"Well-supported" is not a claim. What are your outcome measures, and why do they represent a good target?
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Basic literacy and numeracy as determined by...? Acquisition of a broad knowledge base confirmed by...? It seems the answer is often "ah, by means of standardized testing, of course!" As though discrete questions answered via bubble sheets are something that adults encounter.
There's a dearth of RCTs, though a large RCT on Montessori schools kicked off last year. It's difficult to get funding for research on schools the public system is unwilling to fund in the first place, no? A great review on the literature for preschools: https://www.amazon.com/Mandate-Playful-Learning-Preschool-Presenting/dp/0195382714/ …
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In general, I'll admit that much of my research has moved away from the "most rigorous" academic literature because (as it would) it tends to focus on very small variations within standard lecture-based classrooms and use measures that we know tend to revert to the mean over time
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I would love for there to be a diverse, methodologically-sound body of literature on education, but that's not what I've found. The outcome measures are a big problem, for many of the reasons Harvard Education prof Daniel Koretz highlights in his book: https://www.amazon.com/Measuring-Up-Educational-Testing-Really/dp/0674035216/ …
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