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Showing 3 verified claims · instruction, resources & composition

instruction, resources & composition

High-dosage tutoring reliably raises achievement

High-dosage tutoring — frequent (typically >=3 sessions/week), sustained, small-group or one-to-one instruction delivered during the school day by trained tutors — is among the most reliably effective interventions for raising student achievement, with consistent positive effects across dozens of randomized field experiments; effects are largest in early grades and for lower-achieving and lower-income students.

Evidence: HighConsensus: Established Certified

instruction, resources & composition

School funding causally improves student outcomes

Increases in K-12 public school spending causally improve student outcomes — test scores, high school graduation, college-going, and long-run earnings — with the largest benefits for students in low-income districts; meta-analysis of all credibly-causal U.S. studies finds a $1,000-per-pupil increase sustained four years raises test scores ~0.03 SD and college-going ~2.8 percentage points, and court-ordered finance reforms have raised graduation rates in the poorest districts by roughly 7–12 percentage points.

Evidence: HighConsensus: Established Certified

instruction, resources & composition

Smaller early-grade classes yield modest gains

Substantial class-size reduction in the early grades (e.g., to 13-17 students, as in Tennessee's Project STAR) produces small-to-moderate short-term gains in student achievement, with larger benefits for low-income and minority students; long-term and at-scale effects are smaller, inconsistent, and contested.

Evidence: ModerateConsensus: Contested