Abstract

Progress in closing differences in many objective outcomes for blacks relative to whites has slowed, and even worsened, over the past three decades. However, over this period the racial gap in wellbeing has shrunk. In the early 1970s data revealed much lower levels of subjective well-being among blacks relative to whites. Investigating various measures of well-being, we find that the well-being of blacks has increased both absolutely and relative to that of whites. While a racial gap in well-being remains, two-fifths of the gap has closed and these gains have occurred despite little progress in closing other racial gaps such as those in income, employment, and education. Much of the current racial gap in well-being can be explained by differences in the objective conditions of the lives of black and white Americans. Thus making further progress will likely require progress in closing racial gaps in objective circumstances.

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• Subjective and Objective Indicators of Racial Progress

This morning's gross domestic product (GDP) report showed that the economic recovery continued through the first quarter of this year, growing at 2.5%. That's a reasonable (though not great) rate of growth, although a bit below expectations, which were for something closer to 3%.

There's good news and bad news buried in the detail. The good is that consumers seem interested in spending again. We'll see whether that holds up over coming months. The bad is that firms aren't so optimistic, and investment was lackluster.

Government spending continues to detract from economic growth, as it has for 10 of the past 11 quarters.

This report also provides the latest reading on the core PCE deflator, which is the rate of inflation targeted by the Fed. This measure shows inflation running at 1.2%, well below the Fed's target.

Let's not get lost in the detail. This GDP report provides a soon-to-be-revised and noisy indicator of what happened in the economy a few months back.

The bigger picture is that we have a fledgling recovery which needs help, but isn't getting it: Fiscal policy is set as a drag on growth, and monetary policy delivering below-target inflation.

Justin Wolfers, professor of Economics and Public Policy at the University of Michigan, re-joins Brookings, Vice President and Economic Studies Co-Director Karen Dynan announced today.  Wolfers was a visiting fellow from 2010-2011.

A world-renowned empirical economist, Wolfers will continue in his role as co-editor, along with David Romer of the University of California, of the Brookings Papers on Economic Activity (BPEA), the flagship economic journal of the Institution.  He will continue his focus on labor economics, macroeconomics, political economy, economics of the family, social policy, law and economics, public economics, and behavioral economics. His appointment as senior fellow will last 13 months.

Wolfers is also a research associate with the National Bureau for Economic Research, a research affiliate of the Centre for Economic Policy Research in London, a research fellow of the German Institute for the Study of Labor, and a senior scientist for Gallup, among other affiliations. He is a contributor for Bloomberg View, NPR Marketplace, and the Freakonomics website and was named one of the 13 top young economists to watch by the New York Times.  Wolfers did his undergraduate work at the University of Sydney, Australia and received his Master’s and Ph.D. in Economics from Harvard University.  He is a dual Australian-U.S. national and was once an apprentice to a bookie which led to his interest in prediction markets. 

“We are pleased to re-welcome Justin back to Economic Studies,” said Dynan. “His work continues to challenge the conventional wisdom, and we look forward to collaborating with him once again.” 

“Justin is outstanding at communicating economic ideas to a wide audience, as evidenced by his regular writings for media as well as his large social media presence,” added Ted Gayer, co-director of Economic Studies.

“I have enormous affection for the Brookings Institution, which provides not only a home for deep scholarly research, but also an unmatched platform for engaging the policy debate,” said Wolfers.  “The Economic Studies program has a rich history of being the go-to place for policymakers, and I look forward to coming back and engaging in debate with my colleagues there.”

The Brookings Institution today launched the Center for Universal Education, an initiative that will develop and disseminate effective solutions to the challenge of achieving universal quality education. The center becomes part of the Global Economy and Development program and will conduct research and analysis, convene meetings and host policy forums to enhance policy development and understanding on a range of issues relevant to the achievement of universal quality education for the world’s poorest children. Jacques van der Gaag, senior fellow, and Rebecca Winthrop and David Gartner, fellows, will serve as co-directors of the center.

Van der Gaag has been a distinguished visiting fellow in Global Economy and Development at Brookings since 2006 and researched the economics of poverty, the economic consequences of HIV/AIDS and international health care financing. He was most recently a professor of development economics at the Faculty of Economics and Business at the University of Amsterdam. Winthrop, an expert in the field of education in contexts of armed conflict, most recently has been the head of education for the International Rescue Committee and teaching at Columbia University. She will focus on education in contexts of mass displacement, state fragility, and armed conflict and the role of education in long-term solutions for peace and development. Gartner is an expert on global education, global health and international development who recently has been a visiting scholar at Harvard University. His research will focus on global education and the role of international institutions and foreign assistance in global development.

“We are very pleased to welcome these new scholars and the Center for Universal Education to Brookings,” Brookings President Strobe Talbott said. “The center will strengthen and complement our current efforts to contribute to global education and development.”

Established in 2002, the Center for Universal Education (CUE) was previously part of the Council on Foreign Relations and was directed by Gene Sperling. Sperling left the Council on Foreign Relations earlier this year to become senior counselor to U.S. Treasury Secretary Timothy Geithner.

“Jacques, Rebecca and David’s expertise will help CUE develop and disseminate effective solutions to the challenge of achieving universal quality education,” said Kemal Derviş, vice president and director of Global Economy and Development at Brookings. “The center will continue to be a leading forum for shared learning in the global education policy community and will seek to project its own ideas into broader public debates in ways that will strategically support its core mission.”

The new center will focus on the provision of universal quality education among the world's poorest countries. Its affiliated scholars will conduct research and produce policy proposals around the core objective that every child should receive a quality basic education. It will also analyze the challenges and opportunities for the sufficient and effective funding of and programming for universal quality education.

ABSTRACT

This study analyzes the willingness to pay for health insurance and hence the potential market for new low-cost health insurance product in Namibia, using the double bounded contingent valuation (DBCV) method. The findings suggest that 87 percent of the uninsured respondents are willing to join the proposed health insurance scheme and on average are willing to insure 3.2 individuals (around 90 percent of the average family size). On average respondents are willing to pay NAD 48 per capita per month and respondents in the poorest income quintile are willing to pay up to 11.4 percent of their income. This implies that private voluntary health insurance schemes, in addition to the potential for protecting the poor against the negative financial shock of illness, may be able to serve as a reliable income flow for health care providers in this setting.

Read the full paper on ScienceDirect »

Event Information

Education systems in many of the world's poorest countries are now experiencing the aftershock of the global economic downturn and millions of children are still missing out on their right to a quality education. After a decade of advances, progress toward the Education for All goals may stall or be thrown into reverse. Presenting a new estimate of the global cost of reaching the goals by 2015, the report challenges governments and the international community to act urgently to adopt targeted policies and practices to prevent a generation of children from being left without a proper education.

On January 20, the Center for Universal Education at Brookings hosted the launch of UNESCO’s 2010 Education for All Global Monitoring Report (GMR) with Kevin Watkins, director of the GMR. The report introduces a new, innovative tool to identify the "education-poor" who are excluded from accessing a quality education. A panel discussion followed featuring Elizabeth King of the World Bank; Barbara Reynolds of UNICEF; and Brookings Fellow Rebecca Winthrop. Brookings Senior Fellow Jacques van der Gaag moderated the discussion.

Audio

• Reaching the Marginalized: Is a Quality Education Possible for All?

Transcript

• Transcript (.pdf)

Event Materials

• 20100120_education_access
• 20100120_education_access_watkins

Event Information

On March 26, the Center for Universal Education at Brookings hosted an expert consultation on the development of the World Bank Group's new Education Strategy. The consultative meeting brought together a small group of experts from diverse fields. The purpose of the discussion was to gather input and suggestions aimed at strengthening the World Bank Group's work in the education sector.

Elizabeth King, Director of Education in the Human Development Network at the World Bank, opened the event by providing an overview of the Bank’s current approach to education, and how it has evolved over the last several decades. She described the Bank’s priorities as reconnecting education to the broader development agenda, supporting more equitable access, ensuring better learning, and strengthening education systems. The Bank’s main operating principals are taking a whole-sector approach, building the evidence base in education, and measuring the results and impact. Beginning with this extensive consultation process, the Bank is demonstrating its willingness to work with others in the development community to build a larger and more robust evidence base from which to draw lessons to improve the quality of limited staff to maximize the impact of Bank activities, to underscore its commitment to partnerships with other organizations and civil society groups, and to move toward improving the measurement of results so as to be able to further improve the Bank’s education programs around the world.

View the event summary »

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• 20100326_world_bank_participants

INTRODUCTION—

Achieving universal education is a twofold challenge: to get children and youth into school and then to teach them something meaningful while they are there. While important progress has been made on the first challenge, there is a crisis unfolding in relation to learning. Around the world, there have been major gains in primary school enrollment partly due to the United Nations’ Millennium Development Goals and the abolition of school fees by many national governments. However in many countries, students are spending years in school without learning core competencies, such as reading and writing. To address this learning crisis, the global community and national governments need to place a much greater focus on the ultimate objective of education—to acquire knowledge and develop skills.

This shift in focus away from just enrollment to enrollment plus quality learning requires measuring learning outcomes. However, the global education community is not yet systematically using effective instruments for measuring primary school learning in low- and middle-income countries. This policy brief reviews the global efforts among the primary donors to support the measurement of learning outcomes. It then suggests steps needed to transition global education policy into a new paradigm of enrollment plus quality learning, which includes: scaling up the implementation of national education accounts and national assessment systems; increasing attention to monitoring early learning during child development to improve readiness for school; and expanding the systematic use of simple assessments of basic cognitive functions in the early grades to help teachers improve their practice.

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Editor's Note: This article was originally published in Pediatrics, a subscription-only journal. To obtain a subscription or log in to access the full article, click here.

ABSTRACT

Building a strong foundation for healthy development in the early years of life is a prerequisite for individual well-being, economic productivity, and harmonious societies around the world. Growing scientific evidence also demonstrates that social and physical environments that threaten human development (because of scarcity, stress, or instability) can lead to short-term physiologic and psychological adjustments that are necessary for immediate survival and adaptation, but which may come at a significant cost to long-term outcomes in learning, behavior, health, and longevity. Generally speaking, ministries of health prioritize child survival and physical well-being, ministries of education focus on schooling, ministries of finance promote economic development, and ministries of welfare address breakdowns across multiple domains of function. Advances in the biological and social sciences offer a unifying framework for generating significant societal benefits by catalyzing greater synergy across these policy sectors. This synergy could inform more effective and efficient investments both to increase the survival of children born under adverse circumstances and to improve life outcomes for those who live beyond the early childhood period yet face high risks for diminished life prospects.

Read the full article at Pediatrics »

Event Information

Despite the notable success in enrolling children in primary school over the past decade, the education agenda is unfinished as millions of children are still excluded from learning opportunities and millions more leave school without having acquired the essential knowledge and skills needed to participate in society.

On January 27, the Center for Universal Education at Brookings hosted a half-day conference that focused on the research examining “what works in education” to achieve improved learning opportunities and outcomes. In addition to hearing from researchers studying the effectiveness of various education strategies, participants discussed how to facilitate a future research agenda that could have the most meaningful impact on learning. Senior Fellow Jacques van der Gaag moderated the discussion.

View the full event summary »

Transcript

• Improving Education in the Developing World: Evidence from Randomized Evaluations Presentation (.pdf)
• Sociocultural Gradients for Language Scores by Country Slide (.pdf)
• School Resources and Educational Outcomes in Developing Countries Presentation (.pdf)
• Making Learning for All a Reality Presentation (.pdf)
• Addressing the Global Learning Crisis Presentation (.pdf)

Event Materials

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• 0127_slide_vandergaag
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The Chinese government has recently made early childhood development a national priority, recognizing the social and economic dividends that quality early learning opportunities reap for its human capital in the long term. As the country with the largest population in the world, 100 million children under the age of six in China stand to benefit from increased access to high quality early childhood education.

The quality of education in a country is indicative of its overall development prospects. Over the past two decades – building on the momentum generated by the Education for All and Millennium Development Goals – there have been significant increases in the number of children enrolled in school. Now, with discussions heating up around what the next set of development goals will look like in 2015, it is critical that learning across the education spectrum – from early childhood through adolescence and beyond – is included as a global priority. Starting early helps children enter primary school prepared to learn. High-quality early childhood development opportunities can have long-term impacts on a child’s later success in school.

Last month, the Chinese Ministry of Education, in partnership with the United Nations Children’s Fund, launched its first national early childhood advocacy month to promote early learning for all children. The campaign, which includes national television public service announcements on the benefits of investing early in education, builds on a commitment made by the government in 2010 to increase funding for early childhood education over the next decade. The Chinese government pledged to build new preschool facilities, enhance and scale up teacher training, provide subsidies for rural families for access to early learning opportunities, and increase support for private early childhood education centers.

A new policy guide by the Center for Universal Education outlines recommendations that education stakeholders, including national governments, can take to ensure that all children are in school and learning. These steps include establishing equity-based learning targets for all children, systematically collecting data for tracking progress against these targets, and allocating sufficient resources to education beginning in early childhood. The policy guide, based on a report calling for a Global Compact on Learning, is available in Mandarin, as well as Spanish, Portuguese, French and, soon, Arabic.

The success of China’s productivity and growth over the last few decades is attributable in part to its commitment to building a robust education system. As international attention mounts around the post-2015 education and development agendas, the priorities of national governments must be a central organizing principle. When national governments take bold steps to prioritize early childhood development, the global community should take its cue and integrate early childhood development into the broader push toward access plus learning. There is an opportunity for the global education community to push toward reaching the Education for All and Millennium Development Goals while ensuring that the post-2015 agendas include a focus on the quality of education, learning and skills development, beginning with the youngest citizens.

Event Information

On January 25, 2013, the Center for Universal Education at Brookings (CUE) and the UNESCO Institute for Statistics (UIS) hosted a technical workshop on national education accounts (NEAs). Participants discussed experiences and challenges related to developing various tools to track financial expenditures in education, with a focus on national education accounts. After discussing particular experiences with NEAs and the framework underlying them, participants worked to identify priorities for expanding their reach.

Jacques van der Gaag, from the Center for Universal Education opened the workshop by underlining its primary goals—to find out what different groups and individuals have been able to accomplish in relation to comprehensively tracking expenditures, connecting those expenditures with learning outcomes in education systems and collaborating where possible to advance the use of NEAs. Following this introduction, participants gave an overview of their experiences in using financial tracking tools and NEAs in particular. Igor Kheyfets of the World Bank presented BOOST, a tool that the World Bank has used over the past three years to bring together detailed data on public expenditures. Next, Jean Claude Ndabananiye, from UNESCO Pole de Dakar, discussed country status reports, which aggregate and analyze government data on expenditures. Afterward, Elise Legault of UIS described their collection of education statistics, which is completed through annual country questionnaires, of which one in particular has a finance focus. Quentin Wodon of the World Bank described other World Bank efforts aside from BOOST in capturing education finance data, including a cross-sector effort on public expenditure reviews (PERs).

Download the agenda »
Download the full summary »
Download USAID's National Education Accounts presentation »
Download the Estimation of Household Spending on Education Using Household Surveys presentation »
Download From Enrollment to Learning Outcomes: What Does the Shift in the Education Agenda Mean for NEAs? »
Download Thailand's National Education Accounts (NEA) »
Download the BOOST presentation »

Event Materials

• 0125_NEA_Agenda
• NEA_Event_Summary_Final
• BOOST presentation to NEA workshop at Brookings_final
• NEAs Presentation_van der Gaag
• Thai NEA
• USAID Creative_NEA_Presentation_25Jan13
• Pole de Dakar presentation Estimation of HH spending on education_2

INTRODUCTION

In an earlier policy brief, Where is the Learning? Measuring Schooling Efforts in Developing Countries, we drew attention to what was labeled “the global learning crisis.” While tremendous progress has been made over the past couple of decades to get tens of millions of additional children to enroll in school, progress in improving learning outcomes has been considerably less impressive. Although, shockingly, comprehensive learning outcome data are not available for most of the developing world, the many small scale, local or, in some cases, national studies that have been done show a dismal picture. For instance, Uwezo, an East African initiative, found that in Tanzania, only 44 percent of students in Grade 4 were able to read a basic story from Grade 2. Similarly, the Annual Status of Education Report (ASER) facilitated by Pratham found that in rural India, less than half of Grade 4 students were able to do basic subtraction. These examples demonstrate the gravity of “the global learning crisis” as students fail to master competencies appropriate for their grade level, hindering the development of life skills and success in further schooling, as well as performance in the labor market.

With about 61 million children in the developing world still not yet in school, it is too early to declare victory on the “enrollment agenda”. But we would do a disservice to the 250 million children around the world who fail to reach Grade 4 or attain minimum learning standards, if we don’t step up efforts to improve learning outcomes.

This policy brief is part of a larger effort to link resources in the education sector with outcome measures. As we have documented elsewhere, few countries systematically collect comprehensive financial data on education, although fortunately an increasing number of initiatives is trying to address this issue by producing, for instance, National Education Accounts (NEAs). When the focus of the sector changes from enrollment to enrollment plus learning, efforts to better grasp the size and use of financial resources should evolve accordingly. For instance, much learning takes place outside of the classroom, especially in the early years. For NEAs to be a useful tool for adjusting the allocation of scarce resources, the “learning” sector should be defined more broadly than the education or “schooling” sector. We will address this and related issues in a subsequent policy brief.

Once our focus becomes enrollment plus learning, we have to broaden our view and look at the entire environment in which a child develops skills, starting with the households in which children are born. It has beenknown for many decades and throughout the world, that among the best predictors of future school performance are some basic household characteristics, such as income and mother’s education level.

Data from international assessments also show a relationship between income and educational performance, exemplified by intra and intercountry results. In Colombia, average Trends in International Mathematics and Science Study (TIMSS) math scores at Grade 8 for the richest quintile of students were close to 100 points higher than those from the poorest quintile. On the other hand, the difference in average scores between the poorest quintile in the United States and the richest quintile in Colombia was about 50 points. Income is not the only predictor of success, as exemplified in Peru, where children whose mothers have completed primary school and whose maternal language is Spanish rather than an indigenous language, have a greater probability of reaching the appropriate school grade for their age. In Kenya, Uwezo found that the higher their father’s educational attainment, the more likely children were able to read a story at Grade 3 or attend extra tutoring sessions.

In addition, the larger environment (such as the village or the urban neighborhood) in which the young child grows up also has a major and lasting impact. In Tanzania, urban students in Grade 3 are three times more likely than their rural counterparts to meet standards in literacy and numeracy. Related to the impact of the larger environment, data from Nigeria suggest that girls are more disadvantaged in school attendance, as parents may be reluctant to send girls to school because of perceived fears for their safety while traveling and concerns about the physical strength required for walking the distance.

Clearly, especially in the early years, most learning takes place outside of the classroom. Consequently, children who grow up in deprived circumstances will start life with a disadvantage leading to a lack of learning in the early grades, which will have lifetime effects.

In the next section, we will summarize the evidence that the early years (ages 0 to 5) are crucial for subsequent learning achievements. From this evidence we conclude that many of the problems with learning outcomes in the developing world (and in many developed countries) need to be addressed well before school age. Before delving into what happens in schools, we explore the relationship between enrollment, learning and dropout. As the crux of this brief is to lay out the evidence on what contributes to learning, we must acknowledge the factors leading to low enrollment and dropout. Next, we turn our attention to what happens in schools and what can be done to improve these activities, as well as try to summarize the evidence about the relationship between specific school-based inputs and learning outcomes. As it turns out, this evidence is, in many cases, rather feeble. Therefore, we will first focus on school-level inputs that are necessary for a good learning environment, i.e. without which we cannot expect any learning to take place. Most of these inputs are rather obvious, but they are worth mentioning. Subsequently, we will discuss additional inputs that have proven to contribute to learning outcomes in some cases, but not in others. Clearly how these inputs are applied matters.

Next, we address factors that contribute to learning outside of a formal environment, after which we review issues in health and nutrition that are closely linked to learning outcomes. We then review the need for the collection and dissemination of learning assessments in order to impact further improvements in these areas and we try to answer the question: what are the building blocks for an education sector that promote learning? Finally we explore needs for future research in learning.

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• Download the full paper

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On December 4 to 6, the Center for Middle East Policy at Brookings hosted its 12th annual Saban Forum, titled “Israel and the United States: Yesterday, today, and tomorrow.” The 2015 Saban Forum included webcasts featuring remarks by Israel’s Minister of Defense Moshe Ya’alon, Chairman of the Yesh Atid Party Yair Lapid, National Security Adviser to President George W. Bush Stephen Hadley, Secretary of State John Kerry, Israeli Prime Minister Benjamin Netanyahu (via video), and former Secretary of State Hillary Rodham Clinton. The forum’s webcast sessions focused on the future for Israelis and Palestinians, Iran’s role in the Middle East, spillover from the war in Syria, and the global threat posed by the Islamic State and other violent jihadi groups.

Over the past twelve years, the Saban Forum has become the premier platform for frank dialogue between American and Israeli leaders from government, civil society, business, and the media. As a result, the Saban Forum is a seminal event, generating new ideas and helping shape the future of the U.S.-Israel relationship.

Join the conversation on Twitter using #Saban15

Video

• A conversation with Moshe Ya’alon, Israel’s minister of defense
• How to restore order in the Middle East
• Keynote address: U.S. Secretary of State John Kerry
• Address by Israeli Prime Minister Benjamin Netanyahu (via video)
• Keynote address: Former U.S. Secretary of State Hillary Rodham Clinton

Audio

• Saturday, December 5, 8:00pm - How to preserve Israel as a Jewish and Democratic state

Transcript

• Uncorrected Transcript--Keynote address: Former U.S. Secretary of State Hillary Rodham Clinton (.pdf)
• Uncorrected Transcript--Address by Israeli Prime Minister Benjamin Netanyahu (.pdf)
• Uncorrected Transcript--How to preserve Israel as a Jewish and Democratic state (.pdf)
• U.S. Department of State Release--Remarks by Secretary of State John Kerry (.pdf)
• Uncorrected Transcript--How to restore order in the Middle East (.pdf)
• Uncorrected Transcript--A conversation with Moshe Ya'alon, Israel's minister of defense (.pdf)

Event Materials

• Uncorrected TranscriptKeynote addressFormer Secretary of State Hillary Rodham Clinton
• Uncorrected TranscriptAddress by Israeli Prime Minister Benjamin Netanyahu
• Uncorrected TranscriptHow to preserve Israel as a Jewish and Democratic state
• US Department of State ReleaseRemarks by Secretary of State John Kerry
• Uncorrected TranscriptHow to restore order in the Middle East 2
• Uncorrected TranscriptA conversation with Moshe Yaalon Israels minister of defense

Editors' Note: U.S.-Israeli relations have taken a hit in recent years as the United States has become increasingly frustrated with the Netanyahu government's lack of initiative on advancing a peace process with the Palestinians. Tamara Wittes examines the domestic Israeli and American trends poised to further strain relations if the countries' leaders do not address these challenges head on. This article originally appeared in Haaretz on December 3, 2015—before the annual Saban Forum.

The past year brought unprecedented tensions in the U.S.-Israeli relationship, with many arguments and counterarguments about who is to blame. Beyond the tactical debates—about personality clashes, or the propriety of Israel parachuting into arguments between Congress and the U.S. president—are deeper challenges facing these two close allies. Last weekend, the Center for Middle East Policy at Brookings convened the Saban Forum in Washington to address these issues and to understand the future trajectory of the U.S.-Israeli relationship.

The first question that needs to be asked is why a bilateral relationship that for so long was kept above politics has now become a subject of bitter partisanship—in Israel, as well as in the United States. How did distasteful personal rhetoric become politically acceptable in a relationship that used to be carefully protected? Why did politicians lose their self-restraint about using the U.S.-Israel relationship as a wedge issue against their opponents? Why were opponents of the Iran nuclear deal, in Israel and in the United States, prepared to drag the American Jewish community and Democratic friends of Israel into the fray and force them to choose between supporting Israel and supporting their president?

Some argue that these trends result from differing levels of public support for Israel among Democratic and Republican voters. Polls show that Democratic voters are less supportive of the current Israeli government’s policies than Republican voters. If voters in the United States are splitting on partisan lines, the theory goes, then their elected representatives should follow. But polls that ask simplistic questions produce crude results.

A more detailed survey by my colleague Shibley Telhami shows us something deeper: the lenses Americans use to evaluate Israel’s conflict with the Palestinians have changed over time. Today, Americans increasingly look at the Israeli-Palestinian conflict through the lens of human rights—and this is especially true for younger Americans, African Americans and Hispanic Americans. This makes them sensitive to the suffering of Palestinian civilians, and to heavy handed Israeli counter-terrorism policies. These groups form a larger proportion of the voting public than they have in past, and a growing proportion of the Democratic Party’s core constituency. Likewise, American Evangelical Christians look at Israel through a lens of prophetic fulfillment, which combined with their conservative political preferences puts them squarely on the side of more hawkish Israeli policies. And Evangelicals are a core constituency for the Republican Party. These underlying changes in attitudes have shifted the calculus for American politicians. But that doesn’t mean a partisan split on “support for Israel” is inevitable. It does point to specific aspects of Israeli policy that affect how Israel is viewed. As American society becomes “majority-minority,” where no group, including Americans of European origin, constitutes a majority of the population, Israelis should keep these underlying lenses in mind.

[T]he lenses Americans use to evaluate Israel’s conflict with the Palestinians have changed over time.

A second issue to examine is Israelis’ combination of vulnerability and national pride. Even in a post-9/11 era, Americans have a hard time appreciating the sense of vulnerability and fear that Israelis face from ongoing terrorism and rocket fire. The Gaza War last year brought this vulnerability into sharp focus—the war went on longer than any in Israel’s history other than War of Independence, and the rocket threat affected most of the country’s civilian population. The large numbers of Palestinians killed and wounded led some in America to question Israeli tactics.  U.S.-Israeli cooperation on Iron Dome produced impressive results and was trumpeted in the American media—but when you are walking outside and an air raid siren goes off, your faith in Iron Dome does not erase your sharp sense of fear.

Israelis’ sense of vulnerability is compounded by the asymmetric nature of the threats Israel is facing, and by the sense among many Israelis that their effort to reach a resolution of their conflict with the Palestinians has reached a dead end. The fear of another war and a sense that the neighborhood has turned deeply hostile, weigh heavily, in a way Americans have trouble understanding. Israelis become all the more anxious when they sense that their most important international ally might not see their security threats the same way they do.

Paradoxically, though, this sense of vulnerability coexists for Israelis with a sense of greater self-confidence about Israel’s military strength, its economic dynamism, and its wider relationships with the world. Particularly on the Israeli political right, there is today a stronger strain of nationalism and national pride (as evidenced in the “No Apologies” slogan of the Jewish Home Party in the last elections). In many countries around the world, including U.S. allies, the rise of right-wing nationalism is marked in part by politicians thumbing their nose at the global superpower: the United States. Israel, it appears, is no longer an exception to that rule.

Israelis become all the more anxious when they sense that their most important international ally might not see their security threats the same way they do.

These issues—Americans’ perceptions of Israeli policy toward the Palestinians, and Israelis’ combination of fear and self-confidence—go beyond the personalities of leaders or the choices of politicians. To bridge these gaps, the U.S.-Israel dialogue must reach beyond government meetings and Israel-Diaspora engagement— instead, Israelis and Americans must commit to understanding one another’s societies better than we do today.

Finally, and unavoidably, there is a policy problem driving U.S.-Israeli tensions—but it’s not what you might think. The Israeli and American governments are both struggling to deal with the disintegration of a twenty-year-old framework for settling the Israeli-Palestinian conflict. After the Oslo Declaration was signed in September, 1993, Americans, Israelis and Palestinians shared an approach to settling the conflict: direct bilateral negotiations mediated by the United States. But after the failure of the Kerry talks last spring, the two leaders in Jerusalem and Ramallah have no inclination to return to direct bilateral talks, and each of them in their own way emerged from the latest effort with questions about the role of the United States.

In the international community and the region, meanwhile, the loss of faith in the U.S.-led bilateral process has led to experiments with other modes of shaping the conflict, from economic pressure on Israel to new proposals for action by the UN Security Council. Netanyahu’s controversial words before Election Day last spring— that there would be no Palestinian state under his watch—were less of a unilateral declaration than a recognition of reality. The White House now more-or-less agrees, with Obama aides telling reporters that they did not expect peace on Obama’s watch. The longstanding, bilateral negotiating process was Washington’s main leverage in pushing back against other international efforts—and now that the negotiating process has ended, these efforts will inevitably escalate. Without U.S.-Israeli agreement on a way forward, further policy gaps are likely.

The Israeli and American governments are both struggling to deal with the disintegration of a twenty-year-old framework for settling the Israeli-Palestinian conflict.

This begs a question many American officials and analysts are asking: If there is no prospect for renewed bilateral talks toward a two-state solution, what is Israel’s Plan B? Does the Israeli government have a clear vision for its future relationship with the Palestinians? Israel expects American understanding as it takes steps it deems necessary to protect its citizens and ensure their future security. But American patience with Israel’s control over the West Bank is predicated on that control being temporary. There is impatience in Washington that Israel’s leadership has not tried to articulate a path forward beyond the immediate crisis—indeed, my colleague Natan Sachs argues that the current Israeli leadership has embraced “anti-solutionism” as a strategy. That's a very difficult position for any American administration to support.

If their modern history is any guide, Israelis will not remain passive before the forces now reshaping the Middle East; instead, they will insist on charting their own path into the future. When Israelis finally do develop a clear view of their chosen road, their first stop to explain it and seek support will inevitably be Washington. But Washington may not wait forever—especially as the stalemate is generating sustained violence. The time is now to lay the foundations for that crucial policy discussion, by updating American and Israeli understandings of one another’s dynamic societies, and by building on the Saban Forum and similar platforms to enrich our bilateral dialogue.

Event Information

2016 Richard C. Holbrooke Forum

On February 5, the Foreign Policy program at Brookings hosted the American Academy in Berlin for the 2016 Richard C. Holbrooke Forum for a two-part public event focusing on the global refugee crisis. Brookings Isaiah Berlin Senior Fellow in Culture and Policy Leon Wieseltier delivered featured remarks on the moral dimensions of the refugee crisis. Wieseltier is currently completing an essay on certain moral, historical, and philosophical dimensions of the refugee crisis. Michael Ignatieff, Edward R. Murrow professor of practice at the Harvard Kennedy School, moderated a question and answer session following Wieseltier’s remarks.

The second panel featured experts addressing the first-step policies needed to ameliorate the crisis. Bruce Katz, Brookings centennial scholar, Tamara Wittes, director of Brookings’s Center for Middle East Policy, Elizabeth Ferris, research professor at Georgetown University and Brookings nonresident senior fellow, spoke to the multiple aspects of the refugee crisis. Brookings Executive Vice President Martin Indyk moderated the panel discussion.

Bruce Jones, vice president and director for the Foreign Policy program, provided introductory remarks.

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• The global refugee crisis: Moral dimensions
• The global refugee crisis: Practical solutions

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• The global refugee crisis: Moral dimensions and practical solutions

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• Uncorrected Transcript (.pdf)

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A conversation with Deputy Secretary of State Antony Blinken

One year after the White House Summit on Countering Violent Extremism, the United States continues to adapt its efforts to blunt the appeal of violent extremism. As part of this effort, the State Department is launching a series of new initiatives to better coordinate the U.S. response to terrorist propaganda and recruitment.

On February 16, the Foreign Policy program at Brookings hosted The Honorable Antony J. Blinken, deputy secretary of state, for a discussion of the United States’ civilian-led initiatives to counter the spread of the Islamic State and other violent extremist groups. Blinken will chart the path forward, to include partnerships with industry and civil society, and outlined the challenges that lie ahead.

Brookings President Strobe Talbott offered welcoming remarks. General John Allen, senior fellow and co-director of the Center for 21st Century Security and Intelligence at Brookings, introduced Deputy Secretary Blinken, and Tamara Cofman Wittes, senior fellow and director of the Center for Middle East Policy at Brookings, joined Deputy Secretary Blinken in conversation following his remarks.

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Video

• New frameworks for countering terrorism and violent extremism
• American diplomacy best instrument against extremism
• Islamic State numbers lowest since 2014
• Common denominators of violent extremists
• Progress in Syria against Islamic State

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• New frameworks for countering terrorism and violent extremism

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• Uncorrected Transcript (.pdf)

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“When I go to meetings today, I see more women, and I see many more younger women coming into the field.  But what’s really struck me, as I’ve been thinking about this issue of women in foreign policy in the last couple years, is the difference between presence and voice.  There are many more women working in foreign policy today, but you don’t see the same proportion of women prominent in foreign policy speaking in the media, in senior positions, or even when you’re all in the room together sitting at the table and speaking as the lead speaker at a conference.  It’s that distinction between presence and voice and what accounts for that gap.  That’s what I find both fascinating and frustrating.”—Tamara Wittes

Show Notes

The Absence of Women from Middle East Policy Debates: An Update

Women still overlooked in vital peacekeeping process, study finds

An All-Women Symposium: The Missing XX-Factor

Foreign Policy Interrupted

Women Are Underrepresented In Cable News Segments On Foreign Affairs, National Security 

With thanks to audio engineer and producer Zack Kulzer, Mark Hoelscher, Carisa Nietsche, Sara Abdel-Rahim,  Eric Abalahin, Fred Dews and Richard Fawal.

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With the rise of ISIS and a growing terrorist threat in the West, unprecedented attention has focused on Islam, which despite being the world’s fastest growing religion, is also one of the most misunderstood. In his new book “Islamic Exceptionalism: How the Struggle over Islam is Reshaping the World” (St. Martin’s Press, 2016), Senior Fellow Shadi Hamid offers a novel and provocative argument on how Islam is, in fact, “exceptional” in how it relates to politics, with profound implications for how we understand the future of the Middle East. Hamid argues for a new understanding of how Islam and Islamism shape politics by examining different modes of reckoning with the problem of religion and state, including the terrifying—and alarmingly successful—example of ISIS.

On June 9, Shadi Hamid and Isaiah Berlin Senior Fellow in Culture and Policy Leon Wieseltier discussed the unresolved questions of religion’s role in public life and whether Islam can—or should—be reformed or secularized.

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• Islamic exceptionalism: How the struggle over Islam is reshaping the world - Part 1
• Islamic exceptionalism: How the struggle over Islam is reshaping the world - Part 2

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• Islamic exceptionalism: How the struggle over Islam is reshaping the world

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• Uncorrected Transcript (.pdf)

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• 20160609_islamic_exceptionalism_transcript

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With the violence in the Middle East continuing, and further attacks on American soil in the name of Islam, the election campaigns have paid significant attention to policy issues related to the Middle East. But as both Republicans and Democrats prepare for their national conventions, how do Americans prioritize Middle East issues compared with other global priorities? Have public attitudes shifted in light of recent ISIS-inspired attacks overseas and at home and in response to heated campaign rhetoric? If so, in what direction?

On July 11, Brookings launched two new public opinion surveys focusing on American attitudes towards the Middle East, conducted by Nonresident Senior Fellow Shibley Telhami: One was conducted just two weeks before the Orlando shooting, the other taken two weeks after—thus providing an opportunity to evaluate any shift in public attitudes. In addition, some of the same questions were asked in Telhami’s polls the previous two years, thus providing a further opportunity to evaluate trends. One of the polls also includes a significant oversample of millennials (18-34) for further demographic analysis.

Telhami was joined in discussion by William Galston, the Ezra K. Zilkha Chair in Governance Studies at Brookings. Tamara Cofman Wittes, senior fellow and director of the Center for Middle East Policy at Brookings, provided introductory remarks and moderated the discussion.

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• Orlando, the Middle East, and the U.S. election

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• Orlando, the Middle East, and the U.S. election

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• Uncorrected Transcript (.pdf)

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• 20160711_orlando_middle_east_opinion_transcript