Evidence-based practices are backed up by research evidence. This means there is broad consensus from rigorously conducted evaluations that they work. Teachers, educators and policymakers need to determine how applicable education evidence is to their context when considering adopting new evidence-based practices. Research conducted in different educational contexts--including locations, student demographics, year levels or subject areas--may still offer broadly relevant insights. This research report presents a literature review conducted by The Australian Education Research Organisation (AERO) of whether studies of effectiveness of 3 well-established, evidence-based teaching practices reveal variation in positive impact across contexts. Specifically, they examined meta-analytic reviews of the effects of formative assessment, explicit instruction and mastery learning on student achievement. Overall, findings indicate that the three practices are beneficial across different subgroups of students and subject areas.