This article summarises findings from systematic reviews of research on primary and secondary mathematics, primary and secondary reading, and programmes for struggling readers. All reviews used a common set of procedures, requiring comparisons with control groups and duration of at least 12 weeks. Across hundreds of qualifying studies, a clear pattern emerged. Programmes providing extensive professional development in well-structured methods such as cooperative learning and teaching of metacognitive skills produce much more positive effect sizes than those evaluating either curricular reforms or computer-assisted instruction.