, prerequisites, and course order
• The Impact of Length of the School Year on Student Performance and Earnings: Evidence from the German Short School Years

  Pischke J-S · 2007 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort

  Trautwein U · 2007 · longitudinal

  Ccounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• When Is a Verb? Using Functional Grammar to Teach Writing

  Fearn L, Farnan N · 2007 · quasi-experiment

  Dcounted as evidenceunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• The Challenge of Improving Children's Writing Ability: A Randomized Evaluation of "Writing Wings"

  Puma M, Tarkow A, Puma A · 2007 · rct

  Bcounted as evidenceunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• The effect of error correction on learners’ ability to write accurately

  Truscott J · 2007 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• A meta-analysis of writing instruction for adolescent students.

  Graham S, Perin D · 2007 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?, Does sentence combining improve writing?, Does strategy instruction (SRSD, the writing process) improve writing?
• Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement

  Yoon KS, Duncan T, Lee SWY, Scarloss B, Shapley KL · 2007 · review

  Ccounted as evidence
  cited by Teacher quality — selection over credentials and workshops
• Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects

  Anderson, M. L. · 2008 · critique

  Bcounted as evidenceread depth unrecorded
  cited by Perry Preschool and Abecedarian — what the famous studies actually establish
• The Problem With "Proficiency": Limitations of Statistics and Policy Under No Child Left Behind

  Ho AD · 2008 · critique

  Ccounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Are zero tolerance policies effective in the schools?: An evidentiary review and recommendations.

  American Psychological Association Zero Tolerance Task Force · 2008 · review

  Ccounted as evidencesecondary onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes

  Kellam SG, Brown CH, Poduska JM, Ialongo NS, Wang W, Toyinbo P, Petras H, Ford C, Windham A, Wilcox HC · 2008 · rct

  Bcounted as evidenceunchecked
  cited by How should a school run its classrooms and its discipline system?
• Spacing Effects in Learning: A Temporal Ridgeline of Optimal Retention

  Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. · 2008 · quasi-experiment

  Bcounted as evidenceread depth unrecorded
  cited by Spaced (distributed) practice
• Educational effects of the Tools of the Mind curriculum: A randomized trial

  Barnett WS, Jung K, Yarosz DJ, Thomas J, Hornbeck A, Stechuk R, Burns S · 2008 · rct

  Ccounted as evidencesecondary onlyunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Individual differences in executive functions are almost entirely genetic in origin.

  Friedman NP, Miyake A, Young SE, DeFries JC, Corley RP, Hewitt JK · 2008 · twin-adoption

  Bcounted as evidenceabstract onlyunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Tools of the Mind. What Works Clearinghouse Intervention Report

  What Works Clearinghouse, US Department of Education · 2008 · review

  Bcounted as evidenceunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Symmetries and Asymmetries of Age Effects in Naturalistic and Instructed L2 Learning

  Munoz C · 2008 · longitudinal

  Ccounted as evidencesecondary onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• Reading First Impact Study: Final Report (NCEE 2009-4038)

  Gamse, B. C., Jacob, R. T., Horst, M., Boulay, B., & Unlu, F. · 2008 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Reconsidering the Effects of Education on Political Participation

  Kam CD, Palmer CL · 2008 · longitudinal

  Cread, set asidesecondary onlyunchecked

  design too weak to inform — Propensity-score matching on observables cannot address the genetic and family confounding this archive's premise is about, and the specific implementation was successfully contested (Henderson and Chatfield 2011). Berinsky and Lenz 2011 carries the same conclusion on a real instrument and is included instead.

• Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis

  Mol SE, Bus AG, de Jong MT, Smeets DJH · 2008 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• State Regulation of Homeschooling and Homeschoolers’ SAT Scores

  Ray BD, Eagleson BK · 2008 · longitudinal

  Dcounted as evidencesecondary onlyunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• The Effect of Family Literacy Interventions on Children's Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review

  Sénéchal M, Young L · 2008 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Alternative Schooling Strategies and the Religious Lives of American Adolescents

  Uecker JE · 2008 · quasi-experiment

  Cread, set asideabstract onlyunchecked

  outside ages 4–18 education — Outcomes are adolescent religiosity, not social functioning; the socialisation- relevant network variables enter only as unreported mediators, so nothing about peer contact, friendship or isolation can be extracted from it.

• Improving fluid intelligence with training on working memory

  Jaeggi SM, Buschkuehl M, Jonides J, Perrig WJ · 2008 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation

  Kane TJ, Staiger DO · 2008 · rct

  Bcounted as evidence
  cited by Teacher quality — selection over credentials and workshops
• Developing Early Literacy: NELP Report, Ch. 3 - Impact of Code-Focused Interventions on Young Children's Early Literacy Skills

  Lonigan, C. J., Schatschneider, C., Westberg, L., & the National Early Literacy Panel · 2008 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Phonemic awareness training (and whether it needs letters)
• Foundations for Success: The Final Report of the National Mathematics Advisory Panel

  National Mathematics Advisory Panel · 2008 · review

  Ccounted as evidence
  cited by Explicit vs reform/constructivist math instruction, Math-fact fluency and timed practice (and the anti-timed-test claims)
• Learning Styles: Concepts and Evidence

  Pashler H, McDaniel M, Rohrer D, Bjork R · 2008 · review

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does matching instruction to a child's "learning style" improve learning?
• Career Academies: Long-Term Impacts on Labor Market Outcomes, Educational Attainment, and Transitions to Adulthood

  Kemple, J. J., & Willner, C. J. · 2008 · rct

  Acounted as evidenceunchecked
  cited by Do career and technical education tracks help students — and which students?
• Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform

  Geier R, Blumenfeld PC, Marx RW, Krajcik JS, Fishman B, Soloway E, Clay-Chambers J · 2008 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science

  Abrahams, I., & Millar, R. · 2008 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by Laboratory and practical work in school science
• A Review of the Research on Practical Work in School Science

  Dillon, J. (King's College London, for SCORE and the Royal Society) · 2008 · review

  Dcounted as evidence
  cited by Laboratory and practical work in school science
• The IQWST Experience: Using Coherence as a Design Principle for a Middle School Science Curriculum

  Shwartz, Y., Weizman, A., Fortus, D., Krajcik, J., & Reiser, B. · 2008 · review

  Dread, set asideabstract onlyunchecked

  design too weak to inform — Developer-authored design narrative with no comparison group and no effect estimate; recorded because it is the founding statement of the coherence principle.

• A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant

  Stuebing, K. K., Barth, A. E., Cirino, P. T., Francis, D. J., & Fletcher, J. M. · 2008 · critique

  Ccounted as evidenceread depth unrecorded
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Error correction, revision, and learning

  Truscott J, Hsu AY · 2008 · quasi-experiment

  Ccounted as evidencesecondary onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• A meta-analysis of single subject design writing intervention research.

  Rogers LA, Graham S · 2008 · meta-analysis

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?, Does sentence combining improve writing?, Can capitalisation, punctuation and usage be taught directly as their own subject?
• College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago

  Allensworth E, Nomi T, Montgomery N, Lee VE · 2009 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
• Rates of below-chance performance in forced-choice symptom validity tests.

  Greve KW, Binder LM, Bianchini KJ · 2009 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Frequency of truancy at high school: evidence for genetic and twin specific shared environmental influences

  van der Aa N, Rebollo-Mesa I, Willemsen G, Boomsma DI, Bartels M · 2009 · twin-adoption

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Chronic absenteeism — does raising attendance raise achievement?
• Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes

  Bradshaw CP, Mitchell MM, Leaf PJ · 2009 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools

  Horner RH, Sugai G, Smolkowski K, Eber L, Nakasato J, Todd AW, Esperanza J · 2009 · rct

  Ccounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Genetic and environmental influences on aspects of literacy and language in early childhood: Continuity and change from preschool to Grade 2

  Byrne, B., Samuelsson, S., Olson, R. K., et al. · 2009 · twin-adoption

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• California's 1996 class-size reduction at scale (CSR Consortium; Jepsen & Rivkin)

  CSR Research Consortium (2002); Jepsen, C., & Rivkin, S. (2009) · 2009 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Class-size reduction
• Annual Age-Grouping and Athlete Development: A Meta-Analytical Review of Relative Age Effects in Sport

  Cobley S, Baker J, Wattie N, McKenna J · 2009 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Early sport specialization, talent selection, and the relative age effect
• Early Childhood Intervention and Life-Cycle Skill Development: Evidence from Head Start

  Deming, D. J. · 2009 · longitudinal

  Ccounted as evidenceread depth unrecorded
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• The Use and Misuse of Computers in Education: Evidence from a Randomized Experiment in Colombia

  Barrera-Osorio, F., & Linden, L. L. · 2009 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Technology's Edge: The Educational Benefits of Computer-Aided Instruction

  Barrow, L., Markman, L., & Rouse, C. E. · 2009 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Effectiveness of Reading and Mathematics Software Products: Findings From Two Student Cohorts

  Campuzano, L., Dynarski, M., Agodini, R., & Rall, K. · 2009 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis

  Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. · 2009 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Background knowledge and vocabulary as drivers of reading comprehension
• Age of Onset and Nativelikeness in a Second Language: Listener Perception Versus Linguistic Scrutiny

  Abrahamsson N, Hyltenstam K · 2009 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of Instructional Components

  Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. · 2009 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Explicit vs reform/constructivist math instruction
• Report to the Secretary of State on the Review of Elective Home Education in England

  Badman G · 2009 · review

  Dcounted as evidenceunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• "Double-Dose" Algebra as an Alternative Strategy to Remediation: Effects on Students' Academic Outcomes

  Nomi T, Allensworth E · 2009 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
• Iodine supplementation improves cognition in mildly iodine-deficient children

  Gordon RC, Rose MC, Skeaff SA, Gray AR, Morgan KM, Ruffman T · 2009 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• School tracking and intergenerational income mobility: Evidence from the Finnish comprehensive school reform

  Pekkarinen T, Uusitalo R, Kerr S · 2009 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Ability grouping and tracking — four practices, four verdicts
• Effects of Fact Retrieval Tutoring for Third-Grade Students with Math Difficulties With and Without Reading Difficulties

  Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M. · 2009 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Math-fact fluency and timed practice (and the anti-timed-test claims)
• The Effectiveness of Volunteer Tutoring Programs: A Meta-Analysis (RCT-only)

  Ritter, G. W., Barnett, J. H., Denny, G. S., & Albin, G. R. · 2009 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• Mental models and other misconceptions in children’s understanding of the earth

  Panagiotaki G, Nobes G, Potton A · 2009 · critique

  Ccounted as evidenceabstract onlyunchecked
  cited by Science misconceptions and conceptual change — can naive intuitions be taught away?
• Learning Progressions in Science: An Evidence-Based Approach to Reform

  Corcoran, T., Mosher, F. A., & Rogat, A. · 2009 · review

  Dcounted as evidence
  cited by Science content sequencing — coherence, prerequisites, and course order
• Depth versus breadth: How content coverage in high school science courses relates to later success in college science coursework

  Schwartz, M. S., Sadler, P. M., Sonnert, G., & Tai, R. H. · 2009 · longitudinal

  Dcounted as evidence
  cited by Science content sequencing — coherence, prerequisites, and course order
• Supporting valid interpretations of learning progression level diagnoses

  Steedle, J. T., & Shavelson, R. J. · 2009 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by Science content sequencing — coherence, prerequisites, and course order
• Best Practice? Advice Provided to Teachers about the Use of Brain Gym in Australian Schools

  Stephenson J · 2009 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
• Quality of Research Design Moderates Effects of Grade Retention on Achievement: A Meta-Analytic, Multilevel Analysis

  Allen CS, Chen Q, Willson VL, Hughes JN · 2009 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Does lengthening the school day increase students’ academic achievement? Results from a natural experiment in Chile

  Bellei C · 2009 · natural-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• The relationship between homework time and achievement is not universal: evidence from multilevel analyses in 40 countries

  Dettmers S, Trautwein U, Lüdtke O · 2009 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Homework — effects by age and by dosage
• The Effect of Grade Retention on High School Completion

  Jacob B, Lefgren L · 2009 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Estimating heritability and shared environmental effects for refractive error in twin and family studies

  Lopes MC, Andrew T, Carbonaro F, Spector TD, Hammond CJ · 2009 · twin-adoption

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• A Problem-Based Learning Meta-Analysis: Differences Across Problem/Implementation Types, Disciplines, and Assessment Levels

  Walker, A., & Leary, H. · 2009 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Explicit instruction vs discovery/inquiry — how much guidance?
• Shadow Education, American Style: Test Preparation, the SAT and College Enrollment

  Buchmann C, Condron DJ, Roscigno VJ · 2010 · quasi-experiment

  Cread, set asideabstract onlyunchecked

  adds nothing beyond what we hold — Estimates the same coaching parameter on the same NELS:88 data already covered by Briggs (2001, 2002), with a weaker treatment of self-selection and correspondingly larger estimates; adds a stratification framing rather than new identification.

• Externalities in the Classroom: How Children Exposed to Domestic Violence Affect Everyone's Kids

  Carrell SE, Hoekstra ML · 2010 · quasi-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Self-control interventions for children under age 10 for improving self-control and delinquency and problem behaviors

  Piquero AR, Jennings WG, Farrington DP · 2010 · meta-analysis

  Cread, set asideabstract onlyunchecked

  superseded by better work — Superseded by Piquero et al. 2016, which covers the same studies plus seven more and supplies the effect sizes.

• Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children. Report From the Social and Character Development Research Program

  Social and Character Development Research Consortium (Ruby A, Doolittle E, eds.), National Center for Education Research, Institute of Education Sciences · 2010 · rct

  Acounted as evidenceunchecked
  cited by Should a school buy a social and emotional learning programme?
• Impact of a Social-Emotional and Character Development Program on School-Level Indicators of Academic Achievement, Absenteeism, and Disciplinary Outcomes: A Matched-Pair, Cluster-Randomized, Controlled Trial

  Snyder F, Flay B, Vuchinich S, Acock A, Washburn I, Beets M, Li KK · 2010 · rct

  Ccounted as evidenceunchecked
  cited by Should a school buy a social and emotional learning programme?
• Learning edge momentum: a new account of outcomes in CS1

  Robins, A. · 2010 · review

  Dcould not obtainsecondary onlyunchecked

  paywalled or unobtainable — Located via citation index only; body not read. Worth a full read if the geek-gene question is ever given its own topic.

• Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

  Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. · 2010 · meta-analysis

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• The Importance of Relative Standards in ADHD Diagnoses: Evidence Based on Exact Birth Dates

  Elder, T. E. · 2010 · natural-experiment

  Bcounted as evidenceread depth unrecorded
  cited by School starting age, relative age, and academic redshirting
• The Effectiveness of Corrective Feedback in SLA: A Meta-Analysis

  Li S · 2010 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Comprehensible input or explicit grammar teaching — which builds a second language?
• ORAL FEEDBACK IN CLASSROOM SLA

  Lyster R, Saito K · 2010 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Comprehensible input or explicit grammar teaching — which builds a second language?
• Interactions Between Type of Instruction and Type of Language Feature: A Meta-Analysis

  Spada N, Tomita Y · 2010 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Comprehensible input or explicit grammar teaching — which builds a second language?
• The Evaluation of Charter School Impacts: Final Report

  Gleason P, Clark M, Tuttle CC, Dwoyer E · 2010 · rct

  Acounted as evidence
  cited by School spending, charters, and what school-level choices actually move outcomes
• The Heritability of General Cognitive Ability Increases Linearly from Childhood to Young Adulthood

  Haworth, C. M. A., Wright, M. J., Luciano, M., Martin, N. G., Boomsma, D. I., Bartels, M., Posthuma, D., et al. · 2010 · twin-adoption

  Bcounted as evidenceread depth unrecorded
  cited by Fadeout — why early gains disappear, and what actually persists, The early home environment — what parents can and cannot causally move
• The Rate of Return to the HighScope Perry Preschool Program

  Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. Q. · 2010 · quasi-experiment

  Dcounted as evidenceread depth unrecorded
  cited by Perry Preschool and Abecedarian — what the famous studies actually establish
• Using Experiments to Estimate the Effects of Education on Voter Turnout

  Sondheimer RM, Green DP · 2010 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Academic Achievement and Demographic Traits of Homeschool Students: A Nationwide Study

  Ray BD · 2010 · longitudinal

  Dcounted as evidenceunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Multiple micronutrient supplementation for improving cognitive performance in children: systematic review of randomized controlled trials

  Eilander A, Gera T, Sachdev HS, Transler C, van der Knaap HC, Kok FJ, Osendarp SJ · 2010 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Putting brain training to the test

  Owen AM, Hampshire A, Grahn JA, Stenton R, Dajani S, Burns AS, Howard RJ, Ballard CG · 2010 · rct

  Acounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Mozart effect-Shmozart effect: A meta-analysis

  Pietschnig J, Voracek M, Formann AK · 2010 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads, Does learning music make children smarter or better at school?
• General Education versus Vocational Training: Evidence from an Economy in Transition

  Malamud, O., & Pop-Eleches, C. · 2010 · natural-experiment

  Bcounted as evidencesecondary onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• Head Start Impact Study: Final Report

  Puma, M., Bell, S., Cook, R., Heid, C., et al. (US DHHS/ACF) · 2010 · rct

  Acounted as evidence
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002

  Minner DD, Levy AJ, Century J · 2010 · review

  Dcounted as evidence
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• The relative effects and equity of inquiry-based and commonplace science teaching on students' knowledge, reasoning, and argumentation

  Wilson CD, Taylor JA, Kowalski SM, Carlson J · 2010 · rct

  Ccounted as evidenceabstract onlyunchecked
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• The Nature of the Refutation Text Effect: An Investigation of Attention Allocation

  Broughton SH, Sinatra GM, Reynolds RE · 2010 · quasi-experiment

  Dread, set asideabstract onlyunchecked

  outside ages 4–18 education — Undergraduates only; recorded because it is one of the few refutation-text studies with a delayed post-test and because its reading-time result contradicts the mechanism the field cites.

• REFUTATION TEXT IN SCIENCE EDUCATION: A REVIEW OF TWO DECADES OF RESEARCH

  Tippett CD · 2010 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Science misconceptions and conceptual change — can naive intuitions be taught away?
• Arguing to Learn in Science: The Role of Collaborative, Critical Discourse

  Osborne, J. · 2010 · review

  Dread, set asideabstract onlyunchecked

  design too weak to inform — Narrative advocacy review with no systematic search and no pooled estimate; recorded because it is heavily cited as if it were an evidence synthesis.

• A method for analyzing the coherence of high school biology textbooks

  Roseman, J. E., Stern, L., & Koppal, M. · 2010 · review

  Dread, set asideabstract onlyunchecked

  design too weak to inform — Textbook-rating instrument with no learners and no outcome measure; cannot bear on whether coherent sequencing causes learning.

• The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review

  Dewald JF, Meijer AM, Oort FJ, Kerkhof GA, Bögels SM · 2010 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Is Brain Gym an Effective Educational Intervention?

  Spaulding LS, Mostert MP, Beam AP · 2010 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
• Teacher Quality Moderates the Genetic Effects on Early Reading (Florida Twin Project)

  Taylor, J., Roehrig, A. D., Hensler, B. S., Connor, C. M., & Schatschneider, C. · 2010 · twin-adoption

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Effects of outdoor activities on myopia among rural school children in Taiwan

  Wu PC, Tsai CL, Hu CH, Yang YH · 2010 · longitudinal

  Dread, set asideread depth unrecordedunchecked

  design too weak to inform — Cross-sectional correlational study of 145 children with parent-reported exposure; it is the type of evidence this archive treats as presumptively confounded, and the same team's later randomized trial supersedes it.

• Thirty-Five Years of Research on Neuro-Linguistic Programming. NLP Research Data Base. State of the Art or Pseudoscientific Decoration?

  Witkowski T · 2010 · review

  Dcounted as evidence
  cited by Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
• The Effects of Morphological Instruction on Literacy Skills

  Bowers PN, Kirby JR, Deacon SH · 2010 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching spelling work, and what does it transfer to?
• Accountability and Flexibility in Public Schools: Evidence from Boston's Charters and Pilots

  Abdulkadiroglu A, Angrist JD, Dynarski SM, Kane TJ, Pathak PA · 2011 · natural-experiment

  Acounted as evidenceread depth unrecordedunchecked
  cited by School spending, charters, and what school-level choices actually move outcomes
• Does Discovery-Based Instruction Enhance Learning? A Meta-Analysis

  Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. · 2011 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Explicit instruction vs discovery/inquiry — how much guidance?, Explicit vs reform/constructivist math instruction
• RETRACTED: Role of test motivation in intelligence testing

  Duckworth AL, Quinn PD, Lynam DR, Loeber R, Stouthamer-Loeber M · 2011 · meta-analysis

  Dread, set asidesecondary onlyunchecked

  design too weak to inform — Retracted by PNAS on 1 May 2025 after a fabricated-data input was found to supply 24% of the meta-analytic sample; reanalysis without it shows strong publication bias on all four diagnostics. A retracted estimate cannot be evidence, and the residual estimate is not usable either.

• Systematic reviews of the effects of preparatory courses on university entrance examinations in high school-age students

  Montgomery P, Lilly J · 2011 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Formative Assessment: A Critical Review

  Bennett, R. E. · 2011 · critique

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Feedback and formative assessment
• Teacher classroom management practices: effects on disruptive or aggressive student behavior

  Oliver RM, Wehby JH, Reschly DJ · 2011 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Too Young to Leave the Nest? The Effects of School Starting Age

  Black, S. E., Devereux, P. J., & Salvanes, K. G. · 2011 · natural-experiment

  Bcounted as evidenceread depth unrecorded
  cited by School starting age, relative age, and academic redshirting
• Genomic predictors of the maximal O2 uptake response to standardized exercise training programs

  Bouchard C, Sarzynski MA, Rice TK, Kraus WE, Church TS, Sung YJ, Rao DC, Rankinen T · 2011 · quasi-experiment

  Ccounted as evidenceread depth unrecorded
  cited by Talent and trainability — what is heritable, and what that does not license
• How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star

  Chetty R, Friedman JN, Hilger N, Saez E, Schanzenbach DW, Yagan D · 2011 · rct

  Acounted as evidenceread depth unrecorded
  cited by Class-size reduction, Teacher quality — selection over credentials and workshops
• The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

  Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB · 2011 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Should a school buy a social and emotional learning programme?
• Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research

  Jones SM, Brown JL, Aber JL · 2011 · rct

  Ccounted as evidenceabstract onlyunchecked
  cited by Should a school buy a social and emotional learning programme?
• A gradient of childhood self-control predicts health, wealth, and public safety

  Moffitt TE, Arseneault L, Belsky D, Dickson N, Hancox RJ, Harrington H, Houts R, Poulton R, Roberts BW, Ross S, Sears MR, Thomson WM, Caspi A · 2011 · longitudinal

  Bcounted as evidenceunchecked
  cited by Are self-control and grit teachable levers on achievement?
• CSRP's Impact on Low-Income Preschoolers' Preacademic Skills: Self-Regulation as a Mediating Mechanism

  Raver CC, Jones SM, Li-Grining C, Zhai F, Bub K, Pressler E · 2011 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial

  Clements DH, Sarama J, Spitler ME, Lange AA, Wolfe CB · 2011 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Math curriculum choice — how much does the textbook matter?
• The FCS1

  Tew, A. E., & Guzdial, M. · 2011 · review

  Dcounted as evidencesecondary onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Peer Effects, Teacher Incentives, and the Impact of Tracking (Kenya RCT)

  Duflo, E., Dupas, P., & Kremer, M. · 2011 · rct

  Bcounted as evidenceread depth unrecorded
  cited by Ability grouping and tracking — four practices, four verdicts
• Home Computer Use and the Development of Human Capital

  Malamud, O., & Pop-Eleches, C. · 2011 · quasi-experiment

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Is CLIL so beneficial, or just selective? Re-evaluating some of the research

  Bruton A · 2011 · critique

  Dcounted as evidencesecondary onlyunchecked
  cited by Does dual-language immersion work, and is the gain in the second language or in English?
• Education and Political Participation: Exploring the Causal Link

  Berinsky AJ, Lenz GS · 2011 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Does Knowledge of Constitutional Principles Increase Support for Civil Liberties? Results from a Randomized Field Experiment

  Green DP, Aronow PM, Bergan DE, Greene P, Paris C, Weinberger BI · 2011 · rct

  Bcounted as evidenceunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Who Matches? Propensity Scores and Bias in the Causal Effects of Education on Participation

  Henderson J, Chatfield S · 2011 · critique

  Cread, set asidesecondary onlyunchecked

  adds nothing beyond what we hold — A methodological rebuttal to an excluded source. Recorded so the Kam and Palmer exclusion is not mistaken for endorsement of its null, but it adds no independent evidence.

• The Causal Effect of Parents' Schooling on Children's Schooling: A Comparison of Estimation Methods

  Holmlund H, Lindahl M, Plug E · 2011 · review

  Bcounted as evidenceunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• The impact of schooling on academic achievement: Evidence from homeschooled and traditionally schooled students

  Martin-Chang S, Gould ON, Meuse RE · 2011 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?, The parent as instructor — what survives when the person teaching is the person who raised the child
• Cardus Education Survey: Do the Motivations for Private Religious Catholic and Protestant Schooling in North America Align with Graduate Outcomes?

  Pennings R, Seel J, Van Pelt DAN, Sikkink D, Wiens KL · 2011 · longitudinal

  Dcounted as evidenceunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• The Effectiveness of Parent-Implemented Language Interventions: A Meta-Analysis

  Roberts MY, Kaiser AP · 2011 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• How Effective Are Family Literacy Programs? Results of a Meta-Analysis

  van Steensel R, McElvany N, Kurvers J, Herppich S · 2011 · meta-analysis

  Ccounted as evidenceunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Formative Assessment: A Meta-Analysis and a Call for Research (with the Briggs et al. 2012 / McMillan et al. 2013 critiques)

  Kingston, N., & Nash, B. · 2011 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Feedback and formative assessment
• The effects of physical activity and physical fitness on children's achievement and cognitive outcomes: a meta-analysis

  Fedewa AL, Ahn S · 2011 · meta-analysis

  Dread, set asideread depth unrecordedunchecked

  superseded by better work — Superseded twice over — by Alvarez-Bueno et al. 2017, which restricts to intervention studies in children, and by Bartos et al. 2025, which applies study-level publication-bias adjustment to the whole corpus; its 1947-2009 pool mixes observational and experimental designs without separating them.

• Classroom Assessment for Student Learning: Impact on Elementary School Mathematics in the Central Region

  Randel B, Beesley AD, Apthorp H, Clark TF, Wang X, Cicchinelli LF, Williams JM · 2011 · rct

  Bcounted as evidence
  cited by Feedback and formative assessment
• Physical versus virtual manipulative experimentation in physics learning

  Zacharia, Z. C., & Olympiou, G. · 2011 · rct

  Bread, set asideabstract onlyunchecked

  outside ages 4–18 education — Undergraduate population (18+), outside the archive's 4-18 range; recorded because it is the only study located that contains both the physical-vs-virtual and the manipulation-vs-none contrasts.

• A's from Zzzz's? The Causal Effect of School Start Time on the Academic Achievement of Adolescents

  Carrell SE, Maghakian T, West JE · 2011 · natural-experiment

  Bread, set asideread depth unrecordedunchecked

  outside ages 4–18 education — Subjects are US Air Force Academy freshmen aged 18 and over in a residential military institution, outside the ages 4-18 schooling scope, and the controlled-routine setting makes the estimate non-transferable to secondary school bell times.

• When the Bell Tolls: The Effects of School Starting Times on Academic Achievement

  Hinrichs P · 2011 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Spacing Effects in Real-World Classroom Vocabulary Learning

  Sobel, H. S., Cepeda, N. J., & Kapler, I. V. · 2011 · rct

  Ccounted as evidenceread depth unrecorded
  cited by Spaced (distributed) practice
• Are we wasting our children's time by giving them more homework?

  Eren O, Henderson DJ · 2011 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• Who benefits from homework assignments?

  Rønning M · 2011 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• A systematic meta-analytic review of evidence for the effectiveness of the 'Fast ForWord' language intervention program

  Strong GK, Torgerson CJ, Torgerson D, Hulme C · 2011 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
• The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems

  VanLehn, K. · 2011 · review

  Ccounted as evidenceread depth unrecorded
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?, Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading.

  Graham S, Hebert M · 2011 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching spelling work, and what does it transfer to?
• The implications of symptom validity test failure for ability-based test performance in a pediatric sample.

  Kirkwood MW, Yeates KO, Randolph C, Kirk JW · 2012 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• History and Development of Above-Level Testing of the Gifted

  Warne RT · 2012 · review

  Dcounted as evidenceunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Large-Scale Evaluations of Curricular Effectiveness: The Case of Elementary Mathematics in Indiana

  Bhatt R, Koedel C · 2012 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Curriculum choice as a school-level lever, Math curriculum choice — how much does the textbook matter?
• Effects of School-Wide Positive Behavioral Interventions and Supports on Child Behavior Problems

  Bradshaw CP, Waasdorp TE, Leaf PJ · 2012 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Adult Outcomes as a Function of an Early Childhood Educational Program: An Abecedarian Project Follow-Up

  Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., et al. · 2012 · rct

  Bcounted as evidenceread depth unrecorded
  cited by Perry Preschool and Abecedarian — what the famous studies actually establish
• Using Spacing to Enhance Diverse Forms of Learning: Review and Implications for Instruction

  Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. · 2012 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Spaced (distributed) practice
• Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core

  Chingos, M., & Whitehurst, G. J. · 2012 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Curriculum choice as a school-level lever, Math curriculum choice — how much does the textbook matter?
• The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement

  Cordray D, Pion G, Brandt C, Molefe A, Toby M · 2012 · rct

  Bcounted as evidence
  cited by Feedback and formative assessment
• Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers

  Dekker S, Lee NC, Howard-Jones P, Jolles J · 2012 · review

  Dcounted as evidence
  cited by Does matching instruction to a child's "learning style" improve learning?
• How features of educational technology applications affect student reading outcomes: A meta-analysis

  Cheung, A. C. K., & Slavin, R. E. · 2012 · meta-analysis

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades

  Cheung ACK, Slavin RE · 2012 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does dual-language immersion work, and is the gain in the second language or in English?
• Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis

  Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. · 2012 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Explicit instruction vs discovery/inquiry — how much guidance?, Inquiry-based science teaching vs explicit and textbook science teaching
• Length of compulsory education and voter turnout—evidence from a staged reform

  Pelkonen P · 2012 · natural-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• The ‘Document-Based Lesson’: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers

  Reisman A · 2012 · quasi-experiment

  Dread, set asidesecondary onlyunchecked

  same sample as an included paper — Same study, same sample, same intervention as the Cognition and Instruction paper already included; counting both would double-weight a single five-school quasi-experiment.

• Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools

  Reisman A · 2012 · quasi-experiment

  Ccounted as evidence
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?, Should history be built on content knowledge or on generic historical-thinking skills?
• The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses

  Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F. J., & Snowling, M. J. · 2012 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Phonemic awareness training (and whether it needs letters)
• Phonological Skills and Their Role in Learning to Read: A Meta-Analytic Review

  Melby-Lervag, M., Lyster, S.-A. H., & Hulme, C. · 2012 · meta-analysis

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Phonemic awareness training (and whether it needs letters)
• The Unintended Consequences of an Algebra-for-All Policy on High-Skill Students

  Nomi T · 2012 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
• Docosahexaenoic acid for reading, cognition and behavior in children aged 7-9 years: a randomized, controlled trial (the DOLAB Study)

  Richardson AJ, Burton JR, Sewell RP, Spreckelsen TF, Montgomery P · 2012 · rct

  Bcounted as evidence
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• The effects of acute exercise on cognitive performance: a meta-analysis

  Chang YK, Labban JD, Gapin JI, Etnier JL · 2012 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Third Grade Follow-up to the Head Start Impact Study: Final Report (OPRE 2012-45)

  Puma, M., Bell, S., Cook, R., Heid, C., Broene, P., Jenkins, F., Mashburn, A., & Downer, J. · 2012 · rct

  Acounted as evidenceread depth unrecorded
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• Learning styles: where's the evidence?

  Rohrer D, Pashler H · 2012 · critique

  Ccould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — No abstract deposited in Europe PMC and full text paywalled; recorded so the attempt is on the record.

• The Efficacy of Student-Centered Instruction in Supporting Science Learning

  Granger EM, Bevis TH, Saka Y, Southerland SA, Sampson V, Tate RL · 2012 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• Practical work: Its effectiveness in primary and secondary schools in England

  Abrahams, I., & Reiss, M. J. · 2012 · critique

  Dcounted as evidence
  cited by Laboratory and practical work in school science
• Is physicality an important aspect of learning through science experimentation among kindergarten students?

  Zacharia, Z. C., Loizou, E., & Papaevripidou, M. · 2012 · rct

  Ccounted as evidenceabstract onlyunchecked
  cited by Laboratory and practical work in school science
• Scientific knowledge suppresses but does not supplant earlier intuitions

  Shtulman A, Valcarcel J · 2012 · quasi-experiment

  Cread, set aside

  outside ages 4–18 education — Adults only (college undergraduates), outside the archive's 4-18 age band; recorded in full because it is the primary evidence that science instruction suppresses rather than replaces naive conceptions, and a founder will be handed it.

• The impact of an integrated approach to science and literacy in elementary school classrooms

  Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. · 2012 · rct

  Ccounted as evidence
  cited by Science content sequencing — coherence, prerequisites, and course order
• A Framework for K-12 Science Education

  National Research Council (Committee on a Conceptual Framework for New K-12 Science Education Standards; Helen R. Quinn, chair) · 2012 · review

  Dcounted as evidencesecondary onlyunchecked
  cited by Science content sequencing — coherence, prerequisites, and course order
• Is working memory training effective?

  Shipstead Z, Redick TS, Engle RW · 2012 · critique

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Sleep, cognition, and behavioral problems in school-age children: A century of research meta-analyzed

  Astill RG, Van der Heijden KB, Van Ijzendoorn MH, Van Someren EJW · 2012 · meta-analysis

  Cread, set asideread depth unrecordedunchecked

  adds nothing beyond what we hold — Covers ages 5-12 with the same confounded cross-sectional correlations already recorded from Dewald 2010, whose adolescent sample is the age band this topic concerns; its distinctive result (sleep duration unrelated to intelligence) is noted in the topic's hereditarian assessment rather than cited as independent evidence.

• Early to rise? The effect of daily start times on academic performance

  Edwards F · 2012 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Impact of Sleep Extension and Restriction on Children's Emotional Lability and Impulsivity

  Gruber R, Cassoff J, Frenette S, Wiebe S, Carrier J · 2012 · rct

  Cread, set asideread depth unrecordedunchecked

  adds nothing beyond what we hold — Small (n=34) randomized sleep manipulation in 7-11 year olds whose behavioural finding is already represented by better-identified school-level evidence (James 2023 behaviour referrals, Roig 2026 lottery), and which reports no achievement outcome at all.

• The Cost of Grade Retention

  Manacorda M · 2012 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• The Medium-Run Effects of Florida’s Test-Based Promotion Policy

  Winters MA, Greene JP · 2012 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• The Effect of Evaluation on Teacher Performance

  Taylor ES, Tyler JH · 2012 · quasi-experiment

  Bcounted as evidenceread depth unrecorded
  cited by Teacher quality — selection over credentials and workshops
• Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing

  Van Beuningen CG, De Jong NH, Kuiken F · 2012 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058

  Graham S, Bollinger A, Booth Olson C, D'Aoust C, MacArthur C, McCutchen D, Olinghouse N · 2012 · review

  Ccounted as evidenceunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• A Meta-Analysis of Writing Instruction for Students in the Elementary Grades.

  Graham S, McKeown D, Kiuhara S, Harris KR · 2012 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?, Does handwriting and transcription instruction matter, and should young children type instead?, Does sentence combining improve writing?, Does teaching spelling work, and what does it transfer to?, Does strategy instruction (SRSD, the writing process) improve writing?
• Achievement Effects of Four Early Elementary Math Curricula (IES cluster RCT)

  Agodini, R., Harris, B., Seftor, N., Remillard, J., & Thomas, M. (Mathematica for IES) · 2013 · rct

  Bcounted as evidenceread depth unrecorded
  cited by Curriculum choice as a school-level lever, Explicit vs reform/constructivist math instruction, Math curriculum choice — how much does the textbook matter?
• Explaining Charter School Effectiveness

  Angrist JD, Pathak PA, Walters CR · 2013 · natural-experiment

  Acounted as evidenceread depth unrecordedunchecked
  cited by School spending, charters, and what school-level choices actually move outcomes
• Measuring Test Measurement Error

  Boyd D, Lankford H, Loeb S, Wyckoff J · 2013 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Self-Regulated Learning: Beliefs, Techniques, and Illusions

  Bjork RA, Dunlosky J, Kornell N · 2013 · review

  Dcounted as evidenceread depth unrecorded
  cited by Retrieval practice (the testing effect), Spaced (distributed) practice
• The Wilson Effect: The Increase in Heritability of IQ With Age

  Bouchard, T. J. · 2013 · twin-adoption

  Bcounted as evidence
  cited by Fadeout — why early gains disappear, and what actually persists, The early home environment — what parents can and cannot causally move
• A Meta-Analysis of the Efficacy of Teaching Mathematics with Concrete Manipulatives

  Carbonneau, K. J., Marley, S. C., & Selig, J. P. · 2013 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Manipulatives and concrete-representational-abstract (CRA) sequences
• Using Social-Emotional and Character Development to Improve Academic Outcomes: A Matched-Pair, Cluster-Randomized Controlled Trial in Low-Income, Urban Schools

  Bavarian N, Lewis KM, DuBois DL, Acock A, Vuchinich S, Silverthorn N, Snyder FJ, Day J, Ji P, Flay BR · 2013 · rct

  Ccounted as evidenceunchecked
  cited by Should a school buy a social and emotional learning programme?
• Getting Beneath the Veil of Effective Schools: Evidence from New York City

  Dobbie, W., & Fryer, R. G. · 2013 · longitudinal

  Ccounted as evidence
  cited by School spending, charters, and what school-level choices actually move outcomes
• Improving Students' Learning With Effective Learning Techniques

  Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. · 2013 · review

  Dcounted as evidenceread depth unrecorded
  cited by Retrieval practice (the testing effect), Spaced (distributed) practice
• Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion

  Dynarski S, Hyman J, Schanzenbach DW · 2013 · rct

  Acounted as evidenceread depth unrecorded
  cited by Class-size reduction
• The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis

  Cheung, A. C. K., & Slavin, R. E. · 2013 · meta-analysis

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Experimental Evidence on the Effects of Home Computers on Academic Achievement among Schoolchildren

  Fairlie, R. W., & Robinson, J. · 2013 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning

  Figlio, D. N., Rush, M., & Yin, L. · 2013 · rct

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Laptop multitasking hinders classroom learning for both users and nearby peers

  Sana, F., Weston, T., & Cepeda, N. J. · 2013 · rct

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning

  Steenbergen-Hu, S., & Cooper, H. · 2013 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• The Critical Period Hypothesis in Second Language Acquisition: A Statistical Critique and a Reanalysis

  Vanhove J · 2013 · critique

  Ccounted as evidencesecondary onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• Long-Term Effects of Class Size (Swedish RD, grades 4-6)

  Fredriksson, P., Ockert, B., & Oosterbeek, H. · 2013 · natural-experiment

  Bcounted as evidenceread depth unrecorded
  cited by Class-size reduction
• Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice

  Fuchs, L. S., Geary, D. C., Compton, D. L., et al. · 2013 · rct

  Bcounted as evidenceread depth unrecorded
  cited by Math-fact fluency and timed practice (and the anti-timed-test claims), Word problems, schema instruction, and the conceptual-vs-procedural question
• Involuntary volunteering: The impact of mandated service in public schools

  Helms S · 2013 · quasi-experiment

  Ccounted as evidencesecondary onlyunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Improving Reading Comprehension and Social Studies Knowledge in Middle School

  Vaughn S, Swanson EA, Roberts G, Wanzek J, Stillman-Spisak SJ, Solis M, Simmons D · 2013 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by Should history be built on content knowledge or on generic historical-thinking skills?
• Religion, Volunteering, and Educational Setting: The Effect of Youth Schooling Type on Civic Engagement

  Hill JP, den Dulk KR · 2013 · longitudinal

  Ccounted as evidenceunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Homeschooling and the Question of Socialization Revisited

  Medlin RG · 2013 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students' Proportional Reasoning: A Randomized Experiment

  Jitendra AK, Star JR, Dupuis DN, Rodriguez MC · 2013 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Word problems, schema instruction, and the conceptual-vs-procedural question
• Is working memory training effective? A meta-analytic review

  Melby-Lervag M, Hulme C · 2013 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Fundamental movement skill interventions in youth: a systematic review and meta-analysis

  Morgan PJ, Barnett LM, Cliff DP, Okely AD, Scott HA, Cohen KE, Lubans DR · 2013 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching movement transfer to cognition, achievement, or lifelong activity?
• Is It the Music or Is It Selection Bias? A Nationwide Analysis of Music and Non-Music Students’ SAT Scores

  Elpus K · 2013 · longitudinal

  Ccounted as evidenceunchecked
  cited by Does learning music make children smarter or better at school?
• Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment

  Mehr SA, Schachner A, Katz RC, Spelke ES · 2013 · rct

  Ccounted as evidence
  cited by Does learning music make children smarter or better at school?
• An evaluation of the left-brain vs. right-brain hypothesis with resting state functional connectivity magnetic resonance imaging

  Nielsen JA, Zielinski BA, Ferguson MA, Lainhart JE, Anderson JS · 2013 · quasi-experiment

  Ccounted as evidence
  cited by Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
• Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures

  Nomi T, Allensworth EM · 2013 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
• The effects of breakfast on behavior and academic performance in children and adolescents

  Adolphus K, Lawton CL, Dye L · 2013 · review

  Dread, set asideread depth unrecordedunchecked

  adds nothing beyond what we hold — Superseded within its own research group by the 2016 systematic review of intervention studies and the 2017 methodological critique, both of which are cited and which state the same conclusions with sharper design discipline.

• Iodine and mental development of children 5 years old and under: a systematic review and meta-analysis

  Bougma K, Aboud FE, Harding KB, Marquis GS · 2013 · meta-analysis

  Cread, set asideread depth unrecordedunchecked

  outside ages 4–18 education — Concerns children aged 5 and under and is dominated by prenatal maternal supplementation, so it speaks to fetal and infant brain development rather than to any decision a school serving ages 4-18 can make; the school-age iodine question is covered by the Dunedin RCT that is cited.

• Effects of a free school breakfast programme on children's attendance, academic achievement and short-term hunger: results from a stepped-wedge, cluster randomised controlled trial

  Ni Mhurchu C, Gorton D, Turley M, Jiang Y, Michie J, Maddison R, Hattie J · 2013 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• When less is more: Effects of grade skipping on adult STEM productivity among mathematically precocious adolescents

  Park G, Lubinski D, Benbow CP · 2013 · longitudinal

  Ccounted as evidenceread depth unrecorded
  cited by Acceleration and gifted programs — the label vs the content, Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• No evidence of intelligence improvement after working memory training: a randomized, placebo-controlled study

  Redick TS, Shipstead Z, Harrison TL, Hicks KL, Fried DE, Hambrick DZ, Kane MJ, Engle RW · 2013 · replication

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Physical and Virtual Laboratories in Science and Engineering Education

  de Jong, T., Linn, M. C., & Zacharia, Z. C. · 2013 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by Laboratory and practical work in school science
• Resourcing practical science in secondary schools

  SCORE (Science Community Representing Education) · 2013 · review

  Dcounted as evidencesecondary onlyunchecked
  cited by Laboratory and practical work in school science
• Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students

  Osborne, J., Simon, S., Christodoulou, A., Howell-Richardson, C., & Richardson, K. · 2013 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Teaching students to think scientifically — does it transfer?
• Evaluation of the Massachusetts Expanded Learning Time (ELT) Initiative: Final Study Findings

  Checkoway A, Gamse B, Velez M, Linkow T · 2013 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• The Role of Homework in Student Learning Outcomes: Evidence from a Field Experiment

  Grodner A, Rupp NG · 2013 · rct

  Bcounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands

  Meyer E, Van Klaveren C · 2013 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• Outdoor activity during class recess reduces myopia onset and progression in school children

  Wu PC, Tsai CL, Wu HL, Yang YH, Kuo HK · 2013 · quasi-experiment

  Dread, set asideread depth unrecordedunchecked

  design too weak to inform — Allocation was by school with only one school per arm and no randomization, so the effect is inseparable from between-school differences; the same group's randomized 2018 trial (vis-wu-2018-taiwan-roc-cluster-rct) tests the identical ROC programme properly and is cited instead.

• A Review of Teaching Sentence-Level Writing Skills to Students With Writing Difficulties and Learning Disabilities

  Datchuk SM, Kubina RM · 2013 · review

  Ccounted as evidencesecondary onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills

  Weiland, C., & Yoshikawa, H. · 2013 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing

  Jones S, Myhill D, Bailey T · 2013 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?
• Genetic and environmental influences on writing and their relations to language and reading

  Olson RK, Hulslander J, Christopher M, Keenan JM, Wadsworth SJ, Willcutt EG, Pennington BF, DeFries JC · 2013 · twin-adoption

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?, Does handwriting and transcription instruction matter, and should young children type instead?, Does teaching spelling work, and what does it transfer to?, Can capitalisation, punctuation and usage be taught directly as their own subject?, Does strategy instruction (SRSD, the writing process) improve writing?
• Genes Influence Young Children’s Human Figure Drawings and Their Association With Intelligence a Decade Later

  Arden R, Trzaskowski M, Garfield V, Plomin R · 2014 · twin-adoption

  Bcounted as evidenceunchecked
  cited by Does teaching visual art produce artistic skill?
• Improving the Targeting of Treatment

  Scott-Clayton J, Crosta PM, Belfield CR · 2014 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Using Above-Level Testing to Track Growth in Academic Achievement in Gifted Students

  Warne RT · 2014 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time

  Goodman J · 2014 · natural-experiment

  Bcounted as evidence
  cited by Chronic absenteeism — does raising attendance raise achievement?, Length of the school day and year, time-on-task, extended time, and summer
• Effects of the Good Behavior Game on Challenging Behaviors in School Settings

  Flower A, McKenna JW, Bunuan RL, Muething CS, Vega R · 2014 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Experimental Evidence on Distributional Effects of Head Start

  Bitler, M. P., Hoynes, H. W., & Domina, T. · 2014 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Fadeout — why early gains disappear, and what actually persists, Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?

  Blachman, B. A., Schatschneider, C., Fletcher, J. M., et al. · 2014 · rct

  Bcounted as evidenceread depth unrecorded
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Students

  Bui S, Craig S, Imberman S · 2014 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Acceleration and gifted programs — the label vs the content, Ability grouping and tracking — four practices, four verdicts
• Does Gifted Education Work? For Which Students?

  Card D, Giuliano L · 2014 · quasi-experiment

  Bcounted as evidence
  cited by Acceleration and gifted programs — the label vs the content, Ability grouping and tracking — four practices, four verdicts
• Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates

  Chetty R, Friedman JN, Rockoff JE · 2014 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Teacher quality — selection over credentials and workshops
• Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood

  Chetty R, Friedman JN, Rockoff JE · 2014 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Teacher quality — selection over credentials and workshops
• Closing the Achievement Gap through Modification of Neurocognitive and Neuroendocrine Function: Results from a Cluster Randomized Controlled Trial of an Innovative Approach to the Education of Children in Kindergarten

  Blair C, Raver CC · 2014 · rct

  Bcounted as evidenceunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial

  Rimm-Kaufman SE, Larsen RAA, Baroody AE, Curby TW, Ko M, Thomas JB, Merritt EG, Abry T, DeCoster J · 2014 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Should a school buy a social and emotional learning programme?
• The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective

  Kalelioğlu, F., & Gülbahar, Y. · 2014 · quasi-experiment

  Dcounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• Failure rates in introductory programming revisited

  Watson, C., & Li, F. W. B. · 2014 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Intelligent tutoring systems and learning outcomes: A meta-analysis

  Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. · 2014 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking

  Mueller, P. A., & Oppenheimer, D. M. · 2014 · rct

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Research on the Use of Khan Academy in Schools: Implementation Report

  Murphy, R., Gallagher, L., Krumm, A., Mislevy, J., & Hafter, A. · 2014 · longitudinal

  Dread, set aside

  design too weak to inform — By SRI's own statement this was an implementation study, not an impact evaluation - no fixed treatment, no comparison group, volunteer sites, and a product that changed during the study. Kept fully on record because the honest answer for the world's most-deployed instructional software is "the evaluation cannot answer the question," and because the +0.61 / +1.03 cohort comparison inside it is widely miscited as a Khan Academy effect size.

• A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning

  Steenbergen-Hu, S., & Cooper, H. · 2014 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms

  Umansky IM, Reardon SF · 2014 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Does dual-language immersion work, and is the gain in the second language or in English?
• Life-Cycle Effects of Age at School Start

  Fredriksson, P., & Öckert, B. · 2014 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by School starting age, relative age, and academic redshirting
• Injecting Charter School Best Practices into Traditional Public Schools (Houston field experiment)

  Fryer, R. G. · 2014 · rct

  Bcounted as evidenceread depth unrecorded
  cited by School spending, charters, and what school-level choices actually move outcomes
• Does Calculation or Word-Problem Instruction Provide a Stronger Route to Pre-Algebraic Knowledge? (modularity RCT)

  Fuchs, L. S., et al. · 2014 · rct

  Bcounted as evidenceread depth unrecorded
  cited by Word problems, schema instruction, and the conceptual-vs-procedural question
• Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials

  Galuschka, K., Ise, E., Krick, K., & Schulte-Korne, G. · 2014 · meta-analysis

  Bcounted as evidence
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Deliberate Practice: Is That All It Takes to Become an Expert?

  Hambrick, D. Z., Oswald, F. L., Altmann, E. M., Meinz, E. J., Gobet, F., & Campitelli, G. · 2014 · review

  Ccounted as evidenceread depth unrecorded
  cited by Deliberate practice and the 10,000-hour rule
• Does civic education for young people increase political participation? A systematic review

  Manning N, Edwards K · 2014 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning

  De La Paz S, Felton M, Monte-Sano C, Croninger R, Jackson C, Deogracias JS, Hoffman BP · 2014 · quasi-experiment

  Dcounted as evidencesecondary onlyunchecked
  cited by Should history be built on content knowledge or on generic historical-thinking skills?
• The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School

  Wanzek J, Vaughn S, Kent SC, Swanson EA, Roberts G, Haynes M, Fall A-M, Stillman-Spisak SJ, Solis M · 2014 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Should history be built on content knowledge or on generic historical-thinking skills?
• Getting Parents Involved: A Field Experiment in Deprived Schools

  Avvisati F, Gurgand M, Guyon N, Maurin E · 2014 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Home Is Where the School Is: The Impact of Homeschool Legislation on School Choice

  Bhatt R · 2014 · natural-experiment

  Cread, set asideabstract onlyunchecked

  outside ages 4–18 education — Identifies the effect of homeschool legalisation on TAKE-UP, not on children's achievement or attainment; recorded because it is the only causally identified policy-variation design in the homeschooling literature and shows the design is feasible.

• Does Homeschooling or Private Schooling Promote Political Intolerance? Evidence From a Christian University

  Cheng A · 2014 · longitudinal

  Dcounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Homeschooled adolescents in the United States: Developmental outcomes

  Green-Hennessy S · 2014 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one, Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Child Torture as a Form of Child Abuse

  Knox BL, Starling SP, Feldman KW, Kellogg ND, Frasier LD, Tiapula SL · 2014 · review

  Dread, set asidesecondary onlyunchecked

  design too weak to inform — Nonconsecutive case series selected on the outcome, no comparison group and no denominator, so it cannot support any claim about maltreatment risk in home-educated children; retained as the source of the most-quoted number in that argument and as evidence that withdrawal-after-CPS-contact is a documented pattern.

• Private Education for the Public Good: 2014 Report

  Pennings R, Sikkink D, Van Pelt DAN, Seel J, Wiens KL · 2014 · longitudinal

  Dread, set asidesecondary onlyunchecked

  outside ages 4–18 education — The 2014 Cardus report contains no homeschool achievement or attainment findings — they were deliberately withheld and published later in Sikkink & Skiles 2015, which is recorded separately; the report itself could not be obtained and this entry rests on two independent reviews.

• Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis (with 2018 Corrigendum)

  Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. · 2014 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Deliberate practice and the 10,000-hour rule
• Practice Does Not Make Perfect: No Causal Effect of Music Practice on Music Ability

  Mosing MA, Madison G, Pedersen NL, Kuja-Halkola R, Ullén F · 2014 · twin-adoption

  Bcounted as evidenceread depth unrecorded
  cited by Deliberate practice and the 10,000-hour rule, Does learning music make children smarter or better at school?, Does teaching music produce musical skill?, Talent and trainability — what is heritable, and what that does not license
• The Effect of Providing Breakfast in Class on Student Performance

  Imberman SA, Kugler AD · 2014 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Effects of the FITKids Randomized Controlled Trial on Executive Control and Brain Function

  Hillman CH, Pontifex MB, Castelli DM, Khan NA, Raine LB, Scudder MR, Drollette ES, Moore RD, Wu CT, Kamijo K · 2014 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Effectiveness of Cognitive Tutor Algebra I at Scale (RAND RCT)

  Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. · 2014 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?, Mastery learning (teach → test → reteach to criterion → advance)
• The Influence of Deliberate Practice on Musical Achievement: A Meta-Analysis

  Platz, F., Kopiez, R., Lehmann, A. C., & Wolf, A. · 2014 · meta-analysis

  Ccounted as evidence
  cited by Deliberate practice and the 10,000-hour rule, Does teaching music produce musical skill?
• Financial Literacy, Financial Education, and Downstream Financial Behaviors

  Fernandes, D., Lynch, J. G. Jr., & Netemeyer, R. G. · 2014 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Do life-skills courses — money, cooking, driving, health — change what students actually do?
• The Effect of Testing Versus Restudy on Retention: A Meta-Analytic Review of the Testing Effect

  Rowland, C. A. · 2014 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Retrieval practice (the testing effect)
• Active learning increases student performance in science, engineering, and mathematics

  Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP · 2014 · meta-analysis

  Cread, set asideabstract onlyunchecked

  outside ages 4–18 education — Undergraduate STEM only; this archive covers ages 4-18 and the counterfactual (continuous lecturing) does not exist in school science.

• Differences in Brain Activation Between Novices and Experts in Science During a Task Involving a Common Misconception in Electricity

  Masson S, Potvin P, Riopel M, Brault Foisy L-M · 2014 · quasi-experiment

  Dread, set asideabstract onlyunchecked

  outside ages 4–18 education — Adult expert/novice neuroimaging, no school-age sample and no instructional contrast; recorded because it is the mechanistic evidence for suppression-not-replacement.

• Experimental evaluations of elementary science programs: A best-evidence synthesis

  Slavin, R. E., Lake, C., Hanley, P., & Thurston, A. · 2014 · meta-analysis

  Bcounted as evidence
  cited by Science content sequencing — coherence, prerequisites, and course order, Inquiry-based science teaching vs explicit and textbook science teaching, Laboratory and practical work in school science
• Examining the Impact of Later High School Start Times on the Health and Academic Performance of High School Students: A Multi-Site Study (CAREI technical report)

  Wahlstrom K, and colleagues (Center for Applied Research and Educational Improvement, University of Minnesota) · 2014 · quasi-experiment

  Dcould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — No DOI, not indexed in any bibliographic database queried, and the University of Minnesota Digital Conservancy landing page returned HTTP 403 — no verifiable numbers could be extracted.

• The effects of increased learning time on student academic and nonacademic outcomes: Findings from a meta-analytic review

  Kidron Y, Lindsay J · 2014 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• Does Homework Perpetuate Inequities in Education?

  OECD · 2014 · review

  Dcounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• Effect of providing free glasses on children's educational outcomes in China - cluster randomized controlled trial

  Ma X, Zhou Z, Yi H, Pang X, Shi Y, Chen Q, Meltzer ME, le Cessie S, He M, Rozelle S, Liu Y, Congdon N · 2014 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• The nature of error in adolescent student writing

  Wilcox KC, Yagelski R, Yu F · 2014 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review

  Graham S, Santangelo T · 2014 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching spelling work, and what does it transfer to?, Can capitalisation, punctuation and usage be taught directly as their own subject?
• Grammar for Writing: Evaluation Report and Executive Summary

  Torgerson C, Torgerson D, Ainsworth H, Buckley H, Heaps C, Hewitt C, Mitchell N · 2014 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?
• Improving Writing Quality: Evaluation Report and Executive Summary

  Torgerson D, Torgerson C, Ainsworth H, Buckley H, Heaps C, Hewitt C, Mitchell N · 2014 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does strategy instruction (SRSD, the writing process) improve writing?
• The Effect of Drama-Based Pedagogy on PreK–16 Outcomes

  Lee BK, Patall EA, Cawthon SW, Steingut RR · 2015 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does classroom drama build verbal and literacy skills?
• Turnaround Arts Initiative Final Evaluation Report

  Booz Allen Hamilton, for the President's Committee on the Arts and the Humanities · 2015 · quasi-experiment

  Dread, set asidesecondary onlyunchecked

  design too weak to inform — Pre-post across eight self-selected schools with no control group, confounded with concurrent federal turnaround funding, and reporting proficiency-rate changes rather than effect sizes; retained as a record of the advocacy literature's evidentiary standard, not as evidence.

• Preparing students for college admissions tests

  Appelrouth JI, Zabrucky KM, Moore D · 2015 · longitudinal

  Dread, set asideabstract onlyunchecked

  design too weak to inform — No control group of any kind, so the reported 22.6 points per sitting cannot be separated from the 12-16 point uncoached retest gain that Powers & Rock measured; analysis conducted by the owner of the tutoring company being evaluated.

• Promoting Positive Behavior Using the Good Behavior Game

  Bowman-Perrott L, Burke MD, Zaini S, Zhang N, Vannest K · 2015 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise

  Bokosmaty, S., Sweller, J., & Kalyuga, S. · 2015 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Worked examples (studying solutions vs solving problems)
• The Hidden Value of Curriculum Reform (cost asymmetry)

  Boser, U., Chingos, M., & Straus, C. (CAP) · 2015 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Curriculum choice as a school-level lever
• Promoting Alternative Thinking Strategies (PATHS): Evaluation report and Executive summary

  Berry V, Axford N, Blower S, Bywater T, Humphrey N, Barlow J, Wigelsworth M, Lendrum A, Pert K, Joyce C, Stephens E, Wo L, Squires G, Woods K, Calam R, Harrison R, Turner R · 2015 · rct

  Acounted as evidenceunchecked
  cited by Should a school buy a social and emotional learning programme?
• Genes Unite Executive Functions in Childhood

  Engelhardt LE, Briley DA, Mann FD, Harden KP, Tucker-Drob EM · 2015 · twin-adoption

  Bcounted as evidenceabstract onlyunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Clinical Trial of Second Step Middle School Program: Impact on Bullying, Cyberbullying, Homophobic Teasing, and Sexual Harassment Perpetration

  Espelage DL, Low S, Van Ryzin MJ, Polanin JR · 2015 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Should a school buy a social and emotional learning programme?
• Experimental Evaluation of the Tools of the Mind Pre-K Curriculum: Technical Report

  Farran DC, Wilson SJ, Meador D, Norvell J, Nesbitt K · 2015 · rct

  Acounted as evidenceunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement

  Jacob R, Parkinson J · 2015 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Changing Mindsets: Evaluation Report and Executive Summary

  Rienzo C, Rolfe H, Wilkinson D · 2015 · rct

  Bcounted as evidenceunchecked
  cited by Does teaching a growth mindset raise achievement?
• There Are No Nonresponders to Resistance-Type Exercise Training in Older Men and Women

  Churchward-Venne TA, Tieland M, Verdijk LB, Leenders M, Dirks ML, de Groot LC, van Loon LJ · 2015 · longitudinal

  Dcounted as evidenceread depth unrecorded
  cited by Talent and trainability — what is heritable, and what that does not license
• The Aftermath of Accelerating Algebra: Evidence from District Policy Initiatives (Charlotte-Mecklenburg)

  Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. · 2015 · natural-experiment

  Bcounted as evidenceread depth unrecorded
  cited by Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
• Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra (with the PNAS 12-year follow-up)

  Cortes, K. E., Goodman, J. S., & Nomi, T. (2015); Nomi, T., Raudenbush, S. W., & Smith, J. J. (2021, PNAS) · 2015 · natural-experiment

  Bcounted as evidenceread depth unrecorded
  cited by Algebra timing — acceleration mandates, delay mandates, and readiness-based placement, Length of the school day and year, time-on-task, extended time, and summer
• Cognitive training for attention-deficit/hyperactivity disorder: meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials

  Cortese S, Ferrin M, Brandeis D, Buitelaar J, Daley D, Dittmann RW, Holtmann M, Santosh P, Stevenson J, Stringaris A, Zuddas A, Sonuga-Barke EJS · 2015 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Urban Charter School Study Report on 41 Regions

  Center for Research on Education Outcomes (CREDO), Stanford University · 2015 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by School spending, charters, and what school-level choices actually move outcomes
• Subgoals, Context, and Worked Examples in Learning Computing Problem Solving

  Morrison, B. B., Margulieux, L. E., & Guzdial, M. · 2015 · rct

  Dcounted as evidencesecondary onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles

  Cuevas JA · 2015 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does matching instruction to a child's "learning style" improve learning?
• Meta-Analysis of Twin Studies Highlights Genetic Variation in Primary School Educational Achievement

  de Zeeuw, E. L., de Geus, E. J. C., & Boomsma, D. I. · 2015 · twin-adoption

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Aiming High and Falling Short: California's Eighth-Grade Algebra-for-All Effort

  Domina, T., McEachin, A., Penner, A., & Penner, E. · 2015 · quasi-experiment

  Ccounted as evidence
  cited by Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
• Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra

  Dougherty, S. M., Goodman, J. S., Hill, D. V., Litke, E. G., & Page, L. C. · 2015 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Acceleration and gifted programs — the label vs the content, Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
• One Laptop per Child at Home: Short-Term Impacts from a Randomized Experiment in Peru

  Beuermann, D. W., Cristia, J., Cueto, S., Malamud, O., & Cruz-Aguayo, Y. · 2015 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Online Charter School Study 2015

  Woodworth, J. L., Raymond, M. E., Chirbas, K., Gonzalez, M., Negassi, Y., Snow, W., & Van Donge, C. (Center for Research on Education Outcomes, Stanford University) · 2015 · quasi-experiment

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Students, Computers and Learning: Making the Connection

  OECD · 2015 · review

  Dcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Implicit and explicit instruction in L2 learning

  Goo J, Granena G, Yilmaz Y, Novella M · 2015 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Comprehensible input or explicit grammar teaching — which builds a second language?
• A Meta-Analysis of Extensive Reading Research

  Nakanishi T · 2015 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Comprehensible input or explicit grammar teaching — which builds a second language?
• Effectiveness of Four Instructional Programs Designed to Serve English Learners

  Valentino RA, Reardon SF · 2015 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Does dual-language immersion work, and is the gain in the second language or in English?
• Intervention for First Graders With Limited Number Knowledge: Large-Scale Replication RCT (Number Rockets)

  Gersten, R., Rolfhus, E., Clarke, B., et al. · 2015 · replication

  Acounted as evidenceread depth unrecorded
  cited by Math-fact fluency and timed practice (and the anti-timed-test claims)
• Individual response to exercise training — a statistical perspective

  Hecksteden A, Kraushaar J, Scharhag-Rosenberger F, Theisen D, Senn S, Meyer T · 2015 · review

  Dcounted as evidenceread depth unrecorded
  cited by Talent and trainability — what is heritable, and what that does not license
• A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their Students

  Barr DJ, Boulay B, Selman RL, McCormick R, Lowenstein E, Gamse B, Fine M, Leonard MB · 2015 · rct

  Ccounted as evidencesecondary onlyunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Education and Political Participation

  Persson M · 2015 · review

  Cread, set asideabstract onlyunchecked

  superseded by better work — Superseded by Willeck and Mendelberg 2022 (Annual Review of Political Science), which covers the same debate with seven more years of causal evidence, including the lottery studies and the Swedish register work.

• Effects of Reading Instruction on Learning Outcomes in Social Studies: A Synthesis of Quantitative Research

  McCulley LV, Osman DJ · 2015 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?, Should history be built on content knowledge or on generic historical-thinking skills?
• Promoting Acceleration of Comprehension and Content Through Text in High School Social Studies Classes

  Swanson E, Wanzek J, Vaughn S, Roberts G, Fall A-M · 2015 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Should history be built on content knowledge or on generic historical-thinking skills?
• Improving Reading Comprehension and Social Studies Knowledge Among Middle School Students With Disabilities

  Swanson E, Wanzek J, Vaughn S, Roberts G, Fall A-M · 2015 · quasi-experiment

  Cread, set asideabstract onlyunchecked

  adds nothing beyond what we hold — A post-hoc subgroup pooling of students with disabilities from the two PACT trials already recorded (Vaughn 2013, Vaughn 2015); it reproduces their pattern on a non-randomised subset and adds no independent estimate.

• Improving Middle-School Students' Knowledge and Comprehension in Social Studies: a Replication

  Vaughn S, Roberts G, Swanson EA, Wanzek J, Fall A-M, Stillman-Spisak SJ · 2015 · replication

  Bcounted as evidencesecondary onlyunchecked
  cited by Should history be built on content knowledge or on generic historical-thinking skills?
• Implementing Team-Based Learning in Middle School Social Studies Classes

  Wanzek J, Kent SC, Vaughn S, Swanson EA, Roberts G, Haynes M · 2015 · rct

  Cread, set asidesecondary onlyunchecked

  adds nothing beyond what we hold — The grade-8 arm of the same team-based-learning dismantling study already recorded at grade 11 (Wanzek 2014), whose file carries this null as its replication status; kept as a record rather than as a separate included source because it contributes no distinct estimate.

• Math at home adds up to achievement in school

  Berkowitz T, Schaeffer MW, Maloney EA, Peterson L, Gregor C, Levine SC, Beilock SL · 2015 · rct

  Ccounted as evidenceunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Online Charter School Study 2015

  Center for Research on Education Outcomes (CREDO), Stanford University; with Mathematica Policy Research and the Center on Reinventing Public Education · 2015 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety

  Maloney EA, Ramirez G, Gunderson EA, Levine SC, Beilock SL · 2015 · longitudinal

  Ccounted as evidenceunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review

  See BH, Gorard S · 2015 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Homeschooling and Young Adult Outcomes: Evidence from the 2011 and 2014 Cardus Education Survey

  Sikkink D, Skiles S · 2015 · quasi-experiment

  Dcounted as evidenceunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one, Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Are homeschooled adolescents less likely to use alcohol, tobacco, and other drugs?

  Vaughn MG, Salas-Wright CP, Kremer KP, Maynard BR, Roberts G, Vaughn S · 2015 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Mathematics Mastery (Ark): EEF primary and secondary cluster RCTs

  Jerrim, J., & Vignoles, A. (independent evaluators) · 2015 · rct

  Bcounted as evidenceread depth unrecorded
  cited by Curriculum choice as a school-level lever, Mastery learning (teach → test → reteach to criterion → advance), Math curriculum choice — how much does the textbook matter?
• Effects of a research-based intervention to improve seventh-grade students' proportional problem solving: A cluster randomized trial

  Jitendra AK, Harwell MR, Dupuis DN, Karl SR, Lein AE, Simonson G, Slater SC · 2015 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Word problems, schema instruction, and the conceptual-vs-procedural question
• Family Environment and the Malleability of Cognitive Ability: A Swedish National Home-Reared and Adopted-Away Cosibling Control Study

  Kendler, K. S., Turkheimer, E., Ohlsson, H., Sundquist, J., & Sundquist, K. · 2015 · twin-adoption

  Bcounted as evidenceread depth unrecorded
  cited by The early home environment — what parents can and cannot causally move, Perry Preschool and Abecedarian — what the famous studies actually establish
• Effects of Interim Assessments Across the Achievement Distribution

  Konstantopoulos S, Li W, Miller SR, van der Ploeg A · 2015 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Feedback and formative assessment
• Which Instructional Practices Most Help First-Grade Students With and Without Mathematics Difficulties?

  Morgan, P. L., Farkas, G., & Maczuga, S. · 2015 · longitudinal

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Explicit vs reform/constructivist math instruction
• Does Music Training Enhance Literacy Skills? A Meta-Analysis

  Gordon RL, Fehd HM, McCandliss BD · 2015 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Does learning music make children smarter or better at school?
• Nutrition and cognitive achievement: An evaluation of the School Breakfast Program

  Frisvold DE · 2015 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Zinc intake, status and indices of cognitive function in adults and children: a systematic review and meta-analysis

  Warthon-Medina M, Moran VH, Stammers AL, Dillon S, Qualter P, Nissensohn M, Serra-Majem L, Lowe NM · 2015 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Blocking vs. Interleaving: Single-Session Effects Within Middle School Math Homework

  Ostrow, K., Heffernan, N. T., Heffernan, C., & Peterson, Z. · 2015 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Interleaving (mixing problem types vs blocking)
• The Environment in Raising Early Intelligence: A Meta-Analysis of the Fadeout Effect

  Protzko, J. · 2015 · meta-analysis

  Bcounted as evidenceread depth unrecorded
  cited by Fadeout — why early gains disappear, and what actually persists, Perry Preschool and Abecedarian — what the famous studies actually establish
• Is Education Associated with Improvements in General Cognitive Ability, or in Specific Skills?

  Ritchie, S. J., Bates, T. C., & Deary, I. J. · 2015 · longitudinal

  Bcounted as evidenceread depth unrecordedunchecked
  cited by The early home environment — what parents can and cannot causally move, Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Not a One-Way Street: Bidirectional Relations Between Conceptual and Procedural Knowledge (with the comparison-studies line and its scale-up null)

  Rittle-Johnson, B., Schneider, M., & Star, J. R. (2015); Rittle-Johnson & Star (2007-2012); Star et al. (2015 scale-up) · 2015 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Word problems, schema instruction, and the conceptual-vs-procedural question
• Matching Learning Style to Instructional Method: Effects on Comprehension

  Rogowsky BA, Calhoun BM, Tallal P · 2015 · rct

  Bcounted as evidenceread depth unrecorded
  cited by Does matching instruction to a child's "learning style" improve learning?
• Interleaved Practice Improves Mathematics Learning

  Rohrer, D., Dedrick, R. F., & Stershic, S. · 2015 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Interleaving (mixing problem types vs blocking)
• Thinking, Doing, Talking Science: Evaluation report and executive summary

  Hanley P, Slavin R, Elliott L · 2015 · rct

  Bcounted as evidence
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• Impact of project-based curriculum materials on student learning in science: Results of a randomized controlled trial

  Harris CJ, Penuel WR, D'Angelo CM, DeBarger AH, Gallagher LP, Kennedy CA, Cheng BH, Krajcik JS · 2015 · rct

  Ccounted as evidencesecondary onlyunchecked
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research

  Brinson, J. R. · 2015 · review

  Ccounted as evidence
  cited by Laboratory and practical work in school science
• Effects of a science center outreach lab on school students' achievement – Are student lab visits needed when they teach what students can learn at school?

  Itzek-Greulich, H., Flunger, B., Vollmer, C., Nagengast, B., Rehm, M., & Trautwein, U. · 2015 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Laboratory and practical work in school science
• Practical work in science: misunderstood and badly used?

  Osborne, J. · 2015 · critique

  Dcounted as evidence
  cited by Laboratory and practical work in school science
• Measuring the impact of an instructional laboratory on the learning of introductory physics

  Wieman, C., & Holmes, N. G. · 2015 · quasi-experiment

  Cread, set aside

  outside ages 4–18 education — Undergraduate population; superseded in precision by Holmes et al. 2017 but recorded for the selection-effect object lesson.

• Refutations in science texts lead to hypercorrection of misconceptions held with high confidence

  van Loon MH, Dunlosky J, van Gog T, van Merriënboer JJG, de Bruin ABH · 2015 · rct

  Ccounted as evidenceabstract onlyunchecked
  cited by Science misconceptions and conceptual change — can naive intuitions be taught away?
• Strategies for Teaching Students to Think Critically

  Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. · 2015 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Teaching students to think scientifically — does it transfer?
• An investigation of the impact of science course sequencing on student performance in high school science and math

  Mary, M. T. · 2015 · quasi-experiment

  Dcounted as evidencesecondary onlyunchecked
  cited by Science content sequencing — coherence, prerequisites, and course order
• The Effect of Schooling on Cognitive Skills

  Carlsson M, Dahl GB, Öckert B, Rooth D-O · 2015 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• Adolescents’ homework performance in mathematics and science: Personal factors and teaching practices.

  Fernández-Alonso R, Suárez-Álvarez J, Muñiz J · 2015 · longitudinal

  Ccounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• Do Differences in Schools' Instruction Time Explain International Achievement Gaps? Evidence from Developed and Developing Countries

  Lavy V · 2015 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• Hold Back To Move Forward? Early Grade Retention And Student Misbehavior

  Özek U · 2015 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Instruction time, Classroom Quality, and Academic Achievement

  Rivkin SG, Schiman JC · 2015 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development

  Jacob A, McGovern K (TNTP) · 2015 · review

  Dcounted as evidence
  cited by Teacher quality — selection over credentials and workshops
• Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases

  van Gog T, Sweller J · 2015 · critique

  Dcounted as evidence
  cited by Retrieval practice (the testing effect)
• Effect of Time Spent Outdoors at School on the Development of Myopia Among Children in China - A Randomized Clinical Trial

  He M, Xiang F, Zeng Y, Mai J, Chen Q, Zhang J, Smith W, Rose K, Morgan IG · 2015 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• Effect of outdoor activity on myopia onset and progression in school-aged children in northeast China - the Sujiatun Eye Care Study

  Jin JX, Hua WJ, Jiang X, Wu XY, Yang JW, Gao GP, Fang Y, Pei CL, Wang S, Zhang JZ, Tao LM, Tao FB · 2015 · rct

  Cread, set aside

  design too weak to inform — Exclusion rationale REVISED after full-text read. The original note said allocation was not established as randomized; that was wrong - the paper documents pair-matched random allocation of the schools. The remaining grounds still support exclusion: only 8 clusters were randomized and the analysis ignores clustering entirely (plain t-tests and chi-square on 3,051 individuals), the arms are imbalanced on parental myopia, parental education and income, the sole cycloplegic refraction outcome comes from a 12.8% subsample resting on 23 incident cases, and the end-of-study refractive error did not differ between arms. That is too fragile to carry weight alongside the Guangzhou, Shanghai and Cochrane-pooled randomized evidence, though it is now correctly classified as a weak cluster-randomized trial rather than an undocumented quasi-experiment - worth revisiting if the topic ever needs a fourth confirmatory trial.

• Impact of Free Glasses and a Teacher Incentive on Children's Use of Eyeglasses - A Cluster-Randomized Controlled Trial

  Yi H, Zhang H, Ma X, Zhang L, Wang X, Jin L, Naidoo K, Minto H, Zou H, Lu L, Rozelle S, Congdon N · 2015 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis

  Kang E, Han Z · 2015 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• Direct-to-consumer genetic testing for predicting sports performance and talent identification: Consensus statement

  Webborn, N., Williams, A., McNamee, M., Bouchard, C., Pitsiladis, Y., et al. · 2015 · review

  Ccounted as evidenceread depth unrecorded
  cited by Talent and trainability — what is heritable, and what that does not license
• The Scientific Status of Learning Styles Theories

  Willingham DT, Hughes EM, Dobolyi DG · 2015 · critique

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Does matching instruction to a child's "learning style" improve learning?
• Teaching children to write: A meta-analysis of writing intervention research

  Koster M, Tribushinina E, de Jong PF, van den Bergh H · 2015 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?, Does strategy instruction (SRSD, the writing process) improve writing?
• Repeated versus Wide Reading: A Randomized Control Study of Fluency Interventions

  Ardoin, S. P., Binder, K. S., Zawoyski, A. M., et al. · 2016 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Reading fluency — guided repeated oral reading, and whether repetition matters
• Measuring Critical Thinking: Results From an Art Museum Field Trip Experiment

  Kisida B, Bowen DH, Greene JP · 2016 · rct

  Bcounted as evidenceunchecked
  cited by Are museum and theatre trips worth the day out of school?
• Assessing the effect of school days and absences on test score performance

  Aucejo EM, Romano TF · 2016 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Chronic absenteeism — does raising attendance raise achievement?
• Chronic early absence

  Balfanz R, Byrnes V · 2016 · review

  Dcould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — No abstract deposited with Crossref or Semantic Scholar and the publisher page returns only the journal homepage; article content could not be obtained.

• Fadeout in an early mathematics intervention: Constraining content or preexisting differences?

  Bailey DH, Nguyen T, Jenkins JM, Domina T, Clements DH, Sarama JS · 2016 · longitudinal

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Math curriculum choice — how much does the textbook matter?
• Estimating the Effect of State Zero Tolerance Laws on Exclusionary Discipline, Racial Discipline Gaps, and Student Behavior

  Curran FC · 2016 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes

  Korpershoek H, Harms T, de Boer H, van Kuijk M, Doolaard S · 2016 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Can Tracking Raise the Test Scores of High-Ability Minority Students?

  Card D, Giuliano L · 2016 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Acceleration and gifted programs — the label vs the content, Ability grouping and tracking — four practices, four verdicts
• Universal Screening Increases the Representation of Low-Income and Minority Students in Gifted Education (PNAS)

  Card, D., & Giuliano, L. · 2016 · natural-experiment

  Bcounted as evidenceread depth unrecorded
  cited by Acceleration and gifted programs — the label vs the content
• The Effectiveness and Micro-costing Analysis of a Universal, School-Based, Social-Emotional Learning Programme in the UK: A Cluster-Randomised Controlled Trial

  Berry V, Axford N, Blower S, Taylor RS, Edwards RT, Tobin K, Jones C, Bywater T · 2016 · rct

  Acounted as evidenceunchecked
  cited by Should a school buy a social and emotional learning programme?
• Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

  Diamond A, Ling DS · 2016 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Situational Strategies for Self-Control

  Duckworth AL, Gendler TS, Gross JJ · 2016 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Are self-control and grit teachable levers on achievement?
• A stitch in time: Strategic self-control in high school and college students.

  Duckworth AL, White RE, Matteucci AJ, Shearer A, Gross JJ · 2016 · rct

  Ccounted as evidenceabstract onlyunchecked
  cited by Are self-control and grit teachable levers on achievement?
• A meta-analysis update on the effectiveness of early self-control improvement programs to improve self-control and reduce delinquency

  Piquero AR, Jennings WG, Farrington DP, Diamond B, Gonzalez JMR · 2016 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Are self-control and grit teachable levers on achievement?
• True grit and genetics: Predicting academic achievement from personality.

  Rimfeld K, Kovas Y, Dale PS, Plomin R · 2016 · twin-adoption

  Bcounted as evidenceunchecked
  cited by Are self-control and grit teachable levers on achievement?
• The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis

  Wigelsworth M, Lendrum A, Oldfield J, Scott A, ten Bokkel I, Tate K, Emery C · 2016 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Should a school buy a social and emotional learning programme?
• Replication, Validation, and Use of a Language Independent CS1 Knowledge Assessment

  Parker, M. C., Guzdial, M., & Engleman, S. · 2016 · replication

  Dcounted as evidencesecondary onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Evidence That Computer Science Grades Are Not Bimodal

  Patitsas, E., Berlin, J., Craig, M., & Easterbrook, S. · 2016 · critique

  Ccounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Ill Communication: Technology, distraction & student performance

  Beland, L.-P., & Murphy, R. · 2016 · quasi-experiment

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review

  Kulik, J. A., & Fletcher, J. D. · 2016 · meta-analysis

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis

  Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. · 2016 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• A Marked Improvement? A Review of the Evidence on Written Marking (EEF/Oxford)

  Elliott, V., Baird, J., Hopfenbeck, T., et al. · 2016 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Feedback and formative assessment
• Summing Up Hours of Any Type of Practice Versus Identifying Optimal Practice Activities: Commentary on Macnamara, Moreau & Hambrick — and Macnamara et al.'s Reply

  Ericsson, K. A. (commentary); Macnamara, B. N., Hambrick, D. Z., & Moreau, D. (reply) · 2016 · critique

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Deliberate practice and the 10,000-hour rule
• The effect of coloured overlays and lenses on reading: a systematic review of the literature

  Griffiths PG, Taylor RH, Henderson LM, Barrett BT · 2016 · review

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
• Testing Civics: State-Level Civic Education Requirements and Political Knowledge

  Campbell DE, Niemi RG · 2016 · quasi-experiment

  Ccounted as evidencesecondary onlyunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Estimating the Impact of Education on Political Participation: Evidence from Monozygotic Twins in the United States, Denmark and Sweden

  Dinesen PT, Dawes CT, Johannesson M, Klemmensen R, Magnusson P, Nørgaard AS, Petersen I, Oskarsson S · 2016 · twin-adoption

  Bcounted as evidenceabstract onlyunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Making Young Voters: The Impact of Preregistration on Youth Turnout

  Holbein JB, Hillygus DS · 2016 · natural-experiment

  Bread, set asideabstract onlyunchecked

  outside ages 4–18 education — A change to voter-registration LAW, not to schooling or teaching. It belongs to a voting-administration cluster, not a civic-education one - but it is the single most effective known lever on youth turnout and should be cross-referenced from the topic.

• Comment on “Math at home adds up to achievement in school”

  Frank MC · 2016 · critique

  Bcounted as evidenceabstract onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Schools and emotional and behavioral problems: A comparison of school-going and homeschooled children

  Guterman O, Neuman A · 2016 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Behavioral Risk Profiles of Homeschooled Adolescents in the United States: A Nationally Representative Examination of Substance Use Related Outcomes

  Hodge DR, Salas-Wright CP, Vaughn MG · 2016 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Structured and unstructured homeschooling: a proposal for broadening the taxonomy

  Neuman A, Guterman O · 2016 · review

  Dread, set asideabstract onlyunchecked

  design too weak to inform — 30 qualitative interviews with no outcome measures; read for the conceptual point that the structured/unstructured coding used by the quantitative studies is underdefined, but it cannot support a verdict.

• Predicting College Performance of Homeschooled Versus Traditional Students

  Yu MC, Sackett PR, Kuncel NR · 2016 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Assessing Impacts of Math in Focus, a "Singapore Math" Program

  Jaciw AP, Hegseth WM, Lin L, Toby M, Newman D, Ma B, Zacamy J · 2016 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Math curriculum choice — how much does the textbook matter?
• The Effects of School Spending on Educational and Economic Outcomes (court-ordered finance reforms)

  Jackson, C. K., Johnson, R. C., & Persico, C. · 2016 · natural-experiment

  Bcounted as evidenceread depth unrecorded
  cited by School spending, charters, and what school-level choices actually move outcomes
• A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties

  Jitendra AK, Harwell MR, Dupuis DN, Karl SR · 2016 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Word problems, schema instruction, and the conceptual-vs-procedural question
• Teaching Higher / textbook-effects high-water mark (and its non-survival)

  Kane, T. J., et al. · 2016 · quasi-experiment

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Curriculum choice as a school-level lever
• Evaluating Public Programs with Close Substitutes: The Case of Head Start

  Kline, P., & Walters, C. R. · 2016 · quasi-experiment

  Bcounted as evidenceread depth unrecorded
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• Effects of Interim Assessments on Student Achievement: Evidence From a Large-Scale Experiment

  Konstantopoulos S, Miller SR, van der Ploeg A, Li W · 2016 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Feedback and formative assessment
• Meta-Analysis of Inquiry-Based Learning: Effects of Guidance

  Lazonder, A. W., & Harmsen, R. · 2016 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Explicit instruction vs discovery/inquiry — how much guidance?
• The Relationship Between Deliberate Practice and Performance in Sports: A Meta-Analysis

  Macnamara, B. N., Moreau, D., & Hambrick, D. Z. · 2016 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Deliberate practice and the 10,000-hour rule
• The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation

  May, H., Sirinides, P., Gray, A., & Goldsworthy, H. · 2016 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Reading Recovery and Tier-2 1:1 early-literacy tutoring
• Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of "Far Transfer": Evidence From a Meta-Analytic Review

  Melby-Lervag M, Redick TS, Hulme C · 2016 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• The Effects of Breakfast and Breakfast Composition on Cognition in Children and Adolescents: A Systematic Review

  Adolphus K, Lawton CL, Champ CL, Dye L · 2016 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• PISA 2015 Results (Volume II): Science Teaching Practices and Scientific Literacy

  OECD · 2016 · longitudinal

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Explicit instruction vs discovery/inquiry — how much guidance?, Inquiry-based science teaching vs explicit and textbook science teaching
• Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review (American College of Sports Medicine position stand)

  Donnelly JE, Hillman CH, Castelli D, Etnier JL, Lee S, Tomporowski P, Lambourne K, Szabo-Reed AN · 2016 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Effects of physical activity on schoolchildren's academic performance: The Active Smarter Kids (ASK) cluster-randomized controlled trial

  Resaland GK, Aadland E, Moe VF, Aadland KN, Skrede T, Stavnsbo M, Suominen L, Steene-Johannessen J, Glosvik O, Andersen JR, Kvalheim OM, Engelsrud G, Andersen LB, Holme IM, Ommundsen Y, Kriemler S, van Mechelen W, McKay HA, Ekelund U, Anderssen SA · 2016 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Longitudinal Relationship between Cardiorespiratory Fitness and Academic Achievement

  Sardinha LB, Marques A, Minderico C, Palmeira A, Martins S, Santos DA, Ekelund U · 2016 · longitudinal

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Effectiveness of a School-Based Physical Activity Intervention on Cognitive Performance in Danish Adolescents: LCoMotion - Learning, Cognition and Motion - A Cluster Randomized Controlled Trial

  Tarp J, Domazet SL, Froberg K, Hillman CH, Andersen LB, Bugge A · 2016 · rct

  Bcounted as evidence
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Top 10 Replicated Findings From Behavioral Genetics

  Plomin R, DeFries JC, Knopik VS, Neiderhiser JM · 2016 · review

  Ccounted as evidenceread depth unrecorded
  cited by The early home environment — what parents can and cannot causally move, The parent as instructor — what survives when the person teaching is the person who raised the child
• High School Curriculum and Financial Outcomes: The Impact of Mandated Personal Finance and Mathematics Courses

  Cole, S., Paulson, A., & Shastry, G. K. · 2016 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Do life-skills courses — money, cooking, driving, health — change what students actually do?
• From Vocational Education to Career Readiness

  Dougherty, S. M., & Lombardi, A. R. · 2016 · review

  Dread, set asidesecondary onlyunchecked

  superseded by better work — Superseded as an evidence synthesis by Lindsay et al. (2024), which applies WWC standards and computes effect sizes; retained only as context for the shifting CTE nomenclature.

• Vocational Education and Employment over the Life Cycle

  Forster, A. G., Bol, T., & van de Werfhorst, H. G. · 2016 · longitudinal

  Dcounted as evidenceabstract onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• No Evidence of a Common DNA Variant Profile Specific to World Class Endurance Athletes

  Rankinen T, Fuku N, Wolfarth B, Wang G, Sarzynski MA, Eynon N, Lucia A, Pitsiladis YP, Bouchard C (GAMES Consortium) · 2016 · replication

  Bcounted as evidence
  cited by Talent and trainability — what is heritable, and what that does not license
• Academic Outcomes 2 Years After Working Memory Training for Children With Low Working Memory: A Randomized Clinical Trial

  Roberts G, Quach J, Spencer-Smith M, Anderson PJ, Gathercole S, Gold L, Sia KL, Mensah F, Rickards F, Ainley J, Wake M · 2016 · rct

  Acounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Twin-sibling study and meta-analysis on the heritability of maximal oxygen consumption

  Schutte NM, Nederend I, Hudziak JJ, Bartels M, de Geus EJC · 2016 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes, Talent and trainability — what is heritable, and what that does not license
• Is Inquiry-Based Science Teaching Worth the Effort?

  Zhang L · 2016 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• Let's Think Secondary Science: Evaluation report and executive summary

  Hanley, P., Böhnke, J. R., Slavin, B., Elliott, L., & Croudace, T. · 2016 · rct

  Bcounted as evidence
  cited by Teaching students to think scientifically — does it transfer?
• Fostering scientific reasoning in education – meta-analytic evidence from intervention studies

  Engelmann, K., Neuhaus, B. J., & Fischer, F. · 2016 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Teaching students to think scientifically — does it transfer?
• Do "Brain-Training" Programs Work?

  Simons DJ, Boot WR, Charness N, Gathercole SE, Chabris CF, Hambrick DZ, Stine-Morrow EAL · 2016 · review

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Delayed school start times and adolescent sleep: A systematic review of the experimental evidence

  Minges KE, Redeker NS · 2016 · review

  Cread, set asideread depth unrecordedunchecked

  superseded by better work — Six-study 2016 review whose sleep-duration conclusion is fully subsumed by the 37-study Rodriguez Ferrante 2024 meta-analysis and by the actigraphy-based START and Seattle studies published after it; it adds no estimate the retained sources do not cover better.

• School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: A Review of the Literature

  Wheaton AG, Chapman DP, Croft JB · 2016 · review

  Dread, set asideread depth unrecordedunchecked

  adds nothing beyond what we hold — A narrative vote-count review with no risk-of-bias assessment whose conclusions on sleep are already carried by better sources (Rodriguez Ferrante 2024, Widome 2020) and whose "better grades" conclusion is contradicted by the two systematic reviews that did screen for bias (Marx 2017, Biller 2022).

• What One Hundred Years of Research Says About Ability Grouping and Acceleration (second-order meta-analysis)

  Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. · 2016 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Acceleration and gifted programs — the label vs the content, Ability grouping and tracking — four practices, four verdicts
• Increasing instruction time in school does increase learning

  Andersen SC, Humlum MK, Nandrup AB · 2016 · rct

  Acounted as evidenceabstract onlyunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth

  Augustine CH, McCombs JS, Pane JF, Schwartz HL, Schweig J, McEachin A, Siler-Evans K · 2016 · rct

  Acounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• Online Mathematics Homework Increases Student Achievement

  Roschelle J, Feng M, Murphy RF, Mason CA · 2016 · rct

  Acounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions

  Suggate, S. P. · 2016 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Background knowledge and vocabulary as drivers of reading comprehension, Systematic/explicit phonics vs whole language and balanced literacy, Reading fluency — guided repeated oral reading, and whether repetition matters, Reading Recovery and Tier-2 1:1 early-literacy tutoring
• A better vision for development - Eyeglasses and academic performance in rural primary schools in China

  Glewwe P, Park A, Zhao M · 2016 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• A Comprehensive Meta-analysis of Handwriting Instruction

  Santangelo T, Graham S · 2016 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does handwriting and transcription instruction matter, and should young children type instead?
• The impact of digital devices vs. Pen(cil) and paper on primary school students' writing skills – A research review

  Wollscheid S, Sjaastad J, Tømte C · 2016 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does handwriting and transcription instruction matter, and should young children type instead?
• Rethinking the Use of Tests: A Meta-Analysis of Practice Testing

  Adesope, O. O., Trevisan, D. A., & Sundararajan, N. · 2017 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Retrieval practice (the testing effect)
• The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme

  Andersson C, Palm T · 2017 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Feedback and formative assessment
• Review of Evidence: Arts Integration Research Through the Lens of the Every Student Succeeds Act

  Ludwig MJ, Boyle A, Lindsay J (American Institutes for Research, for the Wallace Foundation) · 2017 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Does arts education raise academic achievement?, Are museum and theatre trips worth the day out of school?
• Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students' Reading Fluency and Comprehension

  Amendum SJ, Conradi K, Hiebert E · 2017 · review

  Ccounted as evidenceunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Rapid-Guessing Behavior: Its Identification, Interpretation, and Implications

  Wise SL · 2017 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Are Student Absences Worth the Worry in U.S. Primary Schools?

  Gershenson S, Jacknowitz A, Brannegan A · 2017 · longitudinal

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Chronic absenteeism — does raising attendance raise achievement?
• Persistence and Fadeout in the Impacts of Child and Adolescent Interventions

  Bailey, D., Duncan, G. J., Odgers, C. L., & Yu, W. · 2017 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Fadeout — why early gains disappear, and what actually persists
• Growth mindset is not associated with scholastic aptitude in a large sample of university applicants

  Bahnik S, Vranka MA · 2017 · longitudinal

  Ccounted as evidenceunchecked
  cited by Does teaching a growth mindset raise achievement?
• The Tools of the Mind curriculum for improving self-regulation in early childhood: a sytematic review

  Baron A, Evangelou M, Malmberg LE, Melendez-Torres GJ · 2017 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Much ado about grit: A meta-analytic synthesis of the grit literature.

  Crede M, Tynan MC, Harms PD · 2017 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Are self-control and grit teachable levers on achievement?
• Does Self-Control Training Improve Self-Control? A Meta-Analysis

  Friese M, Frankenbach J, Job V, Loschelder DD · 2017 · meta-analysis

  Bcounted as evidenceabstract onlyunchecked
  cited by Are self-control and grit teachable levers on achievement?
• How true is grit? Assessing its relations to high school and college students' personality characteristics, self-regulation, engagement, and achievement.

  Muenks K, Wigfield A, Yang JS, O'Neal CR · 2017 · critique

  Ccould not obtainsecondary onlyunchecked

  paywalled or unobtainable — No numeric results obtainable; the same conclusion is carried with numbers by Crede 2017 and Schmidt 2018.

• Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects

  Taylor RD, Oberle E, Durlak JA, Weissberg RP · 2017 · meta-analysis

  Ccould not obtainabstract onlyunchecked

  paywalled or unobtainable — Full text unobtainable and the abstract reports no effect sizes; the follow-up question is carried instead by Cipriano 2023, whose follow-up estimates were obtained.

• Remaining trouble spots with computational thinking

  Denning, P. J. · 2017 · critique

  Dcounted as evidencesecondary onlyunchecked
  cited by Does learning to code improve general thinking?
• Solving parsons problems versus fixing and writing code

  Ericson, B. J., Margulieux, L. E., & Rick, J. · 2017 · rct

  Ccounted as evidenceunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test

  Román-González, M., Pérez-González, J. C., & Jiménez-Fernández, C. · 2017 · longitudinal

  Dcounted as evidencesecondary onlyunchecked
  cited by Does learning to code improve general thinking?
• Randomised Controlled Trial and Process Evaluation of Code Clubs

  Straw, S., Bamford, S., & Styles, B. · 2017 · rct

  Bcounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• A Meta-Analysis of Pair-Programming in Computer Programming Courses

  Umapathy, K., & Ritzhaupt, A. D. · 2017 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Meta-Analysis

  Dietrichson, J., Bog, M., Filges, T., & Jorgensen, A.-M. K. · 2017 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• The Long-Term Effects of Early Track Choice

  Dustmann C, Puhani PA, Schönberg U · 2017 · natural-experiment

  Bcounted as evidence
  cited by Ability grouping and tracking — four practices, four verdicts
• Virtual Classrooms: How Online College Courses Affect Student Success

  Bettinger, E. P., Fox, L., Loeb, S., & Taylor, E. S. · 2017 · quasi-experiment

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Technology and Child Development: Evidence from the One Laptop per Child Program

  Cristia, J., Ibarrarán, P., Cueto, S., Santiago, A., & Severín, E. · 2017 · rct

  Acounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students

  Heppen, J. B., Sorensen, N., Allensworth, E., Walters, K., Rickles, J., Taylor, S. S., & Michelman, V. · 2017 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Informing Progress: Insights on Personalized Learning Implementation and Effects

  Pane, J. F., Steiner, E. D., Baird, M. D., Hamilton, L. S., & Pane, J. D. · 2017 · quasi-experiment

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• TBLT implementation and evaluation: A meta-analysis

  Bryfonski L, McKay TH · 2017 · meta-analysis

  Dcounted as evidenceabstract onlyunchecked
  cited by Comprehensible input or explicit grammar teaching — which builds a second language?
• From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School

  Jaekel N, Schurig M, Florian M, Ritter M · 2017 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• Dual-Language Immersion Programs Raise Student Achievement in English

  RAND Corporation · 2017 · review

  Dread, set asidesecondary onlyunchecked

  same sample as an included paper — Policy brief for Steele et al. 2017; the study itself is the source of record.

• Effects of Dual-Language Immersion Programs on Student Achievement: Evidence From Lottery Data

  Steele JL, Slater RO, Zamarro G, Miller T, Li J, Burkhauser S, Bacon M · 2017 · natural-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by Does dual-language immersion work, and is the gain in the second language or in English?
• Childhood Skill Development and Adult Political Participation

  Holbein JB · 2017 · rct

  Bcounted as evidenceunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Learning Historical Thinking With Oral History Interviews: A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessons

  Bertram C, Wagner W, Trautwein U · 2017 · rct

  Bcounted as evidence
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?
• A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

  De La Paz S, Monte-Sano C, Felton M, Croninger R, Jackson C, Piantedosi KW · 2017 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?
• Homeschooling in the United States: A review of select research topics

  Gaither M · 2017 · review

  Ccounted as evidenceunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one, Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?, The parent as instructor — what survives when the person teaching is the person who raised the child
• A systematic review of the empirical research on selected aspects of homeschooling as a school choice

  Ray BD · 2017 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one, Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Stop propagating the learning styles myth

  Kirschner PA · 2017 · critique

  Ccould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — Paywalled with no deposited abstract in any queried index; recorded so the attempt is on the record.

• Mathematics Curriculum Effects on Student Achievement in California

  Koedel C, Li D, Polikoff MS, Hardaway T, Wrabel SL · 2017 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Curriculum choice as a school-level lever, Math curriculum choice — how much does the textbook matter?
• Cross-Study Differences in the Etiology of Reading Comprehension: A Meta-Analytical Review of Twin Studies

  Little, C. W., Haughbrook, R., & Hart, S. A. · 2017 · twin-adoption

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths

  Macdonald K, Germine L, Anderson A, Christodoulou J, McGrath LM · 2017 · review

  Dcounted as evidence
  cited by Does matching instruction to a child's "learning style" improve learning?
• Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes

  McCoy, D. C., Yoshikawa, H., Ziol-Guest, K. M., Duncan, G. J., Schindler, H. S., Magnuson, K., et al. · 2017 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Fadeout — why early gains disappear, and what actually persists, Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• A Prospective Study on the Effect of Sport Specialization on Lower Extremity Injury Rates in High School Athletes

  McGuine TA, Post EG, Hetzel SJ, Brooks MA, Trigsted S, Bell DR · 2017 · longitudinal

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Early sport specialization, talent selection, and the relative age effect
• Refuting the myth of non-response to exercise training: 'non-responders' do respond to higher dose of training

  Montero D, Lundby C · 2017 · quasi-experiment

  Ccounted as evidenceread depth unrecorded
  cited by Talent and trainability — what is heritable, and what that does not license
• The Effects of Musical Training on Child Development: a Randomized Trial of El Sistema in Venezuela

  Alemán X, Duryea S, Guerra NG, McEwan PJ, Muñoz R, Stampini M, Williamson AA · 2017 · rct

  Acounted as evidence
  cited by Does learning music make children smarter or better at school?
• Does Participation in Music and Performing Arts Influence Child Development?

  Foster EM, Marcus Jenkins JV · 2017 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Does learning music make children smarter or better at school?
• When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis

  Sala G, Gobet F · 2017 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Does learning music make children smarter or better at school?
• Revisiting the association between music lessons and intelligence: Training effects or music aptitude?

  Swaminathan S, Schellenberg EG, Khalil S · 2017 · longitudinal

  Ccounted as evidenceunchecked
  cited by Does learning music make children smarter or better at school?
• Methodological Challenges in Studies Examining the Effects of Breakfast on Cognitive Performance and Appetite in Children and Adolescents

  Adolphus K, Bellissimo N, Lawton CL, Ford NA, Rains TM, Totosy de Zepetnek J, Dye L · 2017 · critique

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Academic Achievement and Physical Activity: A Meta-analysis

  Alvarez-Bueno C, Pesce C, Cavero-Redondo I, Sanchez-Lopez M, Garrido-Miguel M, Martinez-Vizcaino V · 2017 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Physical activity and academic achievement across the curriculum: Results from a 3-year cluster-randomized trial (A+PAAC)

  Donnelly JE, Hillman CH, Greene JL, Hansen DM, Gibson CA, Sullivan DK, Poggio J, Mayo MS, Lambourne K, Szabo-Reed AN, Herrmann SD, Honas JJ, Scudder MR, Betts JL, Henley K, Hunt SL, Washburn RA · 2017 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Earnings over the Life Course: General versus Vocational Education

  Golsteyn, B. H. H., & Stenberg, A. · 2017 · longitudinal

  Ccounted as evidencesecondary onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• Vocational vs. General Education and Employment over the Life Cycle: New Evidence from PIAAC

  Hampf, F., & Woessmann, L. · 2017 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle

  Hanushek, E. A., Schwerdt, G., Woessmann, L., & Zhang, L. · 2017 · longitudinal

  Ccounted as evidenceunchecked
  cited by Do career and technical education tracks help students — and which students?
• Measuring the Impacts of Teachers: Comment

  Rothstein J · 2017 · critique

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Teacher quality — selection over credentials and workshops
• Does Far Transfer Exist? Negative Evidence From Chess, Music, and Working Memory Training

  Sala G, Gobet F · 2017 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Good Practical Science

  Holman, J. (Gatsby Charitable Foundation) · 2017 · review

  Dcounted as evidence
  cited by Laboratory and practical work in school science
• Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

  Holmes, N. G., Olsen, J., Thomas, J. L., & Wieman, C. E. · 2017 · quasi-experiment

  Bread, set aside

  outside ages 4–18 education — Undergraduate population (ages 18+), outside this archive's 4-18 range; recorded in full because it is load-bearing and will be cited at the founder.

• Effectiveness of lab-work learning environments in and out of school: A cluster randomized study

  Itzek-Greulich, H., Flunger, B., Vollmer, C., Nagengast, B., Rehm, M., & Trautwein, U. · 2017 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Laboratory and practical work in school science
• Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

  Itzek-Greulich, H., & Vollmer, C. · 2017 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Laboratory and practical work in school science
• Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI).

  Connor, C. M., Dombek, J., Crowe, E. C., Spencer, M., Tighe, E. L., Coffinger, S., Zargar, E., Wood, T., & Petscher, Y. · 2017 · rct

  Ccounted as evidence
  cited by Science content sequencing — coherence, prerequisites, and course order
• Effects of school start time on students' sleep duration, daytime sleepiness, and attendance: a meta-analysis

  Bowers JM, Moyer A · 2017 · meta-analysis

  Cread, set asideread depth unrecordedunchecked

  superseded by better work — Twenty-study 2017 meta on the same sleep-duration question that the 37-study Rodriguez Ferrante 2024 meta-analysis covers with more studies, a meta-regression on delay dose, and the solar-clock moderator; retaining both would double-count the same primary literature.

• Later school start times for supporting the education, health, and well-being of high school students (Cochrane/Campbell systematic review)

  Marx R, Tanner-Smith EE, Davison CM, Ufholz LA, Freeman J, Shankar R, Newton L, Brown RS, Parpia AS, Cozma I, Hendrikx S · 2017 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Delayed high school start times later than 8:30am and impact on graduation rates and attendance rates

  McKeever PM, Clark L · 2017 · quasi-experiment

  Dread, set asideread depth unrecordedunchecked

  design too weak to inform — Pre-post with no control group during a period of nationally rising graduation rates, in self-selected districts that chose to change their bell times — the design cannot separate the policy from the secular trend or from whatever else those districts were doing.

• Homework and academic achievement: A meta-analytic review of research

  Baş G, Şentürk C, Ciğerci FM · 2017 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• Test-based promotion policies, dropping out, and juvenile crime

  Eren O, Depew B, Barnes S · 2017 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Does high school homework increase academic achievement?

  Kalenkoski CM, Pabilonia SW · 2017 · longitudinal

  Ccounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• The effects of test-based retention on student outcomes over time: Regression discontinuity evidence from Florida

  Schwerdt G, West MR, Winters MA · 2017 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Time spent in outdoor activities in relation to myopia prevention and control - a meta-analysis and systematic review

  Xiong S, Sankaridurg P, Naduvilath T, Zang J, Zou H, Zhu J, Lv M, He X, Xu X · 2017 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• Experimental trials and ‘what works?’ in education: The case of grammar for writing

  Wyse D, Torgerson C · 2017 · critique

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?
• WWC curriculum labels invert the evidence: Everyday Mathematics ('potentially positive') vs Saxon ('mixed')

  What Works Clearinghouse intervention reports (2015, 2017) · 2017 · critique

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Math curriculum choice — how much does the textbook matter?
• The Play’s the Thing: Experimentally Examining the Social and Cognitive Effects of School Field Trips to Live Theater Performances

  Greene JP, Erickson HH, Watson AR, Beck MI · 2018 · rct

  Bcounted as evidenceunchecked
  cited by Are museum and theatre trips worth the day out of school?, Does classroom drama build verbal and literacy skills?
• The Modality-Specific Learning Style Hypothesis: A Mini-Review

  Aslaksen K, Loras H · 2018 · review

  Bcounted as evidence
  cited by Does matching instruction to a child's "learning style" improve learning?
• Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers

  Filderman MJ, Toste JR, Didion LA, Peng P, Clemens NH · 2018 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Effects of Data-Based Individualization for Students With Intensive Learning Needs: A Meta-Analysis

  Jung P-G, McMaster KL, Kunkel AK, Shin J, Stecker PM · 2018 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Pre-kindergarten attendance matters: Early chronic absence patterns and relationships to learning outcomes

  Ehrlich SB, Gwynne JA, Allensworth EM · 2018 · longitudinal

  Dcould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — No abstract deposited with Crossref or Semantic Scholar and ScienceDirect returned HTTP 403; article content could not be obtained.

• Reducing Student Absenteeism in the Early Grades by Targeting Parental Beliefs

  Robinson CD, Lee MG, Dearing E, Rogers T · 2018 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Chronic absenteeism — does raising attendance raise achievement?
• Reducing student absences at scale by targeting parents' misbeliefs

  Rogers T, Feller A · 2018 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Chronic absenteeism — does raising attendance raise achievement?
• Sport Specialization and Risk of Overuse Injuries: A Systematic Review With Meta-analysis

  Bell DR, Post EG, Biese K, Bay C, Valovich McLeod T · 2018 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Early sport specialization, talent selection, and the relative age effect
• Can Restorative Practices Improve School Climate and Curb Suspensions? An Evaluation of the Impact of Restorative Practices in a Mid-Sized Urban School District

  Augustine CH, Engberg J, Grimm GE, Lee E, Wang EL, Christianson K, Joseph AA · 2018 · rct

  Bcounted as evidenceunchecked
  cited by How should a school run its classrooms and its discipline system?
• The Long-Run Effects of Disruptive Peers

  Carrell SE, Hoekstra M, Kuka E · 2018 · quasi-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Good Behaviour Game: Evaluation Report and Executive Summary

  Humphrey N, Hennessey A, Ashworth E, Frearson K, Black L, Petersen K, Wo L, Panayiotou M, Lendrum A, Wigelsworth M, Birchinall L, Squires G, Pampaka M · 2018 · rct

  Acounted as evidenceunchecked
  cited by How should a school run its classrooms and its discipline system?, Should a school buy a social and emotional learning programme?
• Do Suspensions Affect Student Outcomes?

  Lacoe J, Steinberg MP · 2018 · quasi-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• School-based interventions for reducing disciplinary school exclusion: a systematic review

  Valdebenito S, Eisner M, Farrington DP, Ttofi MM, Sutherland A · 2018 · meta-analysis

  Bcounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Increasing perseverance in math: Evidence from a field experiment in Norway

  Bettinger E, Ludvigsen S, Rege M, Solli IF, Yeager D · 2018 · rct

  Ccould not obtainsecondary onlyunchecked

  paywalled or unobtainable — Full text unobtainable; sample size, control condition and outcome measures unconfirmed, so the study cannot be graded or cited.

• Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research

  Corcoran RP, Cheung ACK, Kim E, Xie C · 2018 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Should a school buy a social and emotional learning programme?
• What Shall We Do About Grit? A Critical Review of What We Know and What We Don't Know

  Crede M · 2018 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by Are self-control and grit teachable levers on achievement?
• Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis

  Goldberg JM, Sklad M, Elfrink TR, Schreurs KMG, Bohlmeijer ET, Clarke AM · 2018 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Should a school buy a social and emotional learning programme?
• Effectiveness of Universal Self-regulation-Based Interventions in Children and Adolescents

  Pandey A, Hale D, Das S, Goddings AL, Blakemore SJ, Viner RM · 2018 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Same Same, but Different? Relations between Facets of Conscientiousness and Grit

  Schmidt FTC, Nagy G, Fleckenstein J, Moller J, Retelsdorf J · 2018 · critique

  Ccounted as evidenceabstract onlyunchecked
  cited by Are self-control and grit teachable levers on achievement?
• To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses

  Sisk VF, Burgoyne AP, Sun J, Butler JL, Macnamara BN · 2018 · meta-analysis

  Bcounted as evidenceabstract onlyunchecked
  cited by Does teaching a growth mindset raise achievement?
• A Cluster Randomized-Controlled Trial of the Impact of the Tools of the Mind Curriculum on Self-Regulation in Canadian Preschoolers

  Solomon T, Plamondon A, O'Hara A, Finch H, Goco G, Chaban P, Huggins L, Ferguson B, Tannock R · 2018 · rct

  Acounted as evidenceunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Evaluating the Efficiency and Effectiveness of Adaptive Parsons Problems

  Ericson, B. J., Foley, J. D., & Rick, J. · 2018 · rct

  Ccounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• How block-based, text-based, and hybrid block/text modalities shape novice programming practices

  Weintrop, D., & Wilensky, U. · 2018 · quasi-experiment

  Dread, set asideabstract onlyunchecked

  design too weak to inform — No outcome measure of programming competence, no control group — it cannot bear on whether any approach teaches programming better.

• The Gift of Time? School Starting Age and Mental Health

  Dee, T. S., & Sievertsen, H. H. · 2018 · quasi-experiment

  Bcounted as evidenceread depth unrecorded
  cited by School starting age, relative age, and academic redshirting
• Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension

  Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. · 2018 · meta-analysis

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Thirty-five years of ISLA on form-focused instruction: A meta-analysis

  Kang EY, Sok S, Han Z · 2018 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Comprehensible input or explicit grammar teaching — which builds a second language?
• Thirty-five years of ISLA on form-focused instruction: A methodological synthesis

  Sok S, Kang EY, Han Z · 2018 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by Comprehensible input or explicit grammar teaching — which builds a second language?
• A critical period for second language acquisition: Evidence from 2/3 million English speakers

  Hartshorne JK, Tenenbaum JB, Pinker S · 2018 · longitudinal

  Ccounted as evidencesecondary onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• Involuntary Volunteerism: What Happens When You Require People to "Do Good?"

  Henney SM, Hackett JD, Porreca MR · 2018 · longitudinal

  Dread, set asideunchecked

  design too weak to inform — Cross-sectional survey of university undergraduates with no control group and intentions rather than behaviour as the outcome. Wrong age band, wrong design, wrong outcome class.

• Promoting historical contextualization: the development and testing of a pedagogy

  Huijgen T, van de Grift W, van Boxtel C, Holthuis P · 2018 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?
• The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence

  Kraft MA, Blazar D, Hogan D · 2018 · meta-analysis

  Bcounted as evidenceread depth unrecorded
  cited by Teacher quality — selection over credentials and workshops
• Effects of the Tennessee Prekindergarten Program on Children's Achievement and Behavior Through Third Grade

  Lipsey, M. W., Farran, D. C., & Durkin, K. · 2018 · rct

  Acounted as evidenceread depth unrecorded
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• Changing How Literacy Is Taught: Evidence on Synthetic Phonics

  Machin, S., McNally, S., & Viarengo, M. · 2018 · natural-experiment

  Bcounted as evidenceread depth unrecorded
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Phonics Training for English-Speaking Poor Readers (Cochrane Review)

  McArthur, G., Sheehan, Y., Badcock, N. A., et al. · 2018 · meta-analysis

  Bcounted as evidenceread depth unrecorded
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• The effects of instruction on the singing ability of children ages 5 to 11: A meta-analysis

  Svec CL · 2018 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does teaching music produce musical skill?
• School meal quality and academic performance

  Anderson ML, Gallagher J, Ramirez Ritchie E · 2018 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• School Nutrition and Student Discipline: Effects of Schoolwide Free Meals

  Gordon N, Ruffini KJ · 2018 · quasi-experiment

  Bread, set aside

  adds nothing beyond what we hold — Same policy variation and same authorship as the Community Eligibility Provision achievement study already cited, on a secondary discipline outcome that the paper itself cannot tie to dietary intake.

• Docosahexaenoic acid for reading, working memory and behavior in UK children aged 7-9: A randomized controlled trial for replication (the DOLAB II study)

  Montgomery P, Spreckelsen TF, Burton A, Burton JR, Richardson AJ · 2018 · replication

  Bcounted as evidence
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Effectiveness of Reading-Strategy Interventions in Whole Classrooms: A Meta-Analysis

  Okkinga, M., van Steensel, R., van Gelderen, A. J. S., et al. · 2018 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Reading-comprehension strategy instruction (reciprocal teaching, summarizing, questioning)
• Does Physical Fitness Affect Academic Achievement among Japanese Adolescents? A Hybrid Approach for Decomposing Within-Person and Between-Persons Effects

  Kyan A, Takakura M, Miyagi M · 2018 · longitudinal

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• How does academic achievement relate to cardiorespiratory fitness, self-reported physical activity and objectively reported physical activity: a systematic review in children and adolescents aged 6-18 years

  Marques A, Santos DA, Hillman CH, Sardinha LB · 2018 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Gender-specific effects of physical activity on children's academic performance: The Active Smarter Kids cluster randomized controlled trial

  Resaland GK, Moe VF, Bartholomew JB, Andersen LB, McKay HA, Anderssen SA, Aadland E · 2018 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Transfer of Test-Enhanced Learning: Meta-Analytic Review and Synthesis

  Pan, S. C., & Rickard, T. C. · 2018 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Retrieval practice (the testing effect)
• The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts

  Dougherty, S. M. · 2018 · quasi-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• General versus vocational education: Lessons from a quasi-experiment in Croatia

  Žilić, I. · 2018 · natural-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• How Much Does Education Improve Intelligence? A Meta-Analysis

  Ritchie, S. J., & Tucker-Drob, E. M. · 2018 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by The early home environment — what parents can and cannot causally move, Length of the school day and year, time-on-task, extended time, and summer, Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Thinking, Doing, Talking Science: Evaluation report and executive summary

  Kitmitto S, González R, Mezzanote J, Chen Y · 2018 · rct

  Acounted as evidence
  cited by Inquiry-based science teaching vs explicit and textbook science teaching, Laboratory and practical work in school science
• More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

  Teig N, Scherer R, Nilsen T · 2018 · longitudinal

  Dcounted as evidence
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• Answering the Bell: High School Start Times and Student Academic Outcomes

  Bastian KC, Fuller S · 2018 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Sleepmore in Seattle: Later school start times are associated with more sleep and better performance in high school students

  Dunster GP, de la Iglesia L, Ben-Hamo M, Nave C, Fleischer JG, Panda S, de la Iglesia HO · 2018 · natural-experiment

  Ccounted as evidence
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Rise and Shine: The Effect of School Start Times on Academic Performance from Childhood Through Puberty

  Heissel JA, Norris S · 2018 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Embedding Formative Assessment: Evaluation report and executive summary

  Speckesser S, Runge J, Foliano F, Bursnall M, Hudson-Sharp N, Rolfe H, Anders J · 2018 · rct

  Acounted as evidenceread depth unrecorded
  cited by Feedback and formative assessment
• The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research

  Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. · 2018 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Explicit instruction vs discovery/inquiry — how much guidance?, Explicit vs reform/constructivist math instruction
• Do students benefit from longer school days? Regression discontinuity evidence from Florida's additional hour of literacy instruction

  Figlio DN, Holden KL, Özek U · 2018 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• The Causal Effects of Grade Retention on Behavioral Outcomes

  Martorell P, Mariano LT · 2018 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• The Impact of Providing Vision Screening and Free Eyeglasses on Academic Outcomes - Evidence from a Randomized Trial in Title I Elementary Schools in Florida

  Glewwe P, West KL, Lee J · 2018 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• Effect of a Local Vision Care Center on Eyeglasses Use and School Performance in Rural China - A Cluster Randomized Clinical Trial

  Ma Y, Congdon N, Shi Y, Hogg R, Medina A, Boswell M, Rozelle S, Iyer M · 2018 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• Education and myopia - assessing the direction of causality by mendelian randomisation

  Mountjoy E, Davies NM, Plotnikov D, Davey Smith G, Rodriguez S, Williams CE, Guggenheim JA, Atan D · 2018 · natural-experiment

  Bcounted as evidence
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• Genome-wide association meta-analysis highlights light-induced signaling as a driver for refractive error

  Tedja MS, Wojciechowski R, Hysi PG, Eriksson N, Furlotte NA, Verhoeven VJM, Iglesias AI, Meester-Smoor MA, Tompson SW, Fan Q, Khawaja AP, Cheng CY, and the CREAM and 23andMe consortia · 2018 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• Myopia Prevention and Outdoor Light Intensity in a School-Based Cluster Randomized Trial

  Wu PC, Chen CT, Lin KK, Sun CC, Kuo CN, Huang HM, Poon YC, Yang ML, Chen CY, Huang JC, Wu PC, Yang IH, Yu HJ, Fang PC, Tsai CL, Chiou ST, Yang YH · 2018 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes

  Watts TW, Duncan GJ, Quan H · 2018 · replication

  Ccounted as evidenceread depth unrecorded
  cited by Fadeout — why early gains disappear, and what actually persists, Are self-control and grit teachable levers on achievement?
• Calderdale Excellence Partnership: IPEELL. Evaluation report and executive summary

  Torgerson CJ, Ainsworth H, Bell K, Elliott L, Fountain I, Gascoine L, Hewitt CE, Kasim A, Kokotsaki D, Torgerson DJ · 2018 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does teaching spelling work, and what does it transfer to?, Can capitalisation, punctuation and usage be taught directly as their own subject?, Does strategy instruction (SRSD, the writing process) improve writing?
• The cognitive and academic benefits of Cogmed: A meta-analysis

  Aksayli ND, Sala G, Gobet F · 2019 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Maimonides' Rule and its Redux: the class-size RD replication failure

  Angrist, J., & Lavy, V. (1999); Angrist, J., Lavy, V., Leder-Luis, J., & Shany, A. (2019) · 2019 · replication

  Bcounted as evidenceread depth unrecorded
  cited by Class-size reduction
• Learning About Culture: Overarching Evaluators' Report

  Culliney M, Kelly K, Marchant P, Sanders M, Verma A, Wolpert MA, Wyse D (UCL Institute of Education and the Behavioural Insights Team, for the Education Endowment Foundation, RSA, Arts Council England and Paul Hamlyn Foundation) · 2019 · rct

  Acounted as evidence
  cited by Does arts education raise academic achievement?, Does classroom drama build verbal and literacy skills?
• Leveraging Parents through Low-Cost Technology

  Bergman P, Chan EW · 2019 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Chronic absenteeism — does raising attendance raise achievement?
• Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School

  Liu J, Loeb S · 2019 · longitudinal

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Chronic absenteeism — does raising attendance raise achievement?
• The Long-Run Impacts of a Universal Child Care Program

  Baker, M., Gruber, J., & Milligan, K. · 2019 · natural-experiment

  Bcounted as evidence
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• Evaluation of a Whole-School Change Intervention: Findings from a Two-Year Cluster-Randomized Trial of the Restorative Practices Intervention

  Acosta J, Chinman M, Ebener P, Malone PS, Phillips A, Wilks A · 2019 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Similarity Matters: A Meta-Analysis of Interleaved Learning and Its Moderators

  Brunmair, M., & Richter, T. · 2019 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Interleaving (mixing problem types vs blocking)
• Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit

  Alan S, Boneva T, Ertac S · 2019 · rct

  Acounted as evidenceunchecked
  cited by Are self-control and grit teachable levers on achievement?
• Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers

  Diamond A, Lee C, Senften P, Lam A, Abbott D · 2019 · rct

  Ccounted as evidenceunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Review of the Evidence on, and Fundamental Questions About, Efforts to Improve Executive Functions, Including Working Memory

  Diamond A, Ling DS · 2019 · review

  Bcounted as evidenceunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Improving Social and Emotional Learning in Primary Schools. Guidance Report

  Education Endowment Foundation · 2019 · review

  Dcounted as evidenceunchecked
  cited by Should a school buy a social and emotional learning programme?
• Changing Mindsets: Effectiveness trial — Evaluation Report

  Foliano F, Rolfe H, Buzzeo J, Runge J, Wilkinson D · 2019 · rct

  Acounted as evidenceunchecked
  cited by Does teaching a growth mindset raise achievement?
• The efficacy of different interventions to foster children's executive function skills: A series of meta-analyses.

  Takacs ZK, Kassai R · 2019 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• The heritability of self-control: A meta-analysis

  Willems YE, Boesen N, Li J, Finkenauer C, Bartels M · 2019 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Are self-control and grit teachable levers on achievement?
• A national experiment reveals where a growth mindset improves achievement

  Yeager DS, Hanselman P, Walton GM, Murray JS, Crosnoe R, Muller C, Tipton E, Schneider B, Hulleman CS, Hinojosa CP, Paunesku D, Romero C, Flint K, Roberts A, Trott J, Iachan R, Buontempo J, Yang SM, Carvalho CM, Hahn PR, Gopalan M, Mhatre P, Ferguson R, Duckworth AL, Dweck CS · 2019 · rct

  Acounted as evidenceunchecked
  cited by Does teaching a growth mindset raise achievement?
• Coding in Primary Grades Boosts Children’s Executive Functions

  Arfé, B., Vardanega, T., Montuori, C., & Lavanga, M. · 2019 · rct

  Ccounted as evidencesecondary onlyunchecked
  cited by Does learning to code improve general thinking?
• Failure rates in introductory programming

  Bennedsen, J., & Caspersen, M. E. · 2019 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Review of measurements used in computing education research and suggestions for increasing standardization

  Margulieux, L. E., Ketenci, T., & Decker, A. · 2019 · review

  Dread, set asideabstract onlyunchecked

  adds nothing beyond what we hold — Its point about the scarcity of validated measures is already carried by the FCS1/SCS1 records, and the quantitative claim could not be extracted.

• Learning to code or coding to learn? A systematic review

  Popat, S., & Starkey, L. · 2019 · review

  Dcounted as evidencesecondary onlyunchecked
  cited by Does learning to code improve general thinking?
• The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.

  Scherer, R., Siddiq, F., & Sánchez Viveros, B. · 2019 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• A theory of instruction for introductory programming skills

  Xie, B., Loksa, D., Nelson, G. L., Davidson, M. J., Dong, D., Kwik, H., Tan, A. H., Hwa, L., Li, M., & Ko, A. J. · 2019 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Block-based versus text-based programming environments on novice student learning outcomes: a meta-analysis study

  Xu, Z., Ritzhaupt, A. D., Tian, F., & Umapathy, K. · 2019 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• A systematic review of learning computational thinking through Scratch in K-9

  Zhang, L., & Nouri, J. · 2019 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• School Starting Age and Cognitive Development (with Bassok & Reardon on redshirting prevalence)

  Dhuey, E., Figlio, D., Karbownik, K., & Roth, J. (2019); Bassok, D., & Reardon, S. F. (2013) · 2019 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by School starting age, relative age, and academic redshirting
• Using Digital Technology to Improve Learning

  Stringer, E., Lewin, C., & Coleman, R. (Education Endowment Foundation) · 2019 · review

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Effects of Technology in Mathematics on Achievement, Motivation, and Attitude: A Meta-Analysis

  Higgins, K., Huscroft-D'Angelo, J., & Crawford, L. · 2019 · meta-analysis

  Cread, set asideabstract onlyunchecked

  adds nothing beyond what we hold — Redundant with Cheung & Slavin (2013) on K-12 mathematics technology (24 studies/4,522 subjects vs 74 studies/56,886 students), reports no retrievable effect size, and codes none of the design-quality, sample-size or measure-type moderators that decide the answer in this literature.

• How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014)

  Morehead, K., Dunlosky, J., & Rawson, K. A. · 2019 · replication

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India

  Muralidharan, K., Singh, A., & Ganimian, A. J. · 2019 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• FFT Reciprocal Reading: Efficacy Trial Evaluation Report (EEF)

  O'Hare, L., et al. (Queen's University Belfast / Education Endowment Foundation) · 2019 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Reading-comprehension strategy instruction (reciprocal teaching, summarizing, questioning)
• Reading Comprehension Research: Implications for Practice and Policy

  Elleman, A. M., & Oslund, E. L. · 2019 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Background knowledge and vocabulary as drivers of reading comprehension
• Deliberate Practice and Proposed Limits on the Effects of Practice on the Acquisition of Expert Performance: Why the Original Definition Matters and Recommendations for Future Research

  Ericsson, K. A., & Harwell, K. W. · 2019 · critique

  Dcounted as evidence
  cited by Deliberate practice and the 10,000-hour rule
• Starting Age Overshadowed: The Primacy of Differential Environmental and Family Support Effects on Second Language Attainment in an Instructional Context

  Pfenninger SE, Singleton D · 2019 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• The Perry Preschoolers at Late Midlife: A Study in Design-Specific Inference

  Heckman, J. J., & Karapakula, G. · 2019 · replication

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Perry Preschool and Abecedarian — what the famous studies actually establish
• What Social Scientists Have Learned About Civic Education: A Review of the Literature

  Campbell DE · 2019 · review

  Dread, set asideunchecked

  adds nothing beyond what we hold — Narrative review by an interested party, no design hierarchy, superseded on the causal question by Willeck and Mendelberg 2022. Read in full and used as a discovery map, but it does not carry independent evidentiary weight.

• Enhancing Electoral Equality: Can Education Compensate for Family Background Differences in Voting Participation?

  Lindgren K-O, Oskarsson S, Persson M · 2019 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• The Effect of Education on Political Knowledge: Evidence From Monozygotic Twins

  Weinschenk AC, Dawes CT · 2019 · twin-adoption

  Bread, set asideabstract onlyunchecked

  adds nothing beyond what we hold — Same design family and same author team as Dinesen et al. 2016, which is included and covers the behavioural outcome that this cluster's motivating question turns on. Recorded because it is the genetically-informed evidence on the KNOWLEDGE side and should be cited if the topic makes a claim about observational knowledge gradients.

• Teacher adaptation of document-based history curricula: results of the Reading Like a Historian curriculum-use survey

  Fogo B, Reisman A, Breakstone J · 2019 · review

  Dcounted as evidence
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?
• The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis

  Barger MM, Kim EM, Kuncel NR, Pomerantz EM · 2019 · meta-analysis

  Dcounted as evidenceabstract onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Reading at Home: Comparison of Reading Ability Among Homeschooled and Traditionally Schooled Children

  Guterman O, Neuman A · 2019 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?, The parent as instructor — what survives when the person teaching is the person who raised the child
• Do Homeschooled Students Lack Opportunities to Acquire Cultural Capital? Evidence from a Nationally Representative Survey of American Households

  Hamlin D · 2019 · longitudinal

  Dcounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students' Study Strategies, Class Performance, and Reported VARK Learning Styles

  Husmann PR, O'Loughlin VD · 2019 · quasi-experiment

  Dread, set asideread depth unrecordedunchecked

  outside ages 4–18 education — University students, not ages 4-18, and the design cannot test the meshing hypothesis; its conclusions are already carried by the Rogowsky child experiment and the Aslaksen review.

• The Relationship Between Inquiry-Based Teaching and Students' Achievement: Longitudinal PISA Evidence from England

  Jerrim, J., Oliver, M., & Sims, S. · 2019 · longitudinal

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Explicit instruction vs discovery/inquiry — how much guidance?, Inquiry-based science teaching vs explicit and textbook science teaching
• A meta-analysis of the experimental evidence on the near- and far-transfer effects among children's executive function skills

  Kassai R, Futo J, Demetrovics Z, Takacs ZK · 2019 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?, Can executive function be trained, and does it transfer to learning?
• Prenatal and Infancy Nurse Home Visiting and 18-Year Outcomes of a Randomized Trial

  Kitzman, H., Olds, D. L., Knudtson, M. D., Cole, R., Anson, E., et al. · 2019 · rct

  Bcounted as evidenceread depth unrecorded
  cited by The early home environment — what parents can and cannot causally move
• The Role of Deliberate Practice in Expert Performance: Revisiting Ericsson, Krampe & Tesch-Römer (1993)

  Macnamara, B. N., & Maitra, M. · 2019 · replication

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Deliberate practice and the 10,000-hour rule
• The Impact of Shared Book Reading on Children's Language Skills: A Meta-Analysis

  Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. · 2019 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by The early home environment — what parents can and cannot causally move, The parent as instructor — what survives when the person teaching is the person who raised the child
• Effects of physical activity interventions on cognitive and academic performance in children and adolescents: a novel combination of a systematic review and recommendations from an expert panel

  Singh AS, Saliasi E, van den Berg V, Uijtdewilligen L, de Groot RHM, Jolles J, Andersen LB, Bailey R, Chang YK, Diamond A, Ericsson I, Etnier JL, Fedewa AL, Hillman CH, McMorris T, Pesce C, Puhse U, Tomporowski PD, Chinapaw MJM · 2019 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Are changes in cardiorespiratory fitness resulting from physical activity interventions related to changes in executive function and academic performance in children and adolescents? A systematic review and meta-regression

  Tuvey S, Steele J, Horton E, Mayo X, Liguori G, Mann S, Willinger N, Jimenez A · 2019 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Building bridges to life after high school: Contemporary career academies and student outcomes

  Hemelt, S. W., Lenard, M. A., & Paeplow, C. G. · 2019 · natural-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth

  Kreisman, D., & Stange, K. · 2019 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• The Effects of State‐Mandated Financial Education on College Financing Behaviors

  Stoddard, C., & Urban, C. · 2019 · natural-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by Do life-skills courses — money, cooking, driving, health — change what students actually do?
• Precision exercise medicine: understanding exercise response variability

  Ross R, Goodpaster BH, Koch LG, Sarzynski MA, Kohrt WM, Johannsen NM, et al. · 2019 · review

  Ccounted as evidenceread depth unrecorded
  cited by Talent and trainability — what is heritable, and what that does not license
• Near and Far Transfer in Cognitive Training: A Second-Order Meta-Analysis

  Sala G, Aksayli ND, Tatlidil KS, Tatsumi T, Gondo Y, Gobet F · 2019 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Cognitive Training Does Not Enhance General Cognition

  Sala G, Gobet F · 2019 · review

  Bcounted as evidence
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom

  Deslauriers L, McCarty LS, Miller K, Callaghan K, Kestin G · 2019 · rct

  Bread, set asideabstract onlyunchecked

  outside ages 4–18 education — Undergraduate physics only; retained because the learning-versus-feeling-of-learning dissociation is load-bearing for how school science programmes are judged.

• The Impact of Using Coherent Curriculum on Students’ Understanding of Core Ideas in Chemistry

  Shin, N., Choi, S.-Y., Stevens, S. Y., & Krajcik, J. S. · 2019 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Science content sequencing — coherence, prerequisites, and course order
• Snooze or lose: High school start times and academic achievement

  Groen JA, Pabilonia SW · 2019 · longitudinal

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Challenges in implementing and assessing outcomes of school start time change in the UK: experience of the Oxford Teensleep study

  Illingworth G, Sharman R, Jowett A, Harvey CJ, Foster RG, Espie CA · 2019 · rct

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Later high school start times associated with longer actigraphic sleep duration in adolescents

  Nahmod NG, Lee S, Master L, Chang AM, Hale L, Buxton OM · 2019 · longitudinal

  Dread, set asideread depth unrecordedunchecked

  design too weak to inform — Cross-sectional association between school start time and actigraphic sleep with no exogenous assignment of start times — exactly the confounded design class this archive discounts, and superfluous given that Widome 2020 measures the same outcome with the same instrument under a district-imposed change.

• When Does Inequality Grow? School Years, Summers, and Achievement Gaps

  Kuhfeld M, Condron D, Downey D · 2019 · longitudinal

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• A digitally-delivered, double-blind randomised controlled trial investigating the effect of homework length on year 7 students' attainment in mathematics

  Nawaz S, Welbourne S · 2019 · rct

  Ccounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• Do Test Score Gaps Grow before, during, or between the School Years? Measurement Artifacts and What We Can Know in Spite of Them

  von Hippel PT, Hamrock C · 2019 · critique

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• The Effects of Contingency Contracts on the Correct Use of Punctuation Marks in Elementary Students With Learning Disabilities

  Grünke M · 2019 · quasi-experiment

  Dcounted as evidencesecondary onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• Effects of Computerized Instruction on the Use of Punctuation Strategies by Students with LD

  Schumaker JB, Fisher JB, Walsh LD · 2019 · rct

  Ccounted as evidencesecondary onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• The roles of handwriting and keyboarding in writing: a meta-analytic review

  Feng L, Lindner A, Ji XR, Joshi RM · 2019 · meta-analysis

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Does handwriting and transcription instruction matter, and should young children type instead?
• A Quantitative Synthesis of Research on Writing Approaches in Grades 2 to 12. Best Evidence Encyclopedia (BEE)

  Slavin RE, Lake C, Inns A, Baye A, Dachet D, Haslam J · 2019 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does sentence combining improve writing?, Can capitalisation, punctuation and usage be taught directly as their own subject?, Does strategy instruction (SRSD, the writing process) improve writing?
• Grammar for Writing: Evaluation report and executive summary

  Tracey L, Boehnke JR, Elliott L, Thorley K, Ellison S, Bowyer-Crane C · 2019 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?, Can capitalisation, punctuation and usage be taught directly as their own subject?
• One Step at a Time: The Effects of an Early Literacy Text-Messaging Program for Parents of Preschoolers (READY4K!)

  York, B. N., Loeb, S., & Doss, C. · 2019 · rct

  Bcounted as evidenceread depth unrecorded
  cited by The early home environment — what parents can and cannot causally move, The parent as instructor — what survives when the person teaching is the person who raised the child
• The Effect of Drama-based Pedagogies on K-12 Literacy-Related Outcomes: A Meta-Analysis of 30 Years of Research

  Lee BK, Enciso P, Brown M · 2020 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Does classroom drama build verbal and literacy skills?
• Addressing Chronic Absenteeism in Schools: A Meta-Analysis of Evidence-Based Interventions

  Eklund K, Burns MK, Oyen KA, DeMarchena SL, McCollom EM · 2020 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Chronic absenteeism — does raising attendance raise achievement?
• The Effect of Mentoring on School Attendance and Academic Outcomes: A Randomized Evaluation of the Check & Connect Program

  Guryan J, Christenson S, Cureton A, Lai I, Ludwig J, Schwarz C, Shirey E, Turner M · 2020 · rct

  Acounted as evidenceread depth unrecordedunchecked
  cited by Chronic absenteeism — does raising attendance raise achievement?
• Game On—Complier Average Causal Effect Estimation Reveals Sleeper Effects on Academic Attainment in a Randomized Trial of the Good Behavior Game

  Ashworth E, Panayiotou M, Humphrey N, Hennessey A · 2020 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Updating and expanding systematic reviews and meta-analyses on the effects of school-wide positive behavior interventions and supports

  Lee A, Gage NA · 2020 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Curriculum Reform in the Common Core Era: Evaluating Elementary Math Textbooks Across Six US States

  Blazar, D., Heller, B., Kane, T., Polikoff, M., Staiger, D., et al. · 2020 · quasi-experiment

  Ccounted as evidenceread depth unrecorded
  cited by Curriculum choice as a school-level lever, Math curriculum choice — how much does the textbook matter?
• Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction (+ 2021 reply to Fletcher)

  Bowers, J. S. · 2020 · critique

  Ccounted as evidence
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• The long-run effects of reducing early school tracking

  Canaan S · 2020 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Ability grouping and tracking — four practices, four verdicts
• Predicting mid-life capital formation with pre-school delay of gratification and life-course measures of self-regulation

  Benjamin DJ, Laibson D, Mischel W, Peake PK, Shoda Y, Wellsjo AS, Wilson NL · 2020 · longitudinal

  Bcounted as evidenceunchecked
  cited by Are self-control and grit teachable levers on achievement?
• Good Things Come to Those Who Wait: Delaying Gratification Likely Does Matter for Later Achievement (A Commentary on Watts, Duncan, & Quan, 2018)

  Doebel S, Michaelson LE, Munakata Y · 2020 · critique

  Dcounted as evidenceunchecked
  cited by Are self-control and grit teachable levers on achievement?
• Re-Revisiting the Marshmallow Test: A Direct Comparison of Studies by Shoda, Mischel, and Peake (1990) and Watts, Duncan, and Quan (2018)

  Falk A, Kosse F, Pinger P · 2020 · critique

  Bcounted as evidenceunchecked
  cited by Are self-control and grit teachable levers on achievement?
• Growth-Mindset Interventions at Scale: Experimental Evidence From Argentina

  Ganimian AJ · 2020 · rct

  Acounted as evidenceunchecked
  cited by Does teaching a growth mindset raise achievement?
• Can social and emotional learning improve children's academic progress? Findings from a randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum

  Hennessey A, Humphrey N · 2020 · rct

  Acounted as evidenceunchecked
  cited by Should a school buy a social and emotional learning programme?
• Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

  Scionti N, Cavallero M, Zogmaister C, Marzocchi GM · 2020 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Controlling, Confounding, and Construct Clarity: Responding to Criticisms of 'Revisiting the Marshmallow Test' by Doebel, Michaelson, and Munakata (2020) and Falk, Kosse, and Pinger (2020)

  Watts TW, Duncan GJ · 2020 · critique

  Dcounted as evidenceunchecked
  cited by Are self-control and grit teachable levers on achievement?
• What can be learned from growth mindset controversies?

  Yeager DS, Dweck CS · 2020 · critique

  Dcounted as evidenceunchecked
  cited by Does teaching a growth mindset raise achievement?
• The effects of coding on children's planning and inhibition skills

  Arfé, B., Vardanega, T., & Ronconi, L. · 2020 · rct

  Ccounted as evidencesecondary onlyunchecked
  cited by Does learning to code improve general thinking?
• Finding time for computer science in the elementary school day: a quasi-experimental study of a transdisciplinary problem-based learning approach

  Century, J., Ferris, K. A., & Zuo, H. · 2020 · quasi-experiment

  Cread, set asideunchecked

  design too weak to inform — Randomised at school level but reports only dose-response associations, discarding the randomisation, and measures no programming-skill outcome.

• A Review of Research on Parsons Problems

  Du, Y., Luxton-Reilly, A., & Denny, P. · 2020 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Effect of Implementing Subgoals in Code.org's Intro to Programming Unit in Computer Science Principles

  Margulieux, L. E., Morrison, B. B., Franke, B., & Ramilison, H. · 2020 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Reducing withdrawal and failure rates in introductory programming with subgoal labeled worked examples

  Margulieux, L. E., Morrison, B. B., & Decker, A. · 2020 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• TIPP&SEE

  Salac, J., Thomas, C., Butler, C., Sanchez, A., & Franklin, D. · 2020 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions

  Scherer, R., Siddiq, F., & Sánchez Viveros, B. · 2020 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Upgrading Education with Technology: Insights from Experimental Research

  Escueta, M., Nickow, A. J., Oreopoulos, P., & Quan, V. · 2020 · review

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• The impact of banning mobile phones in Swedish secondary schools

  Kessel, D., Hardardottir, H. L., & Tyrefors, B. · 2020 · replication

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis.

  Gunnerud HL, ten Braak D, Reikeras EKL, Donolato E, Melby-Lervag M · 2020 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• Quantifying the Life-Cycle Benefits of an Influential Early-Childhood Program

  García, J. L., Heckman, J. J., Ermini Leaf, D., & Prados, M. J. · 2020 · quasi-experiment

  Dcounted as evidenceread depth unrecorded
  cited by Perry Preschool and Abecedarian — what the famous studies actually establish
• Comparing Burnout in Sport-Specializing Versus Sport-Sampling Adolescent Athletes: A Systematic Review and Meta-analysis

  Giusti NE, Carder SL, Vopat L, Baker J, Tarakemeh A, Vopat B, Mulcahey MK · 2020 · meta-analysis

  Dcounted as evidence
  cited by Early sport specialization, talent selection, and the relative age effect
• Can Charter Schools Boost Civic Participation? The Impact of Democracy Prep Public Schools on Voting Behavior

  Gill B, Whitesell ER, Corcoran SP, Tilley C, Finucane M, Potamites L · 2020 · natural-experiment

  Bcounted as evidencesecondary onlyunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Straighten Up and Fly Right: The Impacts of Charter Schools on Behavioral and Civic Outcomes (North Carolina charter schools and voting)

  McEachin A, Lauen DL, Fuller SC, Perera RM · 2020 · quasi-experiment

  Cread, set asidesecondary onlyunchecked

  superseded by better work — Superseded by two lottery-identified studies of the same question (Gill et al. 2020; Cohodes and Feigenbaum). Also, the exact registered title and DOI were not confirmed, so this record deliberately carries a repository URL rather than a DOI.

• Does Deliberative Education Increase Civic Competence? Results from a Field Experiment

  Persson M, Andersson K, Zetterberg P, Ekman J, Lundin S · 2020 · rct

  Bcounted as evidenceunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Thematic vs Chronological History Teaching Debate: A Social Media Research

  Turan I · 2020 · review

  Dread, set asideabstract onlyunchecked

  design too weak to inform — A qualitative content analysis of teacher blog posts with no student outcomes; recorded only to evidence that the chronological-versus-thematic sequencing question has no causal literature to grade.

• Social Studies Instruction and Reading Comprehension: Evidence from the Early Childhood Longitudinal Study

  Tyner A, Kabourek S · 2020 · longitudinal

  Ccounted as evidenceunchecked
  cited by Should history be built on content knowledge or on generic historical-thinking skills?
• Learning to evaluate: An intervention in civic online reasoning

  McGrew S · 2020 · quasi-experiment

  Dread, set asideabstract onlyunchecked

  design too weak to inform — Uncontrolled pre-post from the curriculum's own team; superseded for causal purposes by Wineburg et al. 2022, which at least has a control arm.

• Social Studies Instruction and Reading Comprehension: Evidence from the Early Childhood Longitudinal Study

  Tyner A, Kabourek S · 2020 · longitudinal

  Dread, set asideunchecked

  outside ages 4–18 education — Measures instructional TIME in elementary social studies, not document or source work, and is purely correlational. Recorded because it is the study most often invoked to support "history instruction improves reading comprehension", and because the randomised evidence that does test something close to that claim (the PACT trial series - content g = 0.19-0.45, standardized reading comprehension g = 0.14 n.s.) points the other way.

• Context and regulation of homeschooling: Issues, evidence, and assessment practices

  Carlson JF · 2020 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools

  Fitzpatrick BR, Berends M, Ferrare JJ, Waddington RJ · 2020 · quasi-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge

  Gibson DJ, Gunderson EA, Levine SC · 2020 · rct

  Ccounted as evidencesecondary onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis

  Heidlage JK, Cunningham JE, Kaiser AP, Trivette CM, Barton EE, Frey JR, Roberts MY · 2020 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Homeschooling: An Updated Comprehensive Survey of the Research

  Kunzman R, Gaither M · 2020 · review

  Ccould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — Journal host does not resolve; no DOI, no ERIC record, no OA copy in Unpaywall, Semantic Scholar or IA Scholar. Superseded for this tranche's purposes by Gaither 2017, which was obtained in full and draws on the same survey.

• The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence

  Nickow A, Oreopoulos P, Quan V · 2020 · meta-analysis

  Bcounted as evidenceunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Substance Use and Mental Health in Homeschooled Adolescents in the United States

  Schepis TS, McCabe SE, Ford JA · 2020 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Risk of Injuries Associated With Sport Specialization and Intense Training Patterns in Young Athletes: A Longitudinal Clinical Case-Control Study

  Jayanthi N, Kleithermes S, Dugas L, Pasulka J, Iqbal S, LaBella C · 2020 · quasi-experiment

  Ccounted as evidenceread depth unrecorded
  cited by Early sport specialization, talent selection, and the relative age effect
• Systematic review and meta-analysis investigating moderators of long-term effects of exercise on cognition in healthy individuals

  Ludyga S, Gerber M, Pühse U, Looser VN, Kamijo K · 2020 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does teaching movement transfer to cognition, achievement, or lifelong activity?
• It's all in your head: A meta-analysis on the effects of music training on cognitive measures in schoolchildren

  Cooper PK · 2020 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does learning music make children smarter or better at school?
• A population-level analysis of associations between school music participation and academic achievement.

  Guhn M, Emerson SD, Gouzouasis P · 2020 · longitudinal

  Ccounted as evidenceunchecked
  cited by Does learning music make children smarter or better at school?
• Cognitive and academic benefits of music training with children: A multilevel meta-analysis

  Sala G, Gobet F · 2020 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Does learning music make children smarter or better at school?
• Maybe they're born with it, or maybe it's experience: Toward a deeper understanding of the learning style myth

  Nancekivell SE, Shah P, Gelman SA · 2020 · quasi-experiment

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Does matching instruction to a child's "learning style" improve learning?
• How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review

  Newton PM, Salvi A · 2020 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does matching instruction to a child's "learning style" improve learning?
• Elusive Longer-Run Impacts of Head Start: Replications Within and Across Cohorts

  Pages, R., Lukes, D. J., Bailey, D. H., & Duncan, G. J. · 2020 · replication

  Ccounted as evidence
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives With At-Risk/Disability Students (CRA evidence base)

  Peltier, C., Morin, K. L., Bouck, E. C., et al. · 2020 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Manipulatives and concrete-representational-abstract (CRA) sequences
• Financial education in schools: A meta-analysis of experimental studies

  Kaiser, T., & Menkhoff, L. · 2020 · meta-analysis

  Bcounted as evidenceabstract onlyunchecked
  cited by Do life-skills courses — money, cooking, driving, health — change what students actually do?
• The effects of high school personal financial education policies on financial behavior

  Urban, C., Schmeiser, M., Collins, J. M., & Brown, A. · 2020 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Do life-skills courses — money, cooking, driving, health — change what students actually do?
• Providing Instruction Based on Students' Learning Style Preferences Does Not Improve Learning

  Rogowsky BA, Calhoun BM, Tallal P · 2020 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does matching instruction to a child's "learning style" improve learning?
• A Randomized Controlled Trial of Interleaved Mathematics Practice

  Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. · 2020 · rct

  Acounted as evidenceread depth unrecorded
  cited by Homework — effects by age and by dosage, Interleaving (mixing problem types vs blocking)
• Working memory training in typically developing children: A multilevel meta-analysis

  Sala G, Gobet F · 2020 · meta-analysis

  Bcounted as evidence
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Cognitively Guided Instruction cluster RCTs (grades 3-5 efficacy; grades 1-2 replication; 5-year follow-up)

  Schoen, R. C., LaVenia, M., Tazaz, A. M., Farina, K., Dixon, J. K., Secada, W. G., Rhoads, C., Perez, A. L. (FSU Learning Systems Institute; IES- and FLDOE-funded) · 2020 · rct

  Bcounted as evidence
  cited by Explicit vs reform/constructivist math instruction
• Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems

  Aditomo A, Klieme E · 2020 · longitudinal

  Dcounted as evidence
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• Secondary school students’ attitudes to practical work in biology, chemistry and physics in England

  Sharpe, R., & Abrahams, I. · 2020 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Laboratory and practical work in school science
• Refutation texts and argumentation for conceptual change: A winning or a redundant combination?

  Asterhan CSC, Resnick MS · 2020 · rct

  Cread, set asideabstract onlyunchecked

  outside ages 4–18 education — Undergraduates only; recorded because it is the cleanest randomised test of whether argumentation adds anything to refutation text, and the answer is no.

• Coexistence of Misconceptions and Scientific Conceptions in Chemistry Professors: A Mental Chronometry and fMRI Study

  Potvin P, Malenfant-Robichaud G, Cormier C, Masson S · 2020 · quasi-experiment

  Dread, set aside

  outside ages 4–18 education — Adults (university professors), n = 17, no instructional contrast; recorded because it is the extreme-case evidence that misconceptions coexist with expert knowledge rather than being replaced.

• Association of Delaying School Start Time With Sleep Duration, Timing, and Quality Among Adolescents (START study)

  Widome R, Berger AT, Iber C, Wahlstrom K, Laska MN, Kilian G, Redline S, Erickson DJ · 2020 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Toward a Science of Effective Cognitive Training

  Smid CR, Karbach J, Steinbeis N · 2020 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• The association between homework and primary school children's academic achievement. International evidence from PIRLS and TIMSS

  Jerrim J, López-Agudo LA, Marcenaro-Gutiérrez OD · 2020 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Homework — effects by age and by dosage
• Does mental practice still enhance performance? A 24-year follow-up and meta-analytic replication and extension

  Toth, A. J., McNeill, E., Hayes, K., Moran, A. P., & Campbell, M. · 2020 · replication

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Feedback frequency and mental practice in motor learning
• Using sentence dictation to practise and assess taught spelling and punctuation skills: a Year 2 Explicit Instruction intervention

  Robinson-Kooi S, Hammond LS · 2020 · quasi-experiment

  Dcounted as evidenceunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade

  Weiland, C., et al. · 2020 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research

  Wisniewski, B., Zierer, K., & Hattie, J. · 2020 · meta-analysis

  Ccounted as evidence
  cited by Feedback and formative assessment
• Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms

  Agarwal, P. K., Nunes, L. D., & Blunt, J. R. · 2021 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Retrieval practice (the testing effect)
• Learning to see by learning to draw: A longitudinal analysis of the relationship between representational drawing training and visuospatial skill.

  Chamberlain R, Kozbelt A, Drake JE, Wagemans J · 2021 · longitudinal

  Dcounted as evidenceunchecked
  cited by Does teaching visual art produce artistic skill?
• Arts in Education: A Systematic Review of Competency Outcomes in Quasi-Experimental and Experimental Studies

  Schneider V, Rohmann A · 2021 · review

  Ccounted as evidenceunchecked
  cited by Does teaching visual art produce artistic skill?
• A Meta-Analysis of the Impact of Professional Development on Teachers' Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making

  Gesel SA, LeJeune LM, Chow JC, Sinclair AC, Lemons CJ · 2021 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Masking Attendance: How Education Policy Distracts from the Wicked Problem(s) of Chronic Absenteeism

  Childs J, Lofton R · 2021 · review

  Dread, set asideread depth unrecordedunchecked

  design too weak to inform — Conceptual essay with no data, no design and no effect estimates; its framing claim is already carried by sources that actually estimate something.

• The short- and long-run impacts of secondary school absences

  Liu J, Lee MG, Gershenson S · 2021 · quasi-experiment

  Bcounted as evidence
  cited by Chronic absenteeism — does raising attendance raise achievement?
• Prep School for Poor Kids: The Long-Run Impacts of Head Start on Human Capital and Economic Self-Sufficiency

  Bailey, M. J., Sun, S., & Timpe, B. · 2021 · natural-experiment

  Bcounted as evidence
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• Effect of Motor Imagery Training on Motor Learning in Children and Adolescents: A Systematic Review and Meta-Analysis

  Behrendt, F., Zumbrunnen, V., Brem, L., Suica, Z., Gäumann, S., Ziller, C., Gerth, U., & Schuster-Amft, C. · 2021 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Feedback frequency and mental practice in motor learning
• Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study

  Bernstein BO, Lubinski D, Benbow CP · 2021 · longitudinal

  Ccounted as evidenceread depth unrecorded
  cited by Acceleration and gifted programs — the label vs the content, Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
• Making Schools Safer and/or Escalating Disciplinary Response: A Study of Police Officers in North Carolina Schools

  Sorensen LC, Shen Y, Bushway SD · 2021 · quasi-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Effects of Prekindergarten Curricula: Tools of the Mind as a Case Study

  Nesbitt KT, Farran DC · 2021 · rct

  Acounted as evidenceabstract onlyunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries.

  Rege M, Hanselman P, Solli IF, Dweck CS, Ludvigsen S, Bettinger E, Crosnoe R, Muller C, Walton G, Duckworth A, Yeager DS · 2021 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Does teaching a growth mindset raise achievement?
• Uses, Revisions, and the Future of Validated Assessments in Computing Education: A Case Study of the FCS1 and SCS1

  Parker, M. C., Guzdial, M., & Tew, A. E. · 2021 · review

  Dread, set asideabstract onlyunchecked

  adds nothing beyond what we hold — Its substantive point — that validated instruments exist and are little used — is carried by the FCS1 and SCS1 records themselves.

• Some Evidence on the Cognitive Benefits of Learning to Code

  Scherer, R., Siddiq, F., & Sánchez-Scherer, B. · 2021 · review

  Dread, set asidesecondary onlyunchecked

  adds nothing beyond what we hold — Restates the 2019 meta-analysis with no new data; the primary source is recorded separately and carries the moderator this summary omits.

• EEF trials of conceptual/realistic reform maths at scale: ICCAMS and Realistic Maths Education

  Education Endowment Foundation (independent evaluators) · 2021 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Explicit vs reform/constructivist math instruction
• Adaptive e-learning environment based on learning styles and its impact on development students' engagement

  El-Sabagh HA · 2021 · quasi-experiment

  Dread, set aside

  design too weak to inform — Cannot bear on the meshing hypothesis: no crossover design, no style-matched vs style-mismatched contrast, no student-level random assignment, and the outcome is self-reported engagement rather than learning. The reported statistics are additionally internally inconsistent. Kept on record as the most-cited example of the literature that keeps the belief alive.

• A valid evaluation of the theory of multiple intelligences is not yet possible: Problems of methodological quality for intervention studies

  Ferrero M, Vadillo MA, Leon SP · 2021 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Should Gardner's multiple intelligences be used as a basis for instruction?
• A Systematic Review of Interleaving as a Concept Learning Strategy

  Firth, J., Rivers, I., & Boyle, J. · 2021 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Interleaving (mixing problem types vs blocking)
• Students’ Civic Online Reasoning: A National Portrait

  Breakstone J, Smith M, Wineburg S, Rapaport A, Carle J, Garland M, Saavedra A · 2021 · review

  Dread, set asidesecondary onlyunchecked

  outside ages 4–18 education — Descriptive prevalence study with no intervention and no comparison; it sizes the problem but says nothing about whether source instruction moves anything. Its main use to a topic author is as the floor against which the Wineburg et al. 2022 post-test of 5.1 out of 14 should be read.

• Parent-Child Information Frictions and Human Capital Investment: Evidence from a Field Experiment

  Bergman P · 2021 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• School types in adolescence and subsequent health and well-being in young adulthood: An outcome-wide analysis

  Chen Y, Hinton C, VanderWeele TJ · 2021 · longitudinal

  Ccounted as evidenceunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one, Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Learning loss due to school closures during the COVID-19 pandemic

  Engzell P, Frey A, Verhagen MD · 2021 · natural-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?, Length of the school day and year, time-on-task, extended time, and summer
• Effects of Family Literacy Programs on the Emergent Literacy Skills of Children From Low-SES Families: A Meta-Analysis

  Fikrat-Wevers S, van Steensel R, Arends LR · 2021 · meta-analysis

  Ccounted as evidenceunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• A Meta-Analysis on the Impact of Grades and Comments on Academic Motivation and Achievement

  Koenka, A. C., Linnenbrink-Garcia, L., Moshontz, H., et al. · 2021 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Feedback and formative assessment
• A Blueprint for Scaling Tutoring and Mentoring Across Public Schools (cost model)

  Kraft, M. A., & Falken, G. T. · 2021 · review

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• Better Together? Heterogeneous Effects of Tracking on Student Achievement

  Matthewes SH · 2021 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Ability grouping and tracking — four practices, four verdicts
• First Thing Music: Evaluation Report

  Bohling G, Barnard M, Crouch T, Whitefield C, Murphy L, Gunzinger H, Anders J, Shure D, Wyse D (Behavioural Insights Team and UCL Institute of Education, for the Education Endowment Foundation) · 2021 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by Does learning music make children smarter or better at school?
• Musical instrument engagement in adolescence predicts verbal ability 4 years later: A twin and adoption study.

  Gustavson DE, Friedman NP, Stallings MC, Reynolds CA, Coon H, Corley RP, Hewitt JK, Gordon RL · 2021 · twin-adoption

  Bcounted as evidenceunchecked
  cited by Does learning music make children smarter or better at school?, Does teaching music produce musical skill?
• Why Is an Early Start of Training Related to Musical Skills in Adulthood? A Genetically Informative Study

  Wesseldijk LW, Mosing MA, Ullén F · 2021 · twin-adoption

  Bcounted as evidenceabstract onlyunchecked
  cited by Does teaching music produce musical skill?
• The Impact of Feedback on Student Attainment: A Systematic Review (EEF/EPPI-Centre)

  Newman, M., Bird, K., Kwan, I., Shemilt, I., Richardson, M., & Hoo, H. · 2021 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Feedback and formative assessment
• Universal Access to Free School Meals and Student Achievement

  Ruffini KJ · 2021 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial - the School in Motion study

  Solberg RB, Steene-Johannessen J, Anderssen SA, Ekelund U, Safvenbom R, Haugen T, Berntsen S, Avitsland A, Lerum O, Resaland GK, Kolle E · 2021 · rct

  Bcounted as evidence
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Aerobic fitness mediates the intervention effects of a school-based physical activity intervention on academic performance. The School in Motion study - A cluster randomized controlled trial

  Solberg RB, Steene-Johannessen J, Wang Fagerland M, Anderssen SA, Berntsen S, Resaland GK, van Sluijs EMF, Ekelund U, Kolle E · 2021 · rct

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Improving Educational Pathways to Social Mobility: Evidence from Norway’s Reform 94

  Bertrand, M., Mogstad, M., & Mountjoy, J. · 2021 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Do career and technical education tracks help students — and which students?
• High-Impact Tutoring: State of the Research and Priorities (design principles)

  Robinson, C. D., & Loeb, S. (with Kraft & Schueler companion brief) · 2021 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• Interventions to Dispel Neuromyths in Educational Settings - A Review

  Rousseau L · 2021 · review

  Dcounted as evidence
  cited by Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
• A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions

  Zengilowski A, Schuetze BA, Nash BL, Schallert DL · 2021 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by Science misconceptions and conceptual change — can naive intuitions be taught away?
• Evaluation of philosophy for children: an effectiveness trial

  Lord, P., Dirie, A., Kettlewell, K., & Styles, B. · 2021 · rct

  Aread, set aside

  outside ages 4–18 education — Philosophy for Children is not science teaching; recorded in full because it is the closest well-powered independent test of the far-transfer mechanism CASE claims, and it fails.

• When Problem Solving Followed by Instruction Works: Evidence for Productive Failure

  Sinha, T., & Kapur, M. · 2021 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Explicit instruction vs discovery/inquiry — how much guidance?, Explicit vs reform/constructivist math instruction
• Heritability of sleep duration and quality: A systematic review and meta-analysis

  Kocevska D, Barclay NL, Bramer WM, Gehrman PR, Van Someren EJW · 2021 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Changing school start times: impact on sleep in primary and secondary school students

  Meltzer LJ, Wahlstrom KL, Plog AE, Strand MJ · 2021 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• School’s Out: The Role of Summers in Understanding Achievement Disparities

  Atteberry A, McEachin A · 2021 · longitudinal

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• Effectiveness of grade retention: A systematic review and meta-analysis

  Goos M, Pipa J, Peixoto F · 2021 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Time Spent on Homework and Academic Achievement: A Meta-analysis Study Related to Results of TIMSS

  Ozyildirim G · 2021 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Homework — effects by age and by dosage
• Is four less than five? Effects of four-day school weeks on student achievement in Oregon

  Thompson PN · 2021 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• EFFECTS OF GRADE RETENTION POLICIES: A LITERATURE REVIEW OF EMPIRICAL STUDIES APPLYING CAUSAL INFERENCE

  Valbuena J, Mediavilla M, Choi Á, Gil M · 2021 · review

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• An exploratory meta-analytic review on the empirical evidence of differential learning as an enhanced motor learning method

  Tassignon B, Verschueren J, Baeyens J-P, Benjaminse A, Gokeler A, Serrien B, Clijsen R · 2021 · meta-analysis

  Dcounted as evidence
  cited by Practice scheduling for motor skills — varied vs blocked, spaced vs massed
• Effect of a Randomized Interventional School-Based Vision Program on Academic Performance of Students in Grades 3 to 7 - A Cluster Randomized Clinical Trial (Vision for Baltimore)

  Neitzel AJ, Wolf B, Guo X, Shakarchi AF, Madden NA, Repka MX, Friedman DS, Collins ME · 2021 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• The effect of a one-year vigorous physical activity intervention on fitness, cognitive performance and mental health in young adolescents: the Fit to Study cluster randomised controlled trial

  Wassenaar TM, Wheatley CM, Beale N, Nichols T, Salvan P, Meaney A, Atherton K, Diaz-Ordaz K, Dawes H, Johansen-Berg H · 2021 · rct

  Acounted as evidence
  cited by Physical activity as an input — dose, fitness, and school outcomes, Does teaching movement transfer to cognition, achievement, or lifelong activity?
• Multilevel meta-analysis of the effectiveness of self-regulated strategy development in writing for children with ASD

  Asaro-Saddler K, Moeyaert M, Xu X, Yerden X · 2021 · meta-analysis

  Dread, set asideread depth unrecordedunchecked

  design too weak to inform — Pools single-case designs with no control groups, in a specific clinical population; the SRSD magnitude question is settled at a higher evidence grade by the EEF cluster-randomised efficacy and effectiveness trials and by Slavin et al.'s independent-measure synthesis.

• Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students

  Kim YSG, Yang D, Reyes M, Connor C · 2021 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does handwriting and transcription instruction matter, and should young children type instead?, Does teaching spelling work, and what does it transfer to?, Can capitalisation, punctuation and usage be taught directly as their own subject?, Does strategy instruction (SRSD, the writing process) improve writing?
• The Effects of Handwriting Experience on Literacy Learning

  Wiley RW, Rapp B · 2021 · rct

  Bread, set asideread depth unrecordedunchecked

  outside ages 4–18 education — Participants are 42 adults learning an unfamiliar writing system, not children aged 4-18; the child-facing handwriting-versus-keyboarding question is covered by Wollscheid et al. (2016) and by the randomised first-grade handwriting trials.

• Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades (WWC Practice Guide 2021006)

  What Works Clearinghouse expert panel (Fuchs, L. S., chair) · 2021 · review

  Bcounted as evidenceread depth unrecorded
  cited by Explicit vs reform/constructivist math instruction, Manipulatives and concrete-representational-abstract (CRA) sequences, Math-fact fluency and timed practice (and the anti-timed-test claims)
• Testing (Quizzing) Boosts Classroom Learning: A Systematic and Meta-Analytic Review

  Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. · 2021 · meta-analysis

  Bcounted as evidenceread depth unrecorded
  cited by Retrieval practice (the testing effect)
• The Effect of Embedding Formative Assessment on Pupil Attainment

  Anders J, Foliano F, Bursnall M, Dorsett R, Hudson N, Runge J, Speckesser S · 2022 · rct

  Acounted as evidenceread depth unrecorded
  cited by Feedback and formative assessment
• The Long-Term Effects of Student Absence: Evidence from Sweden

  Cattan S, Kamhöfer DA, Karlsson M, Nilsson T · 2022 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Chronic absenteeism — does raising attendance raise achievement?
• Through the Looking Glass: A Systematic Review of Longitudinal Evidence, Providing New Insight for Motor Competence and Health

  Barnett LM, Webster EK, Hulteen RM, De Meester A, Valentini NC, Lenoir M, Pesce C, Getchell N, Lopes VP, Robinson LE, Brian A, Rodrigues LP · 2022 · review

  Ccounted as evidence
  cited by Does teaching movement transfer to cognition, achievement, or lifelong activity?
• The impact of mindfulness training in early adolescence on affective executive control, and on later mental health during the COVID-19 pandemic: a randomised controlled trial

  Dunning D, Ahmed SP, Foulkes L, Griffin C, Griffiths K, Leung JT, Parker J, Piera Pi-Sunyer B, Sakhardande A, Bennett M, Haag C, Montero-Marin J, Packman D, Vainre M, Watson P, Ukoumunne OC, Kuyken W, Williams JMG, Kappelmann N, Dalgleish T, Blakemore SJ · 2022 · rct

  Bcounted as evidenceunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Do mindfulness-based programmes improve the cognitive skills, behaviour and mental health of children and adolescents? An updated meta-analysis of randomised controlled trials

  Dunning D, Tudor K, Radley L, Dalrymple N, Funk J, Vainre M, Ford T, Montero-Marin J, Kuyken W, Dalgleish T · 2022 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Can executive function be trained, and does it transfer to learning?
• Effectiveness and cost-effectiveness of universal school-based mindfulness training compared with normal school provision in reducing risk of mental health problems and promoting well-being in adolescence: the MYRIAD cluster randomised controlled trial

  Kuyken W, Ball S, Crane C, Ganguli P, Jones B, Montero-Marin J, Nuthall E, Raja A, Taylor L, Tudor K, Viner RM, Allwood M, Aukland L, Dunning D, Casey T, Dalrymple N, De Wilde K, Farley ER, Harper J, Kappelmann N, Kempnich M, Lord L, Medlicott E, Palmer L, Petit A, Pryor-Nitsch I, Radley L, Warriner S, Sonley A, Team M, Kuyken W, Byford S, Dalgleish T, Ford T, Greenberg MT, Ukoumunne OC, Williams JMG · 2022 · rct

  Acounted as evidenceunchecked
  cited by Can executive function be trained, and does it transfer to learning?, Should a school buy a social and emotional learning programme?
• Grit and academic achievement: A comparative cross-cultural meta-analysis.

  Lam KKL, Zhou M · 2022 · meta-analysis

  Bcounted as evidenceabstract onlyunchecked
  cited by Are self-control and grit teachable levers on achievement?
• Growth-Mindset Intervention Delivered by Teachers Boosts Achievement in Early Adolescence

  Porter T, Catalan Molina D, Cimpian A, Roberts S, Fredericks A, Blackwell LS, Trzesniewski K · 2022 · rct

  Ccounted as evidenceunchecked
  cited by Does teaching a growth mindset raise achievement?
• Social and emotional learning in primary schools: A review of the current state of evidence

  Wigelsworth M, Verity L, Mason C, Qualter P, Humphrey N · 2022 · review

  Ccounted as evidenceunchecked
  cited by Should a school buy a social and emotional learning programme?
• Growth Mindset Interventions: Intervention Report — Supporting Postsecondary Success

  What Works Clearinghouse, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences · 2022 · review

  Bcounted as evidenceunchecked
  cited by Does teaching a growth mindset raise achievement?
• Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work

  Yeager DS, Carroll JM, Buontempo J, Cimpian A, Woody S, Crosnoe R, Muller C, Murray J, Mhatre P, Kersting N, Hulleman C, Kudym M, Murphy M, Duckworth AL, Walton GM, Dweck CS · 2022 · rct

  Bcounted as evidenceunchecked
  cited by Does teaching a growth mindset raise achievement?
• Impact of programming on primary mathematics learning

  Laurent, M., Crisci, R., Bressoux, P., Chaachoua, H., Nurra, C., de Vries, E., & Tchounikine, P. · 2022 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by Does learning to code improve general thinking?
• Effective instruction conditions for educational robotics to develop programming ability of K-12 students: A meta-analysis

  Sun, L., & Zhou, D. · 2022 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• The transfer effects of computational thinking: A systematic review with meta-analysis and qualitative synthesis

  Ye, J., Lai, X., & Wong, G. K. W. · 2022 · meta-analysis

  Dcould not obtainabstract onlyunchecked

  paywalled or unobtainable — Full text unobtainable and the abstract carries no extractable estimate; revisit if a copy becomes reachable, since it is one of only three transfer-specific meta-analyses of the CT era.

• Effects of a Statewide Prekindergarten Program on Children's Achievement and Behavior Through Sixth Grade

  Durkin, K., Lipsey, M. W., Farran, D. C., & Wiesen, S. E. · 2022 · rct

  Acounted as evidenceread depth unrecorded
  cited by Fadeout — why early gains disappear, and what actually persists, Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• Read Write Inc. Phonics and Fresh Start: Evaluation Report (EEF)

  Sibieta, L., et al. (Education Endowment Foundation) · 2022 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Systematic/explicit phonics vs whole language and balanced literacy
• Linguistic dissimilarity increases age-related decline in adult language learning

  Schepens JJ, van Hout RWNM, van der Slik FWP · 2022 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• Critical Period Claim Revisited: Reanalysis of Hartshorne, Tenenbaum, and Pinker (2018) Suggests Steady Decline and Learner-Type Differences

  van der Slik F, Schepens J, Bongaerts T, van Hout R · 2022 · critique

  Ccounted as evidenceabstract onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• Cognitive Training: A Field in Search of a Phenomenon

  Gobet F, Sala G · 2022 · critique

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• What Makes a Champion? Early Multidisciplinary Practice, Not Early Specialization, Predicts World-Class Performance

  Güllich A, Macnamara BN, Hambrick DZ · 2022 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Early sport specialization, talent selection, and the relative age effect
• Civic Education in High School and Voter Turnout in Adulthood

  Weinschenk AC, Dawes CT · 2022 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Education and Political Participation

  Willeck C, Mendelberg T · 2022 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Implementing Wit & Wisdom: An Evaluation Research Report

  Johns Hopkins University Institute for Education Policy · 2022 · quasi-experiment

  Dread, set asidesecondary onlyunchecked

  design too weak to inform — Publisher-distributed propensity-score-matched comparison of self-selected adopting schools with no reported effect sizes or sample sizes on the accessible summary; adoption selection is exactly the confound the design cannot address, and randomised evidence on the same class of curriculum (Cabell 2025) is available.

• Fostering historical thinking and democratic citizenship? A cluster randomized controlled intervention study

  Wilke M, Depaepe F, Van Nieuwenhuyse K · 2022 · quasi-experiment

  Ccounted as evidence
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?
• Lateral reading on the open Internet: A district-wide field study in high school government classes.

  Wineburg S, Breakstone J, McGrew S, Smith MD, Ortega T · 2022 · quasi-experiment

  Ccounted as evidencesecondary onlyunchecked
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?
• Contemporary Homeschooling Arrangements: An Analysis of Three Waves of Nationally Representative Data

  Cheng A, Hamlin D · 2022 · longitudinal

  Dcounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one, Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Should we Help our Children With Homework? A Meta-Analysis Using PISA Data

  Fernández-Alonso R, Álvarez-Díaz M, García-Crespo FJ, Woitschach P, Muñiz J · 2022 · meta-analysis

  Dcounted as evidenceunchecked
  cited by Homework — effects by age and by dosage, The parent as instructor — what survives when the person teaching is the person who raised the child
• Demographics are Predictive of Child Abuse and Neglect but Homeschool Versus Conventional School is a Non-issue: Evidence from a Nationally Representative Survey

  Ray BD, Shakeel MD · 2022 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Homeschooling: What do we know and what do we need to learn?

  Valiente C, Spinrad TL, Ray BD, Eisenberg N, Ruof A · 2022 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one, Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Reading Intervention at Age 6: Long-Term Effects of Reading Recovery in the UK on Qualifications at Age 16

  Hurry, J., Fridkin, L., & Holliman, A. J. · 2022 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Reading Recovery and Tier-2 1:1 early-literacy tutoring
• Meta-analysis of the reduced relative feedback frequency effect on motor learning and performance

  McKay, B., Hussien, J., Vinh, M.-A., Mir-Orefice, A., Brooks, H., & Ste-Marie, D. M. · 2022 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Feedback frequency and mental practice in motor learning
• Meta-Analytic Findings of the Self-Controlled Motor Learning Literature: Underpowered, Biased, and Lacking Evidential Value

  McKay, B., Yantha, Z. D., Hussien, J., Carter, M. J., & Ste-Marie, D. M. · 2022 · meta-analysis

  Bcounted as evidence
  cited by Feedback frequency and mental practice in motor learning
• Near and far transfer: Is music special?

  Bigand E, Tillmann B · 2022 · critique

  Ccounted as evidenceunchecked
  cited by Does learning music make children smarter or better at school?
• Please don't stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence

  Román-Caballero R, Vadillo MA, Trainor LJ, Lupiáñez J · 2022 · meta-analysis

  Ccounted as evidence
  cited by Does learning music make children smarter or better at school?
• Effect of Oral Iron Supplementation on Cognitive Function among Children and Adolescents in Low- and Middle-Income Countries: A Systematic Review and Meta-Analysis

  Chen Z, Yang H, Wang D, Sudfeld CR, Zhao A, Xin Y, Chen JC, Fawzi WW, Xing Y, Li Z · 2022 · meta-analysis

  Cread, set asideread depth unrecordedunchecked

  adds nothing beyond what we hold — Nine-trial LMIC-restricted pool substantially overlapping the 13-trial school-age iron meta-analysis already cited, with the same intelligence-up / school-performance-null pattern and no additional baseline-anaemia contrast.

• Breakfast in the Classroom Initiative Does Not Improve Attendance or Standardized Test Scores among Urban Students: A Cluster Randomized Trial

  Luan D, Foster GD, Fisher JO, Weeks HM, Polonsky HM, Davey A, Sherman S, Abel ML, Bauer KW · 2022 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Sugar rush or sugar crash? Experimental evidence on the impact of sugary drinks in the classroom

  Schiltz F, De Witte K · 2022 · rct

  Cread, set asideread depth unrecordedunchecked

  design too weak to inform — Conclusions rest entirely on opposite-signed sex subgroups with no reported main effect, on acute observational outcomes in preschoolers, so it cannot support or refute a claim about sugar and school-age achievement.

• Financial education affects financial knowledge and downstream behaviors

  Kaiser, T., Lusardi, A., Menkhoff, L., & Urban, C. · 2022 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Do life-skills courses — money, cooking, driving, health — change what students actually do?
• Labor Market Returns to Vocational Secondary Education

  Silliman, M., & Virtanen, H. · 2022 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Do career and technical education tracks help students — and which students?
• Tenacious educational neuromyths: Prevalence among teachers and an intervention

  Ruiz-Martin H, Portero-Tresserra M, Martinez-Molina A, Ferrero M · 2022 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does matching instruction to a child's "learning style" improve learning?, Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
• The Impact of Project-Based Learning on AP Exam Performance

  Saavedra AR, Lock Morgan K, Liu Y, Garland MW, Rapaport A, Hu A, Hoepfner D, Haderlein SK · 2022 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• A systematic review of research on laboratory work in secondary school

  Gericke, N., Högström, P., & Wallin, J. · 2022 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by Laboratory and practical work in school science
• Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments

  Schroeder NL, Kucera AC · 2022 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Science misconceptions and conceptual change — can naive intuitions be taught away?
• Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis

  Hwang, H., Cabell, S. Q., & Joyner, R. E. · 2022 · meta-analysis

  Ccounted as evidence
  cited by Should history be built on content knowledge or on generic historical-thinking skills?, Science content sequencing — coherence, prerequisites, and course order
• School start times and academic achievement - a systematic review on grades and test scores

  Biller AM, Meissner K, Winnebeck EC, Zerbini G · 2022 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• The Effect of Grade Retention on Adult Crime: Evidence from a Test-Based Promotion Policy

  Eren O, Lovenheim MF, Mocan NH · 2022 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Time spent outdoors as an intervention for myopia prevention and control in children - an overview of systematic reviews

  Dhakal R, Shah R, Huntjens B, Verkicharla PK, Lawrenson JG · 2022 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• Time Outdoors in Reducing Myopia - A School-Based Cluster Randomized Trial with Objective Monitoring of Outdoor Time and Light Intensity (STORM)

  He X, Sankaridurg P, Wang J, Chen J, Naduvilath T, He M, Zhu Z, Li W, Morgan IG, Xiong S, Zhu J, Zou H, Rose KA, Zhang B, Weng R, Resnikoff S, Xu X · 2022 · rct

  Acounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• The myth of contextual interference learning benefit in sports practice: a systematic review and meta-analysis

  Ammar A, Trabelsi K, Boujelbane MA, Boukhris O, Glenn JM, Chtourou H, Schöllhorn WI · 2023 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Practice scheduling for motor skills — varied vs blocked, spaced vs massed
• Investigating the Causal Effects of Arts Education

  Bowen DH, Kisida B · 2023 · rct

  Bcounted as evidenceunchecked
  cited by Does arts education raise academic achievement?, Are museum and theatre trips worth the day out of school?, Does teaching visual art produce artistic skill?
• Readers’ Theater Projects for Special Education: A Randomized Controlled Study

  Hautala J, Ronimus M, Junttila E · 2023 · rct

  Bcounted as evidenceunchecked
  cited by Does classroom drama build verbal and literacy skills?
• The Validity of WISC-V Profiles of Strengths and Weaknesses

  de Jong PF · 2023 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by What a standardized achievement score does and does not license
• Using Existing School Messaging Platforms to Inform Parents about Their Child's Attendance

  Musaddiq T, Prettyman A, Smith J · 2023 · rct

  Bread, set asideread depth unrecordedunchecked

  adds nothing beyond what we hold — Third messaging RCT estimating the same estimand at the same magnitude as Berger 2025 (six sites, 78k students) and Swanson 2026 (47 districts), both of which are larger and already cited; it adds no new information and, like them, measures no achievement outcome.

• A Meta-Analysis of the Worked Examples Effect on Mathematics Performance

  Barbieri, C. A., Miller-Cotto, D., Clerjuste, S. N., & Chawla, K. · 2023 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Worked examples (studying solutions vs solving problems)
• The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial

  Huang FL, Gregory A, Ward-Seidel AR · 2023 · rct

  Bcounted as evidenceunchecked
  cited by How should a school run its classrooms and its discipline system?
• The effect of a formative assessment practice on student achievement in mathematics

  Boström E, Palm T · 2023 · replication

  Bcounted as evidence
  cited by Feedback and formative assessment
• Relative age effect reversal on the junior-to-senior transition in world-class athletics

  Brustio PR, Stival M, Boccia G · 2023 · longitudinal

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Early sport specialization, talent selection, and the relative age effect
• A systematic review and meta-analysis of growth mindset interventions: For whom, how, and why might such interventions work?

  Burnette JL, Billingsley J, Banks GC, Knouse LE, Hoyt CL, Pollack JM, Simon S · 2023 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does teaching a growth mindset raise achievement?
• The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions

  Cipriano C, Strambler MJ, Naples LH, Ha C, Kirk M, Wood M, Sehgal K, Zieher AK, Eveleigh A, McCarthy M, Funaro M, Ponnock A, Chow JC, Durlak J · 2023 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Should a school buy a social and emotional learning programme?
• Do growth mindset interventions impact students' academic achievement? A systematic review and meta-analysis with recommendations for best practices.

  Macnamara BN, Burgoyne AP · 2023 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Does teaching a growth mindset raise achievement?
• A Spotlight on Bias in the Growth Mindset Intervention Literature: A Reply to Commentaries That Contextualize the Discussion (Oyserman, 2023; Yan & Schuetze, 2023) and Illustrate the Conclusion (Tipton et al., 2023)

  Macnamara BN, Burgoyne AP · 2023 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by Does teaching a growth mindset raise achievement?
• Why meta-analyses of growth mindset and other interventions should follow best practices for examining heterogeneity: Commentary on Macnamara and Burgoyne (2023) and Burnette et al. (2023).

  Tipton E, Bryan C, Murray J, McDaniel MA, Schneider B, Yeager DS · 2023 · critique

  Dcounted as evidencesecondary onlyunchecked
  cited by Does teaching a growth mindset raise achievement?
• An umbrella review of randomized control trials on the effects of physical exercise on cognition

  Ciria LF, Román-Caballero R, Vadillo MA, Holgado D, Luque-Casado A, Perakakis P, Sanabria D · 2023 · review

  Acounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes, Does teaching movement transfer to cognition, achievement, or lifelong activity?
• Validating a Language-Independent CS1 Learning Outcomes Assessment

  Jain, A., Bockmon, R., Bourke, C., & Cooper, S. · 2023 · replication

  Dread, set asideabstract onlyunchecked

  adds nothing beyond what we hold — A third-generation revision of the instrument recorded under the FCS1 and SCS1 entries; adds no estimate.

• The cognitive effects of computational thinking: A systematic review and meta-analytic study

  Montuori, C., Gambarota, F., Altoé, G., & Arfé, B. · 2023 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• The efficacy of a computer science curriculum for early childhood: evidence from a randomized controlled trial in K-2 classrooms

  Yang, D., Yang, Z., & Bers, M. U. · 2023 · rct

  Bcounted as evidenceunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• A Multisite Randomized Study of an Online Learning Approach to High School Credit Recovery: Effects on Student Experiences and Proximal Outcomes

  Rickles, J., Clements, M., Brodziak de los Reyes, I., Lachowicz, M., Lin, S., & Heppen, J. · 2023 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Effects of an early start in learning English as a foreign language on reading and listening comprehension in Year 9

  Porsch R, Schipolowski S, Rjosk C, Sachse KA · 2023 · longitudinal

  Ccounted as evidenceabstract onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• The Long-Term Effects of Universal Preschool in Boston

  Gray-Lobe, G., Pathak, P. A., & Walters, C. R. · 2023 · natural-experiment

  Acounted as evidenceread depth unrecorded
  cited by Fadeout — why early gains disappear, and what actually persists, Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• A Kindergarten Lottery Evaluation of Core Knowledge Charter Schools

  Grissmer, D., Buddin, R., Berends, M., Willingham, D., et al. · 2023 · natural-experiment

  Bcounted as evidenceread depth unrecorded
  cited by Background knowledge and vocabulary as drivers of reading comprehension, Curriculum choice as a school-level lever, Should history be built on content knowledge or on generic historical-thinking skills?
• Not Too Late: Improving Academic Outcomes Among Adolescents (Saga/Match high-dosage tutoring, two Chicago RCTs)

  Guryan, J., Ludwig, J., Bhatt, M. P., Cook, P. J., et al. · 2023 · rct

  Acounted as evidenceread depth unrecorded
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes

  Hill PJ, McNarry MA, Mackintosh KA, Murray MA, Pesce C, Valentini NC, Getchell N, Tomporowski PD, Robinson LE, Barnett LM · 2023 · review

  Ccounted as evidence
  cited by Does teaching movement transfer to cognition, achievement, or lifelong activity?
• NAEP Report Card: 2022 Civics Assessment, Grade 8

  National Center for Education Statistics / National Assessment Governing Board · 2023 · review

  Dread, set asidesecondary onlyunchecked

  design too weak to inform — Descriptive trend with no counterfactual - it cannot attribute the flat line to anything. Kept as a record because the flatness is the background fact against which every included policy evaluation should be read.

• A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention from First to Second Grade: Transfer Effects on Students' Reading Comprehension

  Kim JS, Burkhauser MA, Relyea JE, Gilbert JB, Scherer E, Fitzgerald J, Mosher D, McIntyre J · 2023 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Should history be built on content knowledge or on generic historical-thinking skills?
• Promoting adolescents' comprehension of text: A randomized control trial of its effectiveness

  Roberts G, Vaughn S, Wanzek J, Furman G, Martinez L, Sargent K · 2023 · rct

  Acounted as evidenceunchecked
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?, Should history be built on content knowledge or on generic historical-thinking skills?
• Sourcing against misinformation: Effects of a scalable lateral reading training based on cognitive apprenticeship

  Fendt M, Nistor N, Scheibenzuber C, Artmann B · 2023 · rct

  Cread, set asideabstract onlyunchecked

  outside ages 4–18 education — Adult online sample, outside the archive's 4-18 age range. Retained as a record because its asymmetric result - trainees get better at rejecting false content but not at accepting true content - is a boundary condition a topic author should carry over into the school-age lateral-reading claim, where it has not been tested.

• Civic Online Reasoning Across the Curriculum: Developing and Testing the Efficacy of Digital Literacy Lessons

  McGrew S, Breakstone J · 2023 · quasi-experiment

  Dread, set asideunchecked

  design too weak to inform — Uncontrolled single-group pre-post. The archive already holds the same team's controlled field study (Wineburg et al. 2022), which is the only causal COR evidence in the 4-18 band; a pre-post cannot add to it.

• An Updated Systematic Review on Parent Tutoring

  Kupzyk S, LaBrot ZC, Collins T · 2023 · review

  Ccounted as evidenceabstract onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Abused Homeschooled Children Deserve Legal Protections: A Response to Ray and Shakeel (2022)

  Stewart G, McCracken C · 2023 · critique

  Dcounted as evidenceabstract onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Physical practice, mental practice or both: a systematic review with meta-analysis

  Jiménez-Díaz, J., Chaves-Castro, K., Morera-Castro, M., Portuguez-Molina, P., & Morales-Scholz, G. · 2023 · meta-analysis

  Ccounted as evidence
  cited by Feedback frequency and mental practice in motor learning
• Revisiting "The Power of Feedback" from the perspective of the learner

  Mandouit L, Hattie J · 2023 · review

  Dcould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — Paywalled in Learning and Instruction with no open-access or repository copy and no abstract deposited with Crossref or Semantic Scholar. We could not read it, so it is recorded as a known unread lead rather than cited as evidence. It measures stated student preferences, not effects, so it would not move the verdict even if read.

• Long-Term Impacts of Reading Recovery through 3rd and 4th Grade: A Regression Discontinuity Study

  May, H., Blakeney, A., Shrestha, P., Mazal, M., & Kennedy, N. · 2023 · quasi-experiment

  Ccounted as evidenceread depth unrecorded
  cited by Reading Recovery and Tier-2 1:1 early-literacy tutoring, Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• Long-Term Impacts of a Full-Year Interleaved Mathematics Program (NewGlobe/Bridge, Nigeria)

  NewGlobe / Bridge International (EdWorkingPaper 23-876) · 2023 · rct

  Ccounted as evidenceread depth unrecorded
  cited by Interleaving (mixing problem types vs blocking)
• Effects of iron supplementation on cognitive development in school-age children: Systematic review and meta-analysis

  Gutema BT, Sorrie MB, Megersa ND, Yesera GE, Yeshitila YG, Pauwels NS, De Henauw S, Abbeddou S · 2023 · meta-analysis

  Ccounted as evidence
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Unfounded authority, underpowered studies, and non-transparent reporting perpetuate the Mozart effect myth: a multiverse meta-analysis

  Oberleiter S, Pietschnig J · 2023 · meta-analysis

  Bcounted as evidence
  cited by Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
• Multi-Level Meta-Analysis of Physical Activity Interventions During Childhood: Effects of Physical Activity on Cognition and Academic Achievement

  Vasilopoulos F, Jeffrey H, Wu Y, Dumontheil I · 2023 · meta-analysis

  Ccounted as evidence
  cited by Physical activity as an input — dose, fitness, and school outcomes
• The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System

  Brunner, E. J., Dougherty, S. M., & Ross, S. L. · 2023 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Do career and technical education tracks help students — and which students?
• P-TECH 9-14 Pathways to Success: Implementation, Impact, and Cost Findings from the New York City P-TECH 9-14 Schools Evaluation

  Rosen, R., Alterman, E., Treskon, L., Parise, L., Dixon, M., & Wuest, C. · 2023 · natural-experiment

  Acounted as evidencesecondary onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools

  Krajcik J, Schneider B, Miller EA, Chen I-C, Bradford L, Baker Q, Bartz K, Miller C, Li T, Codere S, Peek-Brown D · 2023 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by Inquiry-based science teaching vs explicit and textbook science teaching
• Practical work in science education: a systematic literature review

  Oliveira, H., & Bonito, J. · 2023 · review

  Dcounted as evidencesecondary onlyunchecked
  cited by Laboratory and practical work in school science
• Earlier Bedtime and Its Effect on Adolescent Sleep Duration

  Campbell IG, Cruz-Basilio A, Figueroa JG, Bottom VB · 2023 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• School start time delays and high school educational outcomes: Evidence from the START/LEARN study

  James SA, Erickson DJ, Lammert S, Widome R · 2023 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic

  Betthäuser BA, Bach-Mortensen AM, Engzell P · 2023 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• New evidence on the importance of instruction time for student achievement on international assessments

  Bietenbeck J, Collins M · 2023 · replication

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• Helping or Hurting: The Effects of Retention in the Third Grade on Student Outcomes

  Hwang N, Koedel C · 2023 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• The Impact of Summer Programs on Student Mathematics Achievement: A Meta-Analysis

  Lynch K, An L, Mancenido Z · 2023 · meta-analysis

  Bcounted as evidenceunchecked
  cited by Length of the school day and year, time-on-task, extended time, and summer
• The Effect of Retention Under Mississippi's Test-Based Promotion Policy

  Slungaard Mumma K, Winters MA · 2023 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• The Effects of Whole Brain Teaching on Student Motivation in Reading and Writing

  Stratton AC, Farmer A · 2023 · quasi-experiment

  Dread, set asideread depth unrecordedunchecked

  design too weak to inform — Pre-post with a self-report motivation scale and no adequate control; cannot support a causal claim. Retained on record because the ABSENCE of anything better is the honest state of the Whole Brain Teaching evidence base.

• The effect of Brain Gym on cognitive function in older people: A systematic review and meta-analysis

  Varela S, Ayan C, Bidaurrazaga-Letona I, Diz JC, Dunabeitia I · 2023 · meta-analysis

  Cread, set asideread depth unrecordedunchecked

  outside ages 4–18 education — Older adults, not ages 4-18. Recorded because its existence is the finding: the only meta-analytic evidence on a programme marketed to schools comes from nursing-home populations, and it is null.

• Time Spent Outdoors Partly Accounts for the Effect of Education on Myopia

  Clark R, Kneepkens SCM, Plotnikov D, Shah RL, Huang Y, Tideman JWL, Klaver CCW, Atan D, Williams C, Guggenheim JA, UK Biobank Eye and Vision Consortium · 2023 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• Why multiple intelligences theory is a neuromyth

  Waterhouse L · 2023 · critique

  Dcounted as evidence
  cited by Should Gardner's multiple intelligences be used as a basis for instruction?
• Do Statewide Pre-K Programs Have Persistent Effects? Evidence from North Carolina (with Dodge et al. 2017 and Bai et al. 2020)

  Watts, T. W., et al. (2023); Dodge, K. A., et al. (2017); Bai, Y., et al. (2020) · 2023 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Preschool at scale — Head Start, state pre-K, and what universal provision delivers
• What Works Clearinghouse Intervention Report: Reading Recovery (WWC 2023-006)

  What Works Clearinghouse, Institute of Education Sciences (US Dept. of Education) · 2023 · review

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Reading Recovery and Tier-2 1:1 early-literacy tutoring
• Interpretation Problems of Age and Grade Equivalents

  Pearson Assessments (corporate author, no named authors) · 2024 · review

  Dcounted as evidenceunchecked
  cited by What a standardized achievement score does and does not license
• Can Technology Facilitate Scale? Evidence from a Randomized Evaluation of High-Dosage Tutoring (Saga 4:1 variant)

  Bhatt, M. P., Guryan, J., Khan, S. A., LaForest-Tucker, M., & Mishra, B. · 2024 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• The School-to-Prison Pipeline: Long-Run Impacts of School Suspensions on Adult Crime

  Bacher-Hicks A, Billings SB, Deming DJ · 2024 · natural-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• The anti-timed-test case: Fluency Without Fear (Boaler 2015), the 2024 citation complaint, and the evidence audits

  Boaler, J. (2015); anonymous complaint + Chronicle coverage (2024); Barshay/Hechinger audit (2023); Conrad CMF citation audit (2022-23) · 2024 · critique

  Dcounted as evidenceread depth unrecorded
  cited by Math-fact fluency and timed practice (and the anti-timed-test claims)
• Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis

  Clinton-Lisell V, Litzinger C · 2024 · meta-analysis

  Ccounted as evidence
  cited by Does matching instruction to a child's "learning style" improve learning?
• Enhancing computational thinking in early childhood education with educational robotics: A meta-analysis

  Alonso-García, S., Rodríguez Fuentes, A. V., Ramos Navas-Parejo, M., & Victoria-Maldonado, J. J. · 2024 · meta-analysis

  Dcounted as evidenceunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Computational thinking in university students: The role of fluid intelligence and visuospatial ability

  Aranyi, G., Kovacs, K., Kemény, F., Pachner, O., Klein, B., & Remete, E. P. · 2024 · quasi-experiment

  Dcounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• Programming and 21st century skill development in K-12 schools: A multidimensional meta-analysis

  Hu, L. · 2024 · meta-analysis

  Dcounted as evidenceabstract onlyunchecked
  cited by Does learning to code improve general thinking?
• The transfer effect of computational thinking (CT)-STEM: a systematic literature review and meta-analysis

  Li, Z., & Oon, P. T. · 2024 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• Computer Science for All? The Impact of High School Computer Science Courses on College Majors and Earnings

  Liu, J., Conrad, C., & Blazar, D. · 2024 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Retrieval Practice as a Tool for Teaching the Control-of-Variables Strategy: A Classroom Reversal

  Kranz J, Möller J, Kaufmann E, Tempel T · 2024 · rct

  Ccounted as evidenceread depth unrecorded
  cited by Retrieval practice (the testing effect)
• High contextual interference improves retention in motor learning: systematic review and meta-analysis

  Czyż SH, Wójcik AM, Solarská P, Kiper P · 2024 · meta-analysis

  Ccounted as evidence
  cited by Practice scheduling for motor skills — varied vs blocked, spaced vs massed
• The effect of contextual interference on transfer in motor learning: a systematic review and meta-analysis

  Czyż SH, Wójcik AM, Solarská P · 2024 · meta-analysis

  Ccounted as evidence
  cited by Practice scheduling for motor skills — varied vs blocked, spaced vs massed
• Smartphone Bans, Student Outcomes and Mental Health

  Abrahamsson, S. · 2024 · quasi-experiment

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Effective and Scalable Math Support: Experimental Evidence on the Impact of an AI-Math Tutor in Ghana

  Henkel, O., Horne-Robinson, H., Kozhakhmetova, N., & Lee, A. · 2024 · rct

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Zooming to Class? Experimental Evidence on College Students' Online Learning during COVID-19

  Kofoed, M. S., Gebhart, L., Gilmore, D., & Moschitto, R. · 2024 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Tutor CoPilot: A Human-AI Approach for Scaling Real-Time Expertise

  Wang, R. E., Ribeiro, A. T., Robinson, C. D., Loeb, S., & Demszky, D. · 2024 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness Instruction

  Erbeli, F., Rice, M., Xu, Y., Bishop, M. E., & Goodrich, J. M. · 2024 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Phonemic awareness training (and whether it needs letters)
• No evidence that age affects different bilingual learner groups differently: Rebuttal to van der Slik, Schepens, Bongaerts, and van Hout (2021)

  Hartshorne JK · 2024 · critique

  Dcounted as evidencesecondary onlyunchecked
  cited by Is there a critical period for learning a second language, and when should a child start?
• The effects of multiple intelligence based reading tasks on EFL students reading skills achievements: The case of university students in Ethiopia

  Gebremeskel TA, Bachore MM, Bushisho EW · 2024 · quasi-experiment

  Dread, set asideread depth unrecordedunchecked

  design too weak to inform — Purposeful (non-random) assignment, no active control, researcher-administered outcomes, and university-age participants; retained as a documented specimen of the literature Ferrero 2021 found uninterpretable rather than as evidence.

• Fadeout and Persistence of Intervention Impacts on Social-Emotional and Cognitive Skills in Children and Adolescents

  Hart, E. R., Bailey, D. H., Luo, S., Sengupta, P., & Watts, T. W. · 2024 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Fadeout — why early gains disappear, and what actually persists
• The Stubborn Unresponsiveness of Youth Voter Turnout to Civic Education: Quasi-Experimental Evidence From State-Mandated Civics Tests

  Jung J, Gopalan M · 2024 · quasi-experiment

  Ccounted as evidenceunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades

  Kim JS, Gilbert JB, Relyea JE, Rich P, Scherer E, Burkhauser MA, Tvedt JN · 2024 · rct

  Bcounted as evidencesecondary onlyunchecked
  cited by Should history be built on content knowledge or on generic historical-thinking skills?
• Cyber versus Brick and Mortar: Achievement, Attainment, and Postsecondary Outcomes in Pennsylvania Charter High Schools

  Cordes SA · 2024 · quasi-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Homeschooling's Invisible Children: Report of Findings 2024

  Stewart J, Bartmess E, Brosneck M · 2024 · review

  Dread, set asideunchecked

  design too weak to inform — Advocacy case database with no denominator, no comparison group and inclusion conditioned on media coverage; cannot bear on prevalence or risk. Retained because it is the most-cited artefact in the isolation/maltreatment argument and because its findings about how abuse is detected — 82% of reports from non-professionals — are the defensible part.

• What Impacts Can We Expect from School Spending Policy? Evidence from Evaluations in the United States

  Jackson, C. K., & Mackevicius, C. (2024); Handel, D., & Hanushek, E. (2023) · 2024 · meta-analysis

  Bcounted as evidenceread depth unrecorded
  cited by School spending, charters, and what school-level choices actually move outcomes
• The Scaling Dynamics and Causal Effects of a District-Operated Tutoring Program (Metro Nashville)

  Kraft, M. A., Edwards, D. S., & Cannata, M. · 2024 · quasi-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• What Impacts Should We Expect from Tutoring at Scale? Exploring Meta-Analytic Generalizability

  Kraft, M. A., Schueler, B. E., & Falken, G. T. · 2024 · meta-analysis

  Bcounted as evidenceread depth unrecorded
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• Does music training improve inhibition control in children? A systematic review and meta-analysis

  Jamey K, Foster NEV, Hyde KL, Dalla Bella S · 2024 · meta-analysis

  Ccounted as evidence
  cited by Does learning music make children smarter or better at school?
• Music Training and Nonmusical Abilities

  Schellenberg EG, Lima CF · 2024 · review

  Ccounted as evidenceunchecked
  cited by Does learning music make children smarter or better at school?
• The Promise of Tutoring for PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence

  Nickow, A., Oreopoulos, P., & Quan, V. · 2024 · meta-analysis

  Bcounted as evidenceread depth unrecorded
  cited by Class-size reduction, The parent as instructor — what survives when the person teaching is the person who raised the child, Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• UK National Tutoring Programme: Year 2 and Year 3 Impact Evaluations (NFER/DfE)

  National Foundation for Educational Research, for the Department for Education · 2024 · quasi-experiment

  Ccounted as evidenceread depth unrecorded
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• School Meals Are Evolving: Has the Evidence Kept Up?

  Alderman H, Bundy D, Gelli A · 2024 · review

  Dread, set asideread depth unrecordedunchecked

  adds nothing beyond what we hold — Narrative policy review that grades no designs and reports no pooled estimates; its substantive content on school-meal effectiveness is fully covered by the 2025 Cochrane review that is cited.

• Free school meals and cognitive ability: Evidence from China's student nutrition improvement plan

  Duan X, Liang Y, Peng X · 2024 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Reply to: Do not underestimate the cognitive benefits of exercise

  Ciria LF, Roman-Caballero R, Vadillo MA, Holgado D, Luque-Casado A, Perakakis P, Sanabria D · 2024 · critique

  Ccould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — No abstract deposited with Crossref, Europe PMC or Semantic Scholar and the Nature page redirects to an authentication gateway; the content recorded here is secondhand from an overlapping author group and is not cited as evidence.

• Do not underestimate the cognitive benefits of exercise

  Dupuy O, Ludyga S, Ortega FB, Hillman CH, Erickson KI, Herold FA, Kamijo K, Wang CH, Morris TP, Brown BM, Esteban-Cornejo I, Solis-Urra P, Bosquet L, Gerber M, Mekari S, Berryman N, Bherer L, Rattray B, Liu-Ambrose T, Voelcker-Rehage C, Cheval B · 2024 · critique

  Ccould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — No abstract deposited with Crossref, Europe PMC or Semantic Scholar, the Nature page redirects to an authentication gateway, and no preprint or repository copy exists; the content recorded here is secondhand from Sanabria et al. 2026 and is not cited as evidence.

• What We Know About the Impact of Career and Technical Education: A Systematic Review of the Research

  Lindsay, J., Hughes, K., Dougherty, S. M., Reese, K., & Joshi, M. · 2024 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Do career and technical education tracks help students — and which students?
• CTE Mechanisms: The Effects of Career and Technical Education Center Admissions Offers in Baltimore

  Plasman, J., Stein, M. L., Durham, R. E., & Smith-Onyewu, Z. · 2024 · quasi-experiment

  Bcould not obtainabstract onlyunchecked

  paywalled or unobtainable — Paywalled, and superseded by a corrigendum that could not be read — no numbers may be entered until the corrected article is obtained.

• Standard Deviation of Individual Response for VO2max Following Exercise Interventions: A Systematic Review and Meta-Analysis

  Renwick, J., Preobrazenski, N., Wu, N., et al. · 2024 · meta-analysis

  Bcounted as evidenceread depth unrecorded
  cited by Talent and trainability — what is heritable, and what that does not license
• The Effects of Virtual Tutoring on Young Readers: Results From a Randomized Controlled Trial

  Robinson, C. D., Pollard, C., Novicoff, S., White, S., & Loeb, S. · 2024 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• Effectiveness of conceptual change strategies in science education: A meta‐analysis

  Pacaci C, Ustun U, Ozdemir OF · 2024 · meta-analysis

  Ccounted as evidence
  cited by Science misconceptions and conceptual change — can naive intuitions be taught away?
• Teaching and learning floating and sinking: A meta‐analysis

  Schwichow M, Zoupidis A · 2024 · meta-analysis

  Ccounted as evidence
  cited by Science misconceptions and conceptual change — can naive intuitions be taught away?
• Effects of Inquiry-Based Approaches on Students' Higher-Order Thinking Skills in Science: A Meta-Analysis

  Antonio, R. P., & Prudente, M. S. · 2024 · meta-analysis

  Dcounted as evidence
  cited by Teaching students to think scientifically — does it transfer?
• NGSS-Designed Curriculum Materials for the Middle Grades: Results from a Study on Student Learning in Physical Science

  Murphy, R. F., Harris, C. J., Feng, M., Iveland, A., Rego, M., Rutstein, D., & Huang, K. · 2024 · rct

  Ccounted as evidence
  cited by Science content sequencing — coherence, prerequisites, and course order
• Genetic Regulation of Physical Fitness in Children: A Twin Study of 15 Tests from Eurofit and Fitnessgram Test Batteries

  Silventoinen K, Maia J, Sillanpää E, Sund R, Gouveia ÉR, Antunes A, Marques G, Thomis M, Kaprio J, Freitas D · 2024 · twin-adoption

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Talent and trainability — what is heritable, and what that does not license
• Effects of school start time and its interaction with the solar clock on adolescents' chronotype and sleep: A systematic review and meta-analysis

  Rodríguez Ferrante G, Lee F, Leone MJ · 2024 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Delaying high school start times impacts depressed mood among students: evidence from a natural experiment

  Sadikova E, Widome R, Robinson E, Aris IM, Tiemeier H · 2024 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Is Phonological-Only Instruction Helpful for Reading? A Meta-Analysis

  Stalega, M. W., Kearns, D. M., Bourget, et al. · 2024 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Phonemic awareness training (and whether it needs letters)
• The Effects of Grade Retention on High School Outcomes: Evidence from New York City Schools

  Mariano LT, Martorell P, Berglund T · 2024 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Effects of Abolishing Grade Retention on Educational Achievement, Mental Health and Adult Crime

  Zhang S, Huang A · 2024 · natural-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Interventions to increase time spent outdoors for preventing incidence and progression of myopia in children (Cochrane systematic review)

  Kido A, Miyake M, Watanabe N · 2024 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• Two-Sigma Tutoring: Separating Science Fiction from Science Fact

  von Hippel, P. T. · 2024 · critique

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• How effective is feedback for L1, L2, and FL learners’ writing? A meta-analysis

  Scherer S, Graham S, Busse V · 2024 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• The Impact of Test Preparation on Performance of Large-Scale Educational Tests: A Meta-analysis of Experimental Studies

  Hao Z, Baird J, El Masri Y, Double K · 2025 · meta-analysis

  Ccounted as evidenceunchecked
  cited by Test preparation — does coaching raise scores, and does a raised score mean raised ability?
• Can Personalized Attendance Information Mitigate Student Absenteeism? Evidence from Six Randomized Field Trials

  Berger JS, Bolyard J, Hersh D, Sanbonmatsu L, Staiger DO, Kane TJ · 2025 · rct

  Acounted as evidence
  cited by Chronic absenteeism — does raising attendance raise achievement?
• The Relationship Between Student Attendance and Achievement, Pre- and Post-COVID

  Swiderski T, Fuller S, Bastian KC · 2025 · longitudinal

  Cread, set asideread depth unrecordedunchecked

  design too weak to inform — First-differences on observational absence supplies no exogenous variation, so the 0.0057 SD/day coefficient cannot be read causally; the quasi-experimental estimates from Aucejo & Romano, Liu et al. and Goodman's student fixed effects cover the same parameter with identification.

• Discipline Reform, School Culture and Student Achievement

  Craig AC, Martin DA · 2025 · natural-experiment

  Bcounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• An Update of the Meta-Analysis of the Effects of Classroom Management Interventions on Students' Academic, Behavioral, Social-Emotional, and Motivational Outcomes

  Korpershoek H, de Boer H, Mouw JM · 2025 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by How should a school run its classrooms and its discipline system?
• Training of Executive Functions in Children: A Meta-Analysis of Cognitive Training Interventions

  Birtwistle E, Chernikova O, Wunsch M, Niklas F · 2025 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Does working-memory or brain training transfer to intelligence and achievement?
• Can growth mindset interventions improve academic achievement? A structured review of the existing evidence

  Gazmuri C · 2025 · review

  Bcounted as evidenceabstract onlyunchecked
  cited by Does teaching a growth mindset raise achievement?
• Disentangling the Effects of Social and Emotional Learning Programs on Student Academic Achievement Across Grades 1-12: A Systematic Review and Meta-analysis

  Ha C, McCarthy M, Strambler M, Cipriano C · 2025 · meta-analysis

  Bcounted as evidenceabstract onlyunchecked
  cited by Should a school buy a social and emotional learning programme?
• Computational thinking training and its effects on working memory, flexibility, and inhibition: Randomized controlled trial in fifth-grade children

  Robledo-Castro, C., Castillo-Ossa, L. F., & Hederich-Martínez, C. · 2025 · rct

  Ccounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• The effects of programming interventions in early childhood: A meta-analysis

  Simonsmeier, B. A., Kampmann, K., Staub, J., & Scherer, R. · 2025 · meta-analysis

  Ccounted as evidencesecondary onlyunchecked
  cited by Does teaching programming actually teach programming — and does the method matter?
• Supporting learners in the transition from block-based to text-based programming, a systematic review

  Strong, G., Bresnihan, N., & Tangney, B. · 2025 · review

  Dcould not obtainsecondary onlyunchecked

  paywalled or unobtainable — Title and authors verified against Crossref; no abstract or full text obtainable. Needs a retrieval pass with library access.

• The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking

  Yang, Z., Blake-West, J., Yang, D., & Bers, M. · 2025 · rct

  Bcounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• Developing preschool children’s computational thinking and executive functions: unplugged vs. robot programming activities

  Zhang, X., Chen, Y., Hu, L., Hwang, G. J., & Tu, Y. F. · 2025 · rct

  Ccounted as evidenceunchecked
  cited by Does learning to code improve general thinking?
• A Meta-Analysis of Mathematics Fact Fluency Interventions for Students With Mathematics Difficulties

  Douglas, G. P., Myers, J. A., Mason, K. K., Powell, S. R., & Lariviere, D. O. · 2025 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Math-fact fluency and timed practice (and the anti-timed-test claims)
• Do New Forms of Reading Pay Off? A Meta-Analysis on the Relationship Between Leisure Digital Reading Habits and Text Comprehension

  Altamura, L., Vargas, C., & Salmerón, L. · 2025 · meta-analysis

  Dcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Generative AI without guardrails can harm learning: Evidence from high school mathematics

  Bastani, H., Bastani, O., Sungu, A., Ge, H., Kabakcı, Ö., & Mariman, R. · 2025 · rct

  Bcounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Laptops in the Long Run: Evidence from the One Laptop per Child Program in Rural Peru

  Cueto, S., Beuermann, D. W., Cristia, J., Malamud, O., & Pardo, F. · 2025 · rct

  Acounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• From Chalkboards to Chatbots: Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria

  De Simone, M., Tiberti, F., Barron Rodriguez, M., Manolio, F., Mosuro, W., & Dikoru, E. J. · 2025 · rct

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• The Impact of Cellphone Bans in Schools on Student Outcomes: Evidence from Florida

  Figlio, D. N., & Özek, U. · 2025 · quasi-experiment

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting

  Kestin, G., Miller, K., Klales, A., Milbourne, T., & Ponti, G. · 2025 · rct

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Do intelligent tutoring systems benefit K-12 students? A meta-analysis and evaluation of heterogeneity of treatment effects in the U.S.

  Leite, W. L., Zhang, H., Rana, S., Hao, Y., Hatch, A. D., Kong, L., & Kuang, H. · 2025 · meta-analysis

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Adapting for scale: Experimental Evidence on Technology-aided Instruction in India

  Muralidharan, K., & Singh, A. · 2025 · rct

  Acounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• RETRACTED ARTICLE: The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: insights from a meta-analysis

  Wang, J., & Fan, W. · 2025 · meta-analysis

  Dread, set aside

  design too weak to inform — Retracted by the publisher on 22 April 2026 for unresolved discrepancies in the meta-analysis; the authors did not respond. Kept on file so the widely circulated g = 0.867 has a retraction attached to it wherever the archive is consulted.

• Learning a Language Through Reading: A Meta-analysis of Studies on the Effects of Extensive Reading on Second and Foreign Language Learning

  Sangers NL, van der Sande L, Welie C, Dobber M, van Steensel R · 2025 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Comprehensible input or explicit grammar teaching — which builds a second language?
• Learning Styles, Preferences, or Strategies? An Explanation for the Resurgence of Styles Across Many Meta-analyses

  Hattie J, O'Leary T · 2025 · review

  Ccounted as evidence
  cited by Does matching instruction to a child's "learning style" improve learning?
• The I-ACTED study (investigating action civics training through an experimental design): a cluster randomized controlled trial of a school-based action civics education intervention on adolescent wellbeing

  Cohen AK, Fitzgerald JC, Trejo G, Yalif IU, Wesson PD, Wolfson M, Ballard PJ · 2025 · rct

  Cread, set asidesecondary onlyunchecked

  design too weak to inform — Protocol paper with no outcome data. Flagged as the study to watch: it is the only registered cluster RCT of action civics, and its outcome set is self-report, so even when it reports it will not answer the validated-turnout question.

• Why Does Education Increase Voting? Evidence from Boston's Charter Schools

  Cohodes SR, Feigenbaum JJ · 2025 · natural-experiment

  Acounted as evidenceunchecked
  cited by Does civic education produce civic knowledge, and does civic knowledge produce civic behaviour?
• Learning to Turn Out: Effects of Actionable Instruction on Student Voting

  McGrath M, Pippert C, Mulroy Q, Donahue R, Weimholt K, Ogorzalek T, Bonilla T · 2025 · rct

  Bread, set asideabstract onlyunchecked

  outside ages 4–18 education — University undergraduates, not school-age children (this archive covers ages 4-18), and the treatment is get-out-the-vote messaging rather than schooling. Recorded because its mechanism finding - procedure beats persuasion - is the best available explanation for why civics curricula fail on turnout.

• Impact of a content-rich literacy curriculum on kindergarteners' vocabulary, listening comprehension, and content knowledge

  Cabell SQ, Kim JS, White TG, Gale CJ, Edwards AA, Hwang H, Petscher Y, Raines RM · 2025 · rct

  Acounted as evidenceunchecked
  cited by Should history be built on content knowledge or on generic historical-thinking skills?
• U.S. History Through Young People's Eyes: Evaluating the Impact of Mission US on Student Learning

  Education Development Center (Kennedy JL and colleagues) · 2025 · rct

  Bcounted as evidence
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?
• Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment

  Fendt M, Muth X, Edelsbrunner PA · 2025 · meta-analysis

  Ccounted as evidence
  cited by Does document-based source work move history knowledge, reading comprehension, or neither?
• Diverse Outcomes for a Diverse Population: Findings About Homeschooled Adults from the Cardus Education Survey

  Cheng A, Watson AR · 2025 · quasi-experiment

  Dcounted as evidencesecondary onlyunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis

  Dahl-Leonard K, Hall C, Cho E · 2025 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by The parent as instructor — what survives when the person teaching is the person who raised the child
• Homeschooling and child maltreatment: A review of the regulatory context and research evidence in the United States

  Luck A, Chen W-T, Cuccaro-Alamin S, Prindle J, Berrick JD, Putnam-Hornstein E · 2025 · review

  Dcounted as evidenceunchecked
  cited by Homeschool socialisation — the most-asked question, and the least answerable one
• Ahead of the Game? Course-Taking Patterns Under a Math Pathways Reform

  Huffaker, E., Novicoff, S., & Dee, T. S. · 2025 · longitudinal

  Dcounted as evidenceread depth unrecordedunchecked
  cited by Algebra timing — acceleration mandates, delay mandates, and readiness-based placement, Ability grouping and tracking — four practices, four verdicts
• The Distributed Practice Effect on Classroom Learning: A Meta-Analytic Review of Applied Research

  Mawson, W., & Kang, S. H. K. · 2025 · meta-analysis

  Ccounted as evidenceread depth unrecorded
  cited by Spaced (distributed) practice
• Towards evidence-based music teaching and learning: A meta-analysis

  Valache DG, Ilie MD, Sârbescu P, Cazan PI · 2025 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Does teaching music produce musical skill?
• Psychiatric and cognitive outcomes of iron supplementation in non-anemic children, adolescents, and menstruating adults: A meta-analysis and systematic review

  Fiani D, Chahine S, Zaboube M, Solmi M, Powers JM, Calarge C · 2025 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• School feeding programs for improving the physical and psychological health of school children experiencing socioeconomic disadvantage (Cochrane Review)

  Kristjansson E, Dignam M, Rizvi A, Osman M, Magwood O, Olarte D, Cohen JF, Krasevec J, Grover T, Labelle PR, Garner JA, Janzen L, Rossiter S, Dewidar O, Shea B, Welch V, Wells GA · 2025 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• The Impact of Skipping Breakfast on Academic Performance in Youths: A Meta-Analysis of Observational Studies

  Seura T, Nagai R, Yamazaki S, Bando K, Sogawa M · 2025 · meta-analysis

  Dcounted as evidence
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Breakfast skipping and academic achievement at 8-16 years: a population study in South Australia

  Sincovich A, Sechague Monroy N, Smithers LG, Brushe M, Boulton Z, Rozario T, Gregory T · 2025 · longitudinal

  Dread, set aside

  design too weak to inform — Cross-sectional self-reported exposure with covariate adjustment only - the exact design the database treats as presumptively confounded - and its dose-response pattern is already represented by the pooled observational meta-analysis that is cited.

• Effect of Exercise on Cognition, Memory, and Executive Function: A Study-Level Meta-Meta-Analysis Across Populations and Exercise Categories

  Bartos F, Luskova M, Bortnikova K, Hozova K, Kantova K, Irsova Z, Havranek T · 2025 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• The Impact of an Acute Bout of Physical Activity on Executive Function and Academic Achievement in Preadolescent Children: A Systematic Review and Meta-Analysis

  Dixon S, Tempest G, Hettinga F, Khudair M, McCullogh N · 2025 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Effects of school-based physical activity on academic achievement in children and adolescents: a systematic review and meta-analysis

  He H, Yang Y, Sun J, Wang F, Zhang W, Zhu F · 2025 · meta-analysis

  Dread, set aside

  adds nothing beyond what we hold — Its 17-study pool overlaps Alvarez-Bueno et al. 2017 and Vasilopoulos et al. 2023 without adding bias correction, and it reports I2 up to 74% with no publication-bias adjustment, so it contributes no independent information to the verdict. Full-text verification reinforces this - it is smaller than both (17 RCTs vs 26 and 92), its eligibility rule admits non-standardized tests and teacher grades, and its own headline overall estimate could not be funnel-tested.

• Effects of physical activity on executive function in children and adolescents: A Bayesian dose-response network meta-analysis

  Li J, Huang Z, Feng X, Liu Y · 2025 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Meta-analysis of a moderate-to-vigorous physical activity intervention for academic achievement in children and adolescents

  Ni J, Cheng M, Zhang R, Wang Y · 2025 · meta-analysis

  Dread, set asideread depth unrecordedunchecked

  design too weak to inform — Detects publication bias and then reports uncorrected pooled estimates from only 11 studies, and its composite estimate is internally inconsistent with its subject-level estimates; its "optimal dose" claim is a between-study subgroup contrast presented as a dose-response function.

• Effectiveness of exercise for improving cognition, memory and executive function: a systematic umbrella review and meta-meta-analysis

  Singh B, Bennett H, Miatke A, Dumuid D, Curtis R, Ferguson T, Brinsley J, Szeto K, Petersen JM, Gough C, Eglitis E, Simpson CE, Ekegren CL, Smith AE, Erickson KI, Maher C · 2025 · review

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Physical Activity, Cognitive Health and Learning in Youth: A Narrative Umbrella Review

  Unterguggenberger S · 2025 · review

  Dread, set asideread depth unrecordedunchecked

  design too weak to inform — A single-author narrative umbrella with no quantitative pooling, no quality scoring, no publication-bias assessment and no handling of overlap across its seven included meta-analyses; Bartos et al. 2025 does the same job over 215 meta-analyses with bias correction.

• Labor market outcomes of formal vocational education and training: a meta-analysis

  Kemper, J., Au Yong Lyn, A., McDonald, P., & Renold, U. · 2025 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Do career and technical education tracks help students — and which students?
• Evaluation of the school-based ‘PhunkyFoods’ intervention: a cluster randomised controlled trial in the UK

  Vaughan, K. L., Vidal, M., Cade, J. E., Hetherington, M. M., & Evans, C. E. L. · 2025 · rct

  Bcounted as evidenceabstract onlyunchecked
  cited by Do life-skills courses — money, cooking, driving, health — change what students actually do?
• Thinking, Doing, Talking Science (second re-grant – a two-armed, cluster randomised trial): Evaluation report

  Robinson-Smith L, Fairhurst C, Tracey L, Fountain I, Whiteside K, Davill T, Hugill-Jones J, Turkenburg van-Diepen M, Brakovic-Thomas M, Bottomley-Wise R, Hanley P, Elliott L, Torgerson D · 2025 · rct

  Acounted as evidence
  cited by Inquiry-based science teaching vs explicit and textbook science teaching, Laboratory and practical work in school science
• Word-Problem Interventions: A Meta-Analysis of 65 Years of Research

  Vessonen, T., et al. · 2025 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Word problems, schema instruction, and the conceptual-vs-procedural question
• Myopia is predominantly genetic or predominantly environmental?

  Verhoeven VJM, Morgan IG, Guggenheim JA · 2025 · review

  Dcould not obtainread depth unrecordedunchecked

  paywalled or unobtainable — No abstract deposited in Europe PMC or Crossref and no open-access full text found; flagged for retrieval during the adversarial pass.

• Interventions to increase time spent outdoors for preventing incidence and progression of myopia in children - Summary of a Cochrane review

  Verstappen A · 2025 · review

  Dread, set asideread depth unrecordedunchecked

  same sample as an included paper — Secondary summary of Kido et al. 2024 with no independent search or analysis; the Cochrane review itself is cited instead.

• Cognitive science Teacher Choices trial: Using examples to teach grammar to Year 7. Evaluation report

  Aston K, Smith A, Liht J, Bradley E, Ager R, Thomas M, Tolmie A, Watson A, Poet H · 2025 · rct

  Bcounted as evidenceunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• Capital Gains: Effects of Word Class and Sentence Position on Capitalization Use Across Age

  Hawkey E, Palmer MA, Kemp N · 2025 · quasi-experiment

  Dcounted as evidenceabstract onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• Reviewing the association between motor competence and physical activity from a behavioral genetic perspective

  Zi Y, de Geus EJC · 2025 · review

  Ccounted as evidence
  cited by Does teaching movement transfer to cognition, achievement, or lifelong activity?
• What Works to Keep Students in School? A Meta-Analysis of Interventions to Reduce School Absenteeism

  Li D, Singh S, Jeldi N, Chang S, Zhu M, Dailey K, Karabukayeva A, Cai C · 2026 · meta-analysis

  Cread, set asideread depth unrecordedunchecked

  adds nothing beyond what we hold — Estimates the same attendance-only estimand as Eklund 2020 (22 studies, g = 0.25), which is already cited, and its smaller g = 0.091 tells the same story of small behavioural effects without adding an achievement outcome or a distinct design.

• Lifting Up Attendance in Rural Districts: A Multi-Site Trial of a Personalized Messaging Campaign

  Swanson E, Thompson S, Ash J, Didriksen H, Kane TJ, Staiger DO, Sanbonmatsu L · 2026 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Chronic absenteeism — does raising attendance raise achievement?
• Impacts of Academic Recovery Interventions on Student Achievement, 2022-23 (Road to Recovery, 8 districts)

  Carbonari, M. V., DeArmond, M., Dewey, D., Goldhaber, D., Kane, T. J., Staiger, D. O., et al. · 2026 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
• A Meta-Analysis of ChatGPT's Influence on Learning Achievement

  Doo, M. Y., & Park, Y. · 2026 · meta-analysis

  Ccounted as evidence
  cited by Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors?
• Effects of a cognitive strategies intervention on secondary students' argument writing in history

  Steiss J, Olson CB, Baker A, Graham S, Kim JY, Tate T, Krishnan J, Chung H, Collins P, Gilbertson N, Moon E, Wang Q · 2026 · quasi-experiment

  Ccounted as evidenceabstract onlyunchecked
  cited by Should history be built on content knowledge or on generic historical-thinking skills?
• A Nationwide Study on the Academic Achievement of Homeschool Students and Parents’ Reasons for Homeschooling

  Ray BD, Hoelzle B · 2026 · longitudinal

  Dcounted as evidenceabstract onlyunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• A Systematic Review of the Empirical Research on Selected Aspects of Homeschooling: Updated 2017–2026

  Ray BD, Hoelzle B, Pietersma D · 2026 · review

  Dcounted as evidenceabstract onlyunchecked
  cited by Does homeschooling raise achievement and attainment, or does it select the children who would have done well anyway?
• Effects of multiple micronutrient supplementation on cognitive function in children: a systematic review and meta-analysis of randomized controlled trials

  Asgari Avini N, Shahinfar H, Yazdian Z, Ranjbar M, Shab-Bidar S · 2026 · meta-analysis

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Breakfast, school meals, and micronutrients — what feeding children actually buys
• Running ahead of the evidence? Rethinking the exercise-cognition consensus after five decades of research

  Sanabria D, Ciria LF, Holgado D, Bartos F, Luque-Casado A, Fernandez-del-Olmo M, Perakakis P, Roman-Caballero R · 2026 · critique

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Physical activity as an input — dose, fitness, and school outcomes
• Less Sleep, More Problems? Evidence from Lottery-Assigned School Start Times

  Roig N · 2026 · natural-experiment

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Do later school start times increase adolescent sleep, and does that raise achievement?
• Assessing the impact of grade retention: A cautionary tale of exclusion restriction violations

  Berne JS, Jacob BA, Weiland C, Strunk KO · 2026 · critique

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Early Grade Retention Harms Adult Earnings

  Zhong J · 2026 · quasi-experiment

  Bcounted as evidenceunchecked
  cited by Grade retention — holding a child back versus promoting, and test-based promotion policies
• Time outdoors prevents myopia in hyperopic children, but protection is weaker in premyopic children - a post-hoc analysis of a cluster-randomised trial

  Chen J, Qi Z, Morgan I, Rose K, Zhu Z, Ding X, Wang J, Zhang B, Du L, Yang J, Zhu J, Gao W, Zou H, He M, Xu X, He X · 2026 · quasi-experiment

  Ccounted as evidenceread depth unrecordedunchecked
  cited by Vision — outdoor time against myopia, and screening and correction for achievement
• Refractive Errors and Educational Outcomes in Children - A Systematic Review

  Elbasheer ADHE, Suliman BMM, Bahr MKM, Abdelhalim EHA, Elhams Y, Almalik A, Ahmed A · 2026 · review

  Dread, set aside

  design too weak to inform — Four-fifths of the included studies are non-randomized, no effects are pooled, no study was rated cleanly low risk of bias, and formal GRADE was declined - so the review adds no causal information beyond the five randomized studies already reachable directly. Its 0.1 SD figure is retained only as a corroborating cross-check, not as evidence. Retained also because it surfaces two causal nulls (the Bruce UK cluster trial and the Jiang mendelian randomization) that any topic citing the positive spectacle-provision literature needs to see.

• Predicting Persistence and Fadeout Across Multi-Site RCTs of an Early Childhood Mathematics Curriculum Intervention

  Watts TW, Botvin CM, Bailey DH, Hart ER, Mattera S, Clements DH, Sarama J, Farran DC, Lipsey MW · 2026 · meta-analysis

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Math curriculum choice — how much does the textbook matter?
• Can algorithm-based feedback help students to write better? A meta-analysis exploring surface- and deep-level outcomes

  Scherer S, Graham S, Busse V · 2026 · meta-analysis

  Ccounted as evidenceabstract onlyunchecked
  cited by Can capitalisation, punctuation and usage be taught directly as their own subject?
• Teaching grammar and writing: A randomised controlled trial and implementation process evaluation of Englicious

  Wyse D, Aarts B, Anders J, De Gennaro A, Dockrell J, Manyukhina Y, Sing S, Torgerson C · 2026 · rct

  Bcounted as evidenceread depth unrecordedunchecked
  cited by Does teaching grammar improve children's writing?, Does sentence combining improve writing?, Can capitalisation, punctuation and usage be taught directly as their own subject?