“This is about governments using data for performance rather than compliance” was a resounding message coming out of the U.S. Department of Education’s conference on June 10 on the use of Pay for Success contracts in education. These contracts, known globally as social impact bonds, continue to be at the forefront of global conversations about results-based financing mechanisms, and have garnered significant momentum this week with passage of the Social Impact Partnerships for Pay for Results Act in the U.S. While limitations certainly exist, their potential to revolutionize the way we fund social projects is tremendous.

A social impact bond (SIB) is a set of contracts where a government agency agrees to pay for service outputs or outcomes, rather than funding defined service inputs, and an investor provides upfront risk capital to the service provider. The investor is potentially repaid principal and interest contingent on the achievement of the predetermined outputs or outcomes.

In our research on impact bonds at the Center for Universal Education, we have analyzed the use of SIBs for education in the U.S., other high-income countries, and low- and middle-income countries. Practitioners in each of these contexts are having far more similar conversations than they may realize—all are united in their emphasis on using SIBs to build data systems for performance. There is tremendous potential for lessons learned across these experiences and across the broader discussions of results-based financing mechanisms for education globally.

Current SIBs for education globally

There are currently five SIBs for education worldwide: two in the U.S. for preschool education, one in Portugal for computer science classes in primary school, and one each in Canada and Israel for higher education. In addition, a number of countries have used the SIB model to finance interventions to promote both education and employment outcomes for teens—there are 21 such SIBs in the U.K., three in the Netherlands, and one in Germany. There is also a Development Impact Bond (DIB), where a donor rather than government agency serves as the outcome funder, for girls’ education in India. The Center for Universal Education will host a webinar to present the enrollment and learning outcomes of the first year of the DIB on July 5 (register to join here).

U.S. activities to facilitate the use of SIBs for education

At the June 10 conference at the Department of Education, the secretary of education and the deputy assistant to the president for education said that they saw the greatest potential contribution of SIBs in helping to scale what works to promote education outcomes and in broadening the array of partners involved in improving the education system. Others pointed out the value of the mechanism to coordinate services based on the needs of each student, rather than a multitude of separately funded services engaging the student individually. In addition to using data to coordinate services for an individual, participants emphasized that SIBs can facilitate a shift away from using data to measure compliance, to using data to provide performance feedback loops.

The interest in data for performance rather than compliance is part of a larger shift across the U.S. education sector, represented by the replacement of the strict compliance standards in the No Child Left Behind Act of 2002 with the new federal education funding law, the Every Student Succeeds Act, signed into law in December of 2015. The law allows for federal outcome funding for SIBs in education for the first time, specifically for student support and academic enrichment programs. The recently passed Social Impact Partnerships for Pay for Results Act also allows for outcome funding for education outcomes. The Department of Education conference explored potential applications of SIBs across the education sector, including for early home visiting programs, programs to encourage completion of higher education programs, and career and technical education. The conference also analyzed the potential to use SIBs for programs that support specific disadvantaged populations, such as dual language learners in early education, children of incarcerated individuals, children involved in both the child protection and criminal justice systems, and Native American youth. Overall, there was a focus on areas where the U.S. is spending a great deal on remediation (such as early emergency room visits) and on particular levers to overcome persistent obstacles to student success (such as parent engagement).

To help move the sector forward, the Department of Education announced three new competitions for feasibility study funding for early learning broadly, dual language learners in early education, and technical education. The department is also facilitating connections between existing evaluation and data system development efforts and teams designing SIBs. The focus on early childhood development by the Department of Education is reflective of the national field as a whole: Programming in the early years is becoming a particularly fast-growing sector for SIBs in the U.S. with over 40 SIBs feasibility and design stages.

SIBs for education in low- and middle-income countries

There is only one DIB for education in low- and middle-income countries; however, there are a number of SIBs and DIBs for education in design and prelaunch phases. In particular, the Western Cape Province of South Africa has committed outcome funding for three SIBs across a range of health and development outcomes for children ages 0 to 5.

Though the number of impact bonds may be relatively small, a significant amount of work has been done in the last 15 years in results-based financing for education. The U.K. Department for International Development (DfID), the Dutch Ministry of Foreign Affairs, the Asian Development Bank, the World Bank, the Global Partnership for Output-Based Aid, and Cordaid had together funded 24 results-based financing initiatives for education as of 2015. Of particular interest, DfID is funding results-based financing projects through a Girls Education Challenge and the World Bank launched a new trust fund for results-based financing in education in 2015. As with impact bonds in the U.S., a primary aim of results-based financing for education in low- and middle-income countries is to strengthen data and performance systems. Early childhood development programs and technical and vocational and training programs have also been identified as sub-sectors of high potential. Here are a few final takeaways for those working on results-based financing for education in low- and middle-income countries from the U.S. Department of Education conference:

1. The differences between the No Child Left Behind Act and the Every Student Succeeds Act should be analyzed carefully to ensure other data-driven education performance management systems promote both accountability and flexibility.
2. In building data systems through results-based financing, ensure services can be coordinated around the individual, feedback loops are available for providers, and data on early education, child welfare, parent engagement, and criminal justice involvement are also incorporated.
3. There are potential lessons to be learned from the U.S. Department of Education’s effort to conduct more low-cost randomized control trials in education and the U.S. Census Bureau’s data integration efforts.
4. SIBs provide an opportunity to work across agencies or levels of government in education, which could be particularly fruitful in both low- and middle-income countries and the U.S.

As the global appetite for results-based financing continues to grow and new social and development impact bonds are implemented throughout the world, we’ll have an opportunity to learn the true potential of such financing models.

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On July 5, the Center for Universal Education at Brookings and the partners of the world’s first development impact bond for education held an online a discussion of the first year’s enrollment and learning results. The impact bond provides financing for Educate Girls, a non-profit that aims to increase enrollment for out-of-school girls and improve learning outcomes for girls and boys in Rajasthan, India. The UBS Optimus Foundation has provided upfront risk capital to Educate Girls and, contingent on program targets being met, will be paid back their principal plus a return by the Children's Investment Fund Foundation. Instiglio, a non-profit organization specializing in results-based financing mechanisms, serves as the program intermediary.

The webinar explored the experiences so far, the factors affecting the initial results, the key learnings, and ways these will inform the development of the programs it moves forward. The partners shared both positive and negative learnings to start a transparent discussion of the model and where, and how, it can be most effective.

Chaired by Emily Gustafsson-Wright, a fellow at the Center for Universal Education, the discussion featured Safeena Husain of Educate Girls, Phyllis Costanza of UBS Optimus Foundation, and Avnish Gungadurdoss of Instiglio. For further background on impact bonds as a financing mechanism for education and early childhood development in low- and middle-income countries, please see the Center for Universal Education’s report.

Further information on the outcome metrics and evaluation design in the Educate Girls Development Impact Bond » (PDF)

Watch a recording of the webinar via WebEx »

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.

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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.

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

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• Transcript (.pdf)

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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.

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On Wednesday, June 2, the Center for Universal Education at Brookings hosted a discussion on the need to refocus the international education dialogue from school enrollment to learning achieved in developing countries. Participants, who included education experts from academia, international organizations and government, assessed the current state of systematic efforts at the global level to measure learning outcomes.

Center for Universal Education Co-Director and Senior Fellow Jacques van der Gaag opened the event by charting the landscape of learning, including education outside the primary school classroom, during early childhood development and the importance of acquiring both cognitive and non-cognitive skills for ensuring learning outcomes.

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Financial Data as Driving Force Behind Improved Learning

During the past decade, school enrollments have increased dramatically, mostly thanks to UNESCO’s Education for All (EFA) movement and the UN Millennium Development Goals. From 1999 to 2008, an additional 52 million children around the world enrolled in primary schools, and the number of out-of-school children fell by 39 million. In Sub-Saharan Africa alone, enrollment rates rose by one-third during that time, even with large population increases in school-age children.

Yet enrollment is not the only indicator of success in education, and does not necessarily translate into learning. Even with these impressive gains in enrollment, many parts of the world, and particularly the poorest areas, now face a severe learning crisis. The latest data in the EFA Global Monitoring Report 2011 reveal poor literacy and numeracy skills for millions of students around the world. In Malawi and Zambia, more than one-third of sixth-grade students had not achieved the most basic literacy skills. In El Salvador, just 13 percent of third-grade students passed an international mathematics exam. Even in middle-income countries such as South Africa and Morocco, the majority of students had not acquired basic reading skills after four years of primary education. Although the focus on children out of school is fully justified, given that they certainly lack learning opportunities, the failure to focus on learning also does a disservice to the more than 600 million children in the developing world who are already in school but fail to learn very basic skills.

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Student enrollment and expenditures per student have been on the rise in sub-Saharan Africa over the past decade. Yet, financing gaps still exist for achieving universal quality education throughout the region, especially in countries with strong demographic pressures. Many African countries are facing a dilemma of how best to balance scarce resources and the growing demands to improve education quality for their children and youth.

On April 27, the Center for Universal Education and the Africa Growth Initiative at Brookings hosted a discussion of the state of education financing in sub-Saharan Africa. Albert Motivans of UNESCO’s Institute for Statistics presented the main findings of a new report "Financing Education in sub-Saharan Africa," which focuses on the new challenges related to expanding access, equity and quality education. Shantayanan Devarajan of the World Bank and Brookings Senior Fellow Jacques van der Gaag provided commentary, and Senior Fellow Mwangi Kimenyi, director of the Africa Growth Initiative, moderated the discussion.

After the discussion, the panelists took audience questions.

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• Africa’s Education Financing Challenge

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• Transcript (.pdf)
• Motivans UNESCO presentation (.pdf)
• Financing Education in Sub-Saharan Africa (.pdf)

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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.

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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)

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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).

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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 »

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Editor's Note: The introduction to the 2015 Brown Center Report on American Education appears below. Use the Table of Contents to navigate through the report online, or download a PDF of the full report.

TABLE OF CONTENTS

Part I: Girls, Boys, and Reading

Part II: Measuring Effects of the Common Core

Part III: Student Engagement

INTRODUCTION

The 2015 Brown Center Report (BCR) represents the 14^th edition of the series since the first issue was published in 2000.  It includes three studies.  Like all previous BCRs, the studies explore independent topics but share two characteristics: they are empirical and based on the best evidence available.  The studies in this edition are on the gender gap in reading, the impact of the Common Core State Standards -- English Language Arts on reading achievement, and student engagement.

Part one examines the gender gap in reading.  Girls outscore boys on practically every reading test given to a large population.  And they have for a long time.  A 1942 Iowa study found girls performing better than boys on tests of reading comprehension, vocabulary, and basic language skills.  Girls have outscored boys on every reading test ever given by the National Assessment of Educational Progress (NAEP)—the first long term trend test was administered in 1971—at ages nine, 13, and 17.  The gap is not confined to the U.S.  Reading tests administered as part of the Progress in International Reading Literacy Study (PIRLS) and the Program for International Student Assessment (PISA) reveal that the gender gap is a worldwide phenomenon.  In more than sixty countries participating in the two assessments, girls are better readers than boys. 

Perhaps the most surprising finding is that Finland, celebrated for its extraordinary performance on PISA for over a decade, can take pride in its high standing on the PISA reading test solely because of the performance of that nation’s young women.  With its 62 point gap, Finland has the largest gender gap of any PISA participant, with girls scoring 556 and boys scoring 494 points (the OECD average is 496, with a standard deviation of 94).   If Finland were only a nation of young men, its PISA ranking would be mediocre.

Part two is about reading achievement, too. More specifically, it’s about reading and the English Language Arts standards of the Common Core (CCSS-ELA).  It’s also about an important decision that policy analysts must make when evaluating public policies—the determination of when a policy begins. How can CCSS be properly evaluated? 

Two different indexes of CCSS-ELA implementation are presented, one based on 2011 data and the other on data collected in 2013.  In both years, state education officials were surveyed about their Common Core implementation efforts.  Because forty-six states originally signed on to the CCSS-ELA—and with at least forty still on track for full implementation by 2016—little variability exists among the states in terms of standards policy.  Of course, the four states that never adopted CCSS-ELA can serve as a small control group.  But variation is also found in how the states are implementing CCSS.  Some states are pursuing an array of activities and aiming for full implementation earlier rather than later.  Others have a narrow, targeted implementation strategy and are proceeding more slowly. 

The analysis investigates whether CCSS-ELA implementation is related to 2009-2013 gains on the fourth grade NAEP reading test.  The analysis cannot verify causal relationships between the two variables, only correlations.  States that have aggressively implemented CCSS-ELA (referred to as “strong” implementers in the study) evidence a one to one and one-half point larger gain on the NAEP scale compared to non-adopters of the standards.  This association is similar in magnitude to an advantage found in a study of eighth grade math achievement in last year’s BCR.  Although positive, these effects are quite small.  When the 2015 NAEP results are released this winter, it will be important for the fate of the Common Core project to see if strong implementers of the CCSS-ELA can maintain their momentum.

Part three is on student engagement.  PISA tests fifteen-year-olds on three subjects—reading, math, and science—every three years.  It also collects a wealth of background information from students, including their attitudes toward school and learning.  When the 2012 PISA results were released, PISA analysts published an accompanying volume, Ready to Learn: Students’ Engagement, Drive, and Self-Beliefs, exploring topics related to student engagement.

Part three provides secondary analysis of several dimensions of engagement found in the PISA report.  Intrinsic motivation, the internal rewards that encourage students to learn, is an important component of student engagement.  National scores on PISA’s index of intrinsic motivation to learn mathematics are compared to national PISA math scores.  Surprisingly, the relationship is negative.  Countries with highly motivated kids tend to score lower on the math test; conversely, higher-scoring nations tend to have less-motivated kids. 

The same is true for responses to the statements, “I do mathematics because I enjoy it,” and “I look forward to my mathematics lessons.”  Countries with students who say that they enjoy math or look forward to their math lessons tend to score lower on the PISA math test compared to countries where students respond negatively to the statements.  These counterintuitive finding may be influenced by how terms such as “enjoy” and “looking forward” are interpreted in different cultures.  Within-country analyses address that problem.  The correlation coefficients for within-country, student-level associations of achievement and other components of engagement run in the anticipated direction—they are positive.  But they are also modest in size, with correlation coefficients of 0.20 or less. 

Policymakers are interested in questions requiring analysis of aggregated data—at the national level, that means between-country data.  When countries increase their students’ intrinsic motivation to learn math, is there a concomitant increase in PISA math scores?  Data from 2003 to 2012 are examined.  Seventeen countries managed to increase student motivation, but their PISA math scores fell an average of 3.7 scale score points.  Fourteen countries showed no change on the index of intrinsic motivation—and their PISA scores also evidenced little change.  Eight countries witnessed a decline in intrinsic motivation.  Inexplicably, their PISA math scores increased by an average of 10.3 scale score points.  Motivation down, achievement up.

Correlation is not causation.  Moreover, the absence of a positive correlation—or in this case, the presence of a negative correlation—is not refutation of a possible positive relationship.  The lesson here is not that policymakers should adopt the most effective way of stamping out student motivation.  The lesson is that the level of analysis matters when analyzing achievement data.  Policy reports must be read warily—especially those freely offering policy recommendations.  Beware of analyses that exclusively rely on within- or between-country test data without making any attempt to reconcile discrepancies at other levels of analysis.  Those analysts could be cherry-picking the data.  Also, consumers of education research should grant more credence to approaches modeling change over time (as in difference in difference models) than to cross-sectional analyses that only explore statistical relationships at a single point in time. 

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The narratives on U.S. development aid to Pakistan—as well as Pakistan’s own development policy discussion—frequently invoke the conventional wisdom that more education and better economic opportunities result in lower extremism. In the debate surrounding the Kerry-Lugar-Berman bill in 2009, for instance, the late Ambassador Richard Holbrooke urged Congress to “target the economic and social roots of extremism in western Pakistan with more economic aid.”

But evidence across various contexts, including in Pakistan, has not supported this notion (see Alan Kreuger’s What Makes a Terrorist for a good overview of this evidence). We know that many terrorists are educated. And lack of education and economic opportunities do not appear to drive support for terrorism and terrorist groups. I have argued that we need to focus on the quality and content of the educational curricula—in Pakistan’s case, they are rife with biases and intolerance, and designed to foster an exclusionary identity—to understand the relationship between education and attitudes toward extremism.

My latest analysis with data from the March 2013 Pew Global Attitudes poll conducted in Pakistan sheds new light on the relationship between years of education and Pakistanis’ views of the Taliban, and lends supports to the conventional wisdom. The survey sampled 1,201 respondents throughout Pakistan, except the most insecure areas of Khyber Pakhtunkhwa and Baluchistan. This was a time of mounting terror attacks by the Pakistani Taliban (a few months after their attack on Malala), and came at the tail end of the Pakistan People's Party’s term in power, before the May 2013 general elections.

On attitudes toward the Pakistani Taliban, or Tehrik-e-Taliban Pakistan (TTP), 3 percent of respondents to the Pew poll said they had a very favorable view, 13 percent reported somewhat favorable views, while nearly 17 percent and 39 percent answered that they had somewhat unfavorable and very unfavorable views, respectively. A large percentage of respondents (28 percent) chose not to answer the question or said they did not know their views. This is typical with a sensitive survey question such as this one, in a context as insecure as Pakistan.

So overall levels of support for the TTP are low, and the majority of respondents report having unfavorable views. The non-responses could reflect those who have unfavorable views but choose not to respond because of fear, or those who may simply not have an opinion on the Pakistani Taliban.

The first part of my analysis cross-tabulates attitudes toward the TTP with education and income respectively. I look at the distribution of attitudes for each education and income category (with very and somewhat favorable views lumped together as favorable; similarly for unfavorable attitudes).

Figure 1. Pakistani views on the Pakistani Taliban, by education level, 2013

Figure 1 shows that an increasing percentage of respondents report unfavorable views of the Taliban as education levels rise; and there is a decreasing percentage of non-responses at higher education levels (suggesting that more educated people have more confidence in their views, stronger views, or less fear). However, the percentage of respondents with favorable views of the Taliban, hovering between 10-20 percent, is not that different across education levels, and does not vary monotonically with education. 

Figure 2. Pakistani views on the Pakistani Taliban, by income level, 2013

Figure 2 shows views on the Pakistani Taliban by income level. While the percentage of non-responses is highest for the lowest income category, the percentages responding favorably and unfavorably do not change monotonically with income. We see broadly similar distributions of attitudes across the four income levels.

But these cross-tabulations do not account for other factors that may affect attitudes: age, gender, and geographical location. Regressions (not shown here) accounting for these factors in addition to income and education show interesting results: relative to no education, higher education levels are associated with less favorable opinions of the Pakistani Taliban; these results are strongest for those with some university education, which is heartening. This confirms findings from focus groups I conducted with university students in Pakistan in May 2015. Students at public universities engaged in wide ranging political and social debates with each other on Pakistan and its identity, quoted Rousseau and Chomsky, and had more nuanced views on terrorism and the rest of the world relative to high school students I interviewed. This must at least partly be a result of the superior curriculum and variety of materials to which they are exposed at the college level.

My regressions also show that older people have more unfavorable opinions toward the Taliban, relative to younger people; this is concerning and is consistent with the trend toward rising extremist views in Pakistan’s younger population. The problems in Pakistan’s curriculum that began in the 1980s are likely to be at least partly responsible for this trend. Urban respondents seem to have more favorable opinions toward the Taliban than rural respondents; respondents from Punjab and Baluchistan have more favorable opinions toward the Taliban relative to those from Khyber Pakhtunkhwa, which as a province has had a closer and more direct experience with terror. The regression shows no relationship of income with attitudes, as was suggested by Figure 2.

Overall, the Pew 2013 data show evidence of a positive relationship between more education and lack of support for the Taliban, suggesting that the persisting but increasingly discredited conventional wisdom on these issues may hold some truth after all. These results should be complemented with additional years of data. That is what I will work on next.