I have been writing for years about the Armenian Genocide. The issue is of great emotional as much as ethical and historical significance to me. But for reasons I will explain for the first time, 1915 is also a very personal matter for me. No, not because I suddenly discovered I am of Armenian descent, but mainly because 1915 is the main reason my career took a turn toward academia rather than diplomacy.

I did not join the Foreign Service because I was detained almost 20 years ago, when I was a 25-year-old tour guide. The reason? I dared to answer a couple of questions about 1915 from a group of American tourists visiting the Museum of Anatolian Civilizations in Ankara. That day changed my life. I'm not naïve; I knew answering their question in public would be risky. And I would have probably refrained from doing so had they not asked me first whether there is freedom of speech in Turkey. Trying to make light of it, I quipped: "Yes, there is freedom of speech, but freedom after speech can get tricky." I did not know my joke would turn into self-fulfilling prophecy.

Shortly after explaining to my group why the term “genocide” is problematic for Turkish officialdom, I was arrested by guards in the museum, taken to a police station and interrogated for five hours. This unexpected encounter with Turkish law enforcement convinced me about a couple of things. First, I realized how difficult life in Turkey would be if I were of Armenian descent. "Are you Armenian?" was the first question I was asked in the police station. When I said "No," the police officer laughed and said I was not the first Turkish traitor they had interrogated. To this day, I wonder how life in Turkey would be if my name was Onik instead of Ömer.

Second, I was also convinced that I no longer wanted to become a diplomat. As a diplomat, I knew you turn into a defense attorney for your country. I also knew that in the larger scheme of things, what happened to me that day was not tragic or even very consequential. But the idea of defending a country that arrests a tour guide for speaking about what happened 100 years ago turned me off intellectually and emotionally. All of a sudden, Turkey's predicament had gained a disturbingly personal dimension in my eyes and thoughts. I remember having a conversation the night I was arrested with my father, a Turkish diplomat himself and in disbelief about my lack of situational awareness. "Do you think you think you live in Sweden?" he asked me with sarcasm and some anger. Anyway, the case was closed for me. I now had a police detention record. And this was enough to disqualify me from the Foreign Ministry exam.

Since the Turkish Foreign Service had now lost a brilliant (!) future diplomat, I turned my gaze to academia and decided to continue my seditious activities in the United States by writing a dissertation on Turkey's identity problem. My focus was on the interplay between Kemalism, the official ideology of the republic and the Kurdish question and political Islam. Ever since I started working in academia and think-tanks, I made an involuntary reputation for myself as a public intellectual with pro-Kurdish, pro-Islamic, pro-Armenian tendencies. I guess that's a small price to pay for trying to be a liberal in today's Turkey. The alternative would have been a life in Turkish diplomacy talking about the "so-called Armenian Genocide,” the separatist-terrorist organization called the Kurdistan Workers' Party (PKK) and various "coup" attempts against the sacred Turkish state during the Gezi protests and the corruption investigations.

At the end of day, my arrest 20 years ago was a blessing in disguise. I'm happy my Armenian journey took me where I am.

This article was originally published in Today's Zaman.

Event Information

This year marks the centenary of the atrocities perpetrated against the Armenian people of the Ottoman Empire during World War I by the governing Committee of Union and Progress. Most scholars and many governments consider these horrific events––in which more than one million people were systematically massacred or marched to their deaths––to constitute the first modern European genocide. Turkish society has begun to open up and confront the issue over the last decade. Turkish authorities, however, continue to reject the use of the term genocide, contest the number of deaths, and highlight the fact that many other minority groups, Muslims, and Turks were killed in the same period as the war-ravaged empire unraveled. For descendants of the survivors, Turkey’s official refusal to reckon fully with this painful chapter of its past is a source of deep distress and concern and undermines societal efforts toward understanding and reconciliation. Armenians have also raised the question of reparations, further adding to the problem.

On May 13, the Center on the United States and Europe at Brookings (CUSE), together with the Massachusetts Institute of Technology (MIT) Center for International Studies, the Hrant Dink Memorial Human Rights and Justice Lectureship at MIT, and the Carnegie Endowment for International Peace held a conference with several leading scholars of the Armenian genocide and other international experts. Speakers considered the historical record and circumstances of the genocide amid the disorder of World War I; how Turkey, Armenia, and other key actors have dealt with the legacy of 1915; and how this legacy continues to reverberate in the region today, with protracted conflicts in the Caucasus and where religious and ethnic minority groups have been deliberately targeted for expulsion and death amid the upheavals in Iraq, Syria, and other states that emerged from the rubble of the Ottoman Empire.

Join the conversation on Twitter using #Armenia1915

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• 1915 and the unmaking of peoples: Deportations, massacres, and genocide
• The making of an “almost intractable conflict” and attempts at its resolution
• 2015 and its horrors : A century after 1915

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• Armenians and the legacies of World War I

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• Transcript (.pdf)

Event Materials

• 20150513_armenia_transcript

Abstract

An individual-based computational model of smallpox epidemics in a two-town county is presented and used to develop strategies for bioterror containment. A powerful and feasible combination of preemptive and reactive vaccination and isolation strategies is developed which achieves epidemic quenching while minimizing risks of adverse side effects. Calibration of the model to historical data is described. Various model extensions and applications to other public health problems are noted.

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Universities cash handsome awards on infringement cases

Last month, a jury found Apple Inc. guilty of infringing a patent of the University of Wisconsin-Madison (UW) and ordered the tech giant to pay $234 million. The university scored a big financial victory, but this hardly meant any gain for the good name of the university.

The plaintiffs argued successfully in court that Apple infringed their 1998 patent on a predictor circuit that greatly improved the efficiency of microchips used in the popular iPhone 5s, 6, and 6 Plus. Apple first responded by challenging the validity of the patent, but the US Patent and Trademark Office ruled in favor of the university. Apple plans to appeal, but the appellate court is not likely to reverse the lower court’s decision.

This is not the first time this university has asserted its patents rights (UW sued Intel in 2008 for this exact same patent and reportedly settled for $110 million). Nor is this the first time universities in general have taken infringers to court. Prominent cases in recent memory include Boston University, which sued several companies for infringement of a patent for blue light-emitting diodes and settled out of court with most of them, and Carnegie Mellon, who was awarded $237 million by the federal appellate court on its infringement suit against Marvell, a semiconductor company, for its use of an enhanced detector of data in hard drives called Kavcic detectors.

Means not always aligned with aims in patent law

When university inventions emerge from federal research grants, universities can also sue the infringers, but in those cases they would be testing the accepted interpretations of current patent law.

The Bayh-Dole Act of 1980 extended patent law and gave small-business and universities the right to take title to patents from federal grants—later it was amended to extend the right to all federal grantees regardless of size. The ostensible aim of this act is to “to promote the utilization of inventions arising from federally supported research or development.” Under the law, a condition for universities to keep their exclusive rights on those patents is that they or their licensees take “effective steps to achieve practical application” of those patents. Bayh-Dole was not designed to create a new source of revenue for universities. If companies are effectively using university technologies, Bayh-Dole’s purpose is served without need of the patents.

To understand this point, consider a counterfactual: What if the text of Bayh-Dole had been originally composed to grant a conditional right to patents for federal research grantees? The condition could be stated like this: “This policy seeks to promote the commercialization of federally funded research and to this end it will use the patent system. Grantees may take title to patents if and only if other mechanisms for disseminating and developing those inventions into useful applications prove unsuccessful.” Under this imagined text, the universities could still take title to patents on their inventions if they or the U.S. Patent and Trademark Office were not aware that the technologies were being used in manufactures.

But no court would find their infringement claim meritorious if the accused companies could demonstrate that, absent of willful infringement, they had in fact used the technologies covered by university patents in their commercial products. In this case, other mechanisms for disseminating and developing the technologies would have proven successful indeed. The reality that Bayh-Dole did not mandate such a contingent assignation of rights creates a contradiction between its aims and the means chosen to advance those aims for the subset of patents that were already in use by industry.

I should clarify that the predictor circuit, the blue-light diode, and the Kavcic detectors are not in that subset of patents. But even in they were, there is no indication that the University of Wisconsin-Madison would have exercised its patent rights with any less vigor just because the original research was funded by public funds. Today, it is fully expected from universities to aggressively assert their patent rights regardless of the source of funding for the original research.

You can have an answer for every question and still lose the debate

It is this litigious attitude that puts off many observers. While the law may very well allow universities to be litigious, universities could still refuse to exercise their rights under circumstances in which those rights are not easily reconciled with the public mission of the university.

Universities administrators, tech transfer personnel, and particularly the legal teams winning infringement cases have legitimate reasons to wonder why universities are publicly scorned. After all, they are acting within the law and simply protecting their patent rights; they are doing what any rational person would do. They may be really surprised when critics accuse universities of becoming allies of patent trolls, or of aiding and abetting their actions. Such accusations are unwarranted. Trolls are truants; the universities are venerable institutions. Patent trolls would exploit the ambiguities of patent law and the burdens of due process to their own benefit and to the detriment of truly productive businesses and persons. In stark contrast, universities are long established partners of democracy, respected beyond ideological divides for their abundant contributions to society.

The critics may not be fully considering the intricacies of patent law. Or they may forget that universities are in need of additional revenue—higher education has not seen public financial support increase in recent years, with federal grants roughly stagnated and state funding falling drastically in some states. Critics may also ignore that revenues collected from licensing of patents, favorable court rulings, and out-of-court settlements, are to a large extent (usually two thirds of the total) plugged back into the research enterprise.

University attorneys may have an answer for every point that critics raise, but the overall concern of critics should not be dismissed outright. Given that many if not most university patents can be traced back to research funded by tax dollars, there is a legitimate reason for observers to expect universities to manage their patents with a degree of restraint. There is also a legitimate reason for public disappointment when universities do not seem to endeavor to balance the tensions between their rights and duties.

Substantive steps to improve the universities’ public image

Universities can become more responsive to public expectations about their character not only by promoting their good work, but also by taking substantive steps to correct misperceptions.

First, when universities discover a case of proven infringement, they should take companies to court as a measure of last resort. If a particular company refuses to negotiate in good faith and an infringement case ends up in court, the universities should be prepared to demonstrate to the court of public opinion that they have tried, with sufficient insistence and time, to negotiate a license and even made concessions in pricing the license. In the case of the predictor circuit patent, it seems that the University of Wisconsin-Madison tried to license the technology and Apple refused, but the university would be in a much better position if it could demonstrate that the licensing deals offered to Apple would have turned to be far less expensive for the tech company.

Second, universities would be well advised not to join any efforts to lobby Congress for stronger patent protection. At least two reasons substantiate this suggestion. First, as a matter of principle, the dogmatic belief that without patents there is no innovation is wrong. Second, as a matter of material interest, universities as a group do not have a financial interest in patenting. It’s worth elaborating these points a bit more.

Neither historians nor social science researchers have settled the question about the net effects of patents on innovation. While there is evidence of social benefits from patent-based innovation, there is also evidence of social costs associated with patent-monopolies, and even more evidence of momentous innovations that required no patents. What’s more, the net social benefit varies across industries and over time. Research shows economic areas in which patents do spur innovation and economic sectors where it actually hinders them. This research explains, for instance, why some computer and Internet giants lobby Congress in the opposite direction to the biotech and big pharma industries. Rigorous industrial surveys of the 1980s and 1990s found that companies in most economic sectors did not use patents as their primary tool to protect their R&D investments.

Yet patenting has increased rapidly over the past four decades. This increase includes industries that once were uninterested in patents. Economic analyses have shown that this new patenting is a business strategy against patent litigation. Companies are building patent portfolios as a defensive strategy, not because they are innovating more. The university’s public position on patent policy should acknowledge that the debate on the impact of patents on innovation is not settled and that this impact cannot be observed in the aggregate, but must be considered in the context of each specific economic sector, industry, or even market. From this vantage point, universities could then turn up or down the intensity with which they negotiate licenses and pursue compensation for infringement. Universities would better assert their commitment to their public mission if they compute on a case by case basis the balance between social benefits and costs for each of its controversial patents.

As to the material interest in patents, it is understandable that some patent attorneys or the biotech lobby publicly espouse the dogma of patents, that there is no innovation without patents. After all, their livelihood depends on it. However, research universities as a group do not have any significant financial interest in stronger patent protection. As I have shown in a previous Brookings paper, the vast majority of research universities earn very little from their patent portfolios and about 87% of tech transfer offices operate in the red. Universities as a group receive so little income from licensing and asserting their patents relative to the generous federal support (below 3%), that if the federal government were to declare that grant reviewers should give a preference to universities that do not patent, all research universities would stop the practice at once. It is true that a few universities (like the University of Wisconsin-Madison) raise significant revenue from their patent portfolio, and they will continue to do so regardless of public protestations. But the majority of universities do not have a material interest in patenting.

Time to get it right on anti-troll legislation

Last year, the House of Representative passed legislation closing loopholes and introducing disincentives for patent trolls. Just as mirror legislation was about to be considered in the Senate, Sen. Patrick Leahy withdrew it from the Judiciary Committee. It was reported that Sen. Harry Reid forced the hand of Mr. Leahy to kill the bill in committee. In the public sphere, the shrewd lobbying efforts to derail the bill were perceived to be pro-troll interests. The lobbying came from pharmaceutical companies, biotech companies, patent attorneys, and, to the surprise of everyone, universities.  Little wonder that critics overreacted and suggested universities were in partnership with trolls: even if they were wrong, these accusations stung.

University associations took that position out of a sincere belief in the dogma of patents and out of fear that the proposed anti-troll legislation limited their ability to sue patent infringers. However, their convictions stand on shaky ground and their material interests are not those of the vast majority of universities.

A reversal of that position is not only possible, but would be timely. When anti-troll legislation is again introduced in Congress, universities should distance themselves from efforts to protect the policy status quo that so benefits patent trolls. It is not altogether improbable that Congress sees fit to exempt universities from some of the requirements that the law would impose. University associations could show Congress the merit of such exemptions in consideration of the universities’ constant and significant contributions to states, regions, and the nation. However, no such concessions could ever be expected if the universities continue to place themselves in the company of those who profit from patent management.

No asset is more valuable for universities than their prestige. It is the ample recognition of their value in society that guarantees tax dollars will continue to flow into universities. While acting legally to protect their patent rights, universities are nevertheless toying with their own legitimacy. Let those universities that stand to gain from litigation act in their self-interest, but do not let them speak for all universities. When university associations advocate for stronger patent protection, they do the majority of universities a disservice. These associations should better represent the interests of all their members by advocating a more neutral position about patent reform, by publicly praising universities’ restraint on patent litigation, and by promoting a culture and readiness in technology transfer offices to appraise each patent not by its market value but by its social value. At the same time, the majority of universities that obtain neither private nor social benefits from patenting should press their political representatives to adopt a more balanced approach to policy advocacy, lest they squander the reputation of the entire university system.

This post originally appeared on the Center for Technology Innovation’s TechTank blog.

Universities cash handsome awards on infringement cases

This October, a jury found Apple Inc. guilty of infringing a patent of the University of Wisconsin-Madison (UW) and ordered the tech giant to pay $234 million. The university scored a big financial victory, but this hardly meant any gain for the good name of the university.

The plaintiffs argued successfully in court that Apple infringed their 1998 patent on a predictor circuit that greatly improved the efficiency of microchips used in the popular iPhone 5s, 6, and 6 Plus. Apple first responded by challenging the validity of the patent, but the US Patent and Trademark Office ruled in favor of the university. Apple plans to appeal, but the appellate court is not likely to reverse the lower court’s decision.

This is not the first time this university has asserted its patents rights (UW sued Intel in 2008 for this exact same patent and reportedly settled for $110 million). Nor is this the first time universities in general have taken infringers to court. Prominent cases in recent memory include Boston University, which sued several companies for infringement of a patent for blue light-emitting diodes and settled out of court with most of them, and Carnegie Mellon, who was awarded $237 million by the federal appellate court on its infringement suit against Marvell, a semiconductor company, for its use of an enhanced detector of data in hard drives called Kavcic detectors.

Means not always aligned with aims in patent law

When university patented inventions emerge from federal research grants, infringement suits test the accepted interpretations of current patent law.

The Bayh-Dole Act of 1980 extended patent law and gave small-business and universities the right to take title to patents from federal research grants—later it was amended to extend the right to all federal grantees regardless of size. The ostensible aim of this act is to “to promote the utilization of inventions arising from federally supported research or development.” Under the law, a condition for universities (or any other government research performers) to keep their exclusive rights on those patents is that they or their licensees take “effective steps to achieve practical application” of those patents. Bayh-Dole was not designed to create a new source of revenue for universities. If companies are effectively using university technologies, Bayh-Dole’s purpose is served without need of patents.

To understand this point, consider a counterfactual: What if the text of Bayh-Dole had been originally composed to grant a conditional right to patents for federal research grantees? The condition could be stated like this: “This policy seeks to promote the commercialization of federally funded research and to this end it will use the patent system. Grantees may take title to patents if and only if other mechanisms for disseminating and developing those inventions into useful applications prove unsuccessful.” Under this imagined text, the universities could still take title to patents on their inventions if they or the U.S. Patent and Trademark Office were not aware that the technologies were being used in manufactures.

But no court would find their infringement claim meritorious if the accused companies could demonstrate that, absent of willful infringement, they had in fact used the technologies covered by university patents in their commercial products. In this case, other mechanisms for disseminating and developing the technologies would have proven successful indeed. The reality that Bayh-Dole did not mandate such a contingent assignation of rights creates a contradiction between its aims and the means chosen to advance those aims for the subset of patents that were already in use by industry.

I should remark that UW’s predictor circuit resulted from grants from NSF and DARPA and there is no indication that the university exercised its patent rights with any less vigor just because the original research was funded by public funds. In fact, it is fully expected from universities to aggressively assert their patent rights regardless of the source of funding for the original research.

You can have an answer for every question and still lose the debate

It is this litigious attitude that puts off many observers. While the law may very well allow universities to be litigious, universities could still refuse to exercise their rights under circumstances in which those rights are not easily reconciled with the public mission of the university.

Universities administrators, tech transfer personnel, and particularly the legal teams winning infringement cases have legitimate reasons to wonder why universities are publicly scorned. After all, they are acting within the law and simply protecting their patent rights; they are doing what any rational person would do. They may be really surprised when critics accuse universities of becoming allies of patent trolls, or of aiding and abetting their actions. Such accusations are unwarranted. Trolls are truants; the universities are venerable institutions. Patent trolls would exploit the ambiguities of patent law and the burdens of due process to their own benefit and to the detriment of truly productive businesses and persons. In stark contrast, universities are long established partners of democracy, respected beyond ideological divides for their abundant contributions to society.

The critics may not be fully considering the intricacies of patent law. Or they may forget that universities are in need of additional revenue—higher education has not seen public financial support increase in recent years, with federal grants roughly stagnated and state funding falling drastically in some states. Critics may also ignore that revenues collected from licensing of patents, favorable court rulings, and out-of-court settlements, are to a large extent (usually two thirds of the total) plugged back into the research enterprise.

University attorneys may have an answer for every point that critics raise, but the overall concern of critics should not be dismissed outright. Given that many if not most university patents can be traced back to research funded by tax dollars, there is a legitimate reason for observers to expect universities to manage their patents with a degree of restraint. There is also a legitimate reason for public disappointment when universities do not seem to endeavor to balance the tensions between their rights and duties.

Substantive steps to improve the universities’ public image

Universities can become more responsive to public expectations about their character not only by promoting their good work, but also by taking substantive steps to correct misperceptions.

First, when universities discover a case of proven infringement, they should take companies to court as a measure of last resort. If a particular company refuses to negotiate in good faith and an infringement case ends up in court, the universities should be prepared to demonstrate to the court of public opinion that they have tried, with sufficient insistence and time, to negotiate a license and even made concessions in pricing the license. In the case of the predictor circuit patent, it seems that the University of Wisconsin-Madison tried to license the technology and Apple refused, but the university would be in a much better position if it could demonstrate that the licensing deals offered to Apple would have turned to be far less expensive for the tech company.

Second, universities would be well advised not to join any efforts to lobby Congress for stronger patent protection. At least two reasons substantiate this suggestion. First, as a matter of principle, the dogmatic belief that without patents there is no innovation is wrong. Second, as a matter of material interest, universities as a group do not have a financial interest in patenting. It’s worth elaborating these points a bit more.

Neither historians nor social science researchers have settled the question about the net effects of patents on innovation. While there is evidence of social benefits from patent-based innovation, there is also evidence of social costs associated with patent-monopolies, and even more evidence of momentous innovations that required no patents. What’s more, the net social benefit varies across industries and over time. Research shows economic areas in which patents do spur innovation and economic sectors where it actually hinders them. This research explains, for instance, why some computer and Internet giants lobby Congress in the opposite direction to the biotech and big pharma industries. Rigorous industrial surveys of the 1980s and 1990s found that companies in most economic sectors did not use patents as their primary tool to protect their R&D investments.

Yet patenting has increased rapidly over the past four decades. This increase includes industries that once were uninterested in patents. Economic analyses have shown that this new patenting is a business strategy against patent litigation. Companies are building patent portfolios as a defensive strategy, not because they are innovating more. The university’s public position on patent policy should acknowledge that the debate on the impact of patents on innovation is not settled and that this impact cannot be observed in the aggregate, but must be considered in the context of each specific economic sector, industry, or even market. From this vantage point, universities could then turn up or down the intensity with which they negotiate licenses and pursue compensation for infringement. Universities would better assert their commitment to their public mission if they compute on a case by case basis the balance between social benefits and costs for each of its controversial patents.

As to the material interest in patents, it is understandable that some patent attorneys or the biotech lobby publicly espouse the dogma of patents, that there is no innovation without patents. After all, their livelihood depends on it. However, research universities as a group do not have any significant financial interest in stronger patent protection. As I have shown in a previous Brookings paper, the vast majority of research universities earn very little from their patent portfolios and about 87% of tech transfer offices operate in the red. Universities as a group receive so little income from licensing and asserting their patents relative to the generous federal support (below 3%), that if the federal government were to declare that grant reviewers should give a preference to universities that do not patent, all research universities would stop the practice at once. It is true that a few universities (like the University of Wisconsin-Madison) raise significant revenue from their patent portfolio, and they will continue to do so regardless of public protestations. But the majority of universities do not have a material interest in patenting.

Time to get it right on anti-troll legislation

Last year, the House of Representative passed legislation closing loopholes and introducing disincentives for patent trolls. Just as mirror legislation was about to be considered in the Senate, Sen. Patrick Leahy withdrew it from the Judiciary Committee. It was reported that Sen. Harry Reid forced the hand of Mr. Leahy to kill the bill in committee. In the public sphere, the shrewd lobbying efforts to derail the bill were perceived to be pro-troll interests. The lobbying came from pharmaceutical companies, biotech companies, patent attorneys, and, to the surprise of everyone, universities.  Little wonder that critics overreacted and suggested universities were in partnership with trolls: even if they were wrong, these accusations stung.

University associations took that position out of a sincere belief in the dogma of patents and out of fear that the proposed anti-troll legislation limited the universities’ ability to sue patent infringers. However, their convictions stand on shaky ground and only a few universities sue for infringement. In taking that policy position, university associations are representing neither the interests nor the beliefs of the vast majority of universities.

A reversal of that position is not only possible, but would be timely. When anti-troll legislation is again introduced in Congress, universities should distance themselves from efforts to protect the policy status quo that so benefits patent trolls. It is not altogether improbable that Congress sees fit to exempt universities from some of the requirements that the law would impose. University associations could show Congress the merit of such exemptions in consideration of the universities’ constant and significant contributions to states, regions, and the nation. However, no such concessions could ever be expected if the universities continue to place themselves in the company of those who profit from patent management.

No asset is more valuable for universities than their prestige. It is the ample recognition of their value in society that guarantees tax dollars will continue to flow into universities. While acting legally to protect their patent rights, universities are nevertheless toying with their own legitimacy. Let those universities that stand to gain from litigation act in their self-interest, but do not let them speak for all universities. When university associations advocate for stronger patent protection, they do the majority of universities a disservice. These associations should better represent the interests of all their members by advocating a more neutral position about patent reform, by publicly praising universities’ restraint on patent litigation, and by promoting a culture and readiness in technology transfer offices to appraise each patent not by its market value but by its social value. At the same time, the majority of universities that obtain neither private nor social benefits from patenting should press their political representatives to adopt a more balanced approach to policy advocacy, lest they squander the reputation of the entire university system.

Editor's Note: The post was corrected to state that UW’s predictor circuit did originate from federally funded research.

International development debates of the last four decades have ascribed ever greater importance to intellectual property rights (IPRs). There has also been a significant effort on the part of the U.S. to encourage its trade partners to introduce and enforce patent law modeled after American intellectual property law. Aside from a discussion on the impact of patents on innovation, there are some important consequences of international harmonization regarding the obduracy of the terms of trade agreements.

The position of the State Department on patents when negotiating trade agreements has consistently been one of defending stronger patent protection. However, the high-tech sector is under reorganization, and the most innovative industries today have strong disagreements about the value of patents for innovation. This situation begs the question as to why the national posture on patent law is so consistent in favor of industries such as pharmaceuticals or biotech to the detriment of software developers and Internet-based companies.

The State Department defends this posture, arguing that the U.S. has a comparative advantage in sectors dependent on patent protection. Therefore, to promote exports, our national trade policy should place incentives for partners to come in line with national patent law. This posture will become problematic when America’s competitive advantage shifts to sectors that find patents to be a hindrance to innovation, because too much effort will have already been invested in twisting the arm of our trade partners. It will be hard to undo those chapters in trade agreements particularly after our trade partners have taken pains in passing laws aligned to American law.

Related to the previous concern, the policy inertia effect and inflexibility applies to domestic policy as much as it does to trade agreements. When other nations adopt policy regimes following the American model, advocates of stronger patent protection will use international adoption as an argument in favor of keeping the domestic policy status quo. The pressure we place on our trade partners to strengthen patent protection (via trade agreements and other mechanisms like the Special 301 Report) will be forgotten. Advocates will present those trade partners as having adopted the enlightened laws of the U.S., and ask why American lawmakers would wish to change law that inspires international emulation. Innovation scholar Timothy Simcoe has correctly suggested that harmonization creates inflexibility in domestic policy. Indeed, in a not-too-distant future the rapid transformation of the economy, new big market players, and emerging business models may give policymakers the feeling that we are stuck in a patent policy rut whose usefulness has expired.

In addition, there are indirect economic effects from projecting national patent law onto trade agreements. If we assume that a club of economies (such as OECD) generate most of the innovation worldwide while the rest of countries simply adopt new technologies, the innovation club would have control over the global supply of high value-added goods and services and be able to preserve a terms-of-trade advantage. In this scenario, stronger patent protection may be in the interest of the innovation club to the extent that their competitive advantage remains in industries dependent of patent protection. But should the world economic order change and the innovation club become specialized in digital services while the rest of the world takes on larger segments of manufactures, the advantage may shift outside the innovation club. This is not a far-fetched scenario. Emerging economies have increased their service economy in addition to their manufacturing capacity; overall they are better integrated in global supply chains. What is more, these emerging economies are growing consumption markets that will become increasingly more relevant globally as they continue to grow faster than rich economies.

What is more, the innovation club will not likely retain a monopoly on global innovation for too long. Within emerging economies, another club of economies is placing great investments in developing innovative capacity. In particular, China, India, Brazil, Mexico, and South Africa (and possibly Russia) have strengthened their innovation systems by expanding public investments in R&D and introducing institutional reforms to foster entrepreneurship. The innovation of this second club may, in a world of harmonized patent law, increase their competitive advantage by securing monopolistic control of key high-tech markets. As industries less reliant on patents flourish and the digital economy transforms US markets, an inflexibly patent policy regime may actually be detrimental to American terms of trade.

I should stress that these kind of political and economic effects of America’s posture on IPRs in trade policy are not merely speculative. Just as manufactures displaced the once dominant agricultural sector, and services in turn took over as the largest sector of the economy, we can fully expect that the digital economy—with its preference for limited use of patents—will become not only more economic relevant, but also more politically influential. The tensions observed in international trade and especially the aforementioned considerations merit revisiting the rationale for America’s posture on intellectual property policy in trade negotiations.

Elsie Bjarnason contributed to this post.

Event Information

Barack Obama’s presidency has witnessed widespread change throughout Africa. His four trips there, spanning seven countries, reflect his belief in the continent’s potential and importance. African countries face many challenges that span issues of trade, investment, and development, as well as security and stability. With President Obama’s second term coming to an end, it is important to begin to reflect on his legacy and how his administration has helped frame the future of Africa.

On July 19, the Center for 21st Century Security and Intelligence at Brookings hosted a discussion on Africa policy. Matthew Carotenuto, professor at St. Lawrence University and author of “Obama and Kenya: Contested Histories and the Politics of Belonging” (Ohio University Press, 2016) discussed his research in the region. He was joined by Sarah Margon, the Washington director of Human Rights Watch. Brookings Senior Fellow Michael O'Hanlon partook in and moderated the discussion.

Video

• President Obama’s role in African security and development

Audio

• President Obama’s role in African security and development

Transcript

• Uncorrected Transcript (.pdf)

Event Materials

• 20160719_us_africa_transcript

A key objective of the United Nations Development Programme (UNDP) is to assist its member countries in meeting the Millennium Development Goals (MDGs). UNDP pursues this objective in various ways, including through analysis and advice to governments on the progress towards the MDGs (such as support for the preparation and monitoring Poverty Reduction Strategies, or PRSs, in poor countries), assistance for capacity building, and financial and technical support for the preparation and implementation of development programs.

The challenge of achieving the MDGs remains daunting in many countries, including Tajikistan. To do so will require that all development partners, i.e., the government, civil society, private business and donors, make every effort to scale up successful development interventions. Scaling up refers to “expanding, adapting and sustaining successful policies, programs and projects on different places and over time to reach a greater number of people.” Interventions that are successful as pilots but are not scaled up will create localized benefits for a small number of beneficiaries, but they will fail to contribute significantly to close the MDG gap.

This paper aims to assess whether and how well UNDP is supporting scaling up in its development programs in Tajikistan. While the principal purpose of this assessment was to assist the UNDP country program director and his team in Tajikistan in their scaling up efforts, it also contributes to the overall growing body of evidence on the scaling up of development interventions worldwide.

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Editor's Note: The "Scaling up in Agriculture, Rural Development and Nutrition" publication is a series of 20 briefs published by the International Food Policy Research Institute. To read the full publication, click here.

Taking successful development interventions to scale is critical if the world is to achieve the Millennium Development Goals and make essential gains in the fight for improved agricultural productivity, rural incomes, and nutrition. How to support scaling up in these three areas, however, is a major challenge. This collection of policy briefs is designed to contribute to a better understanding of the experience to date and the lessons for the future.

Scaling up means expanding, replicating, adapting, and sustaining successful policies, programs, or projects to reach a greater number of people; it is part of a broader process of innovation and learning. A new idea, model, or approach is typically embodied in a pilot project of limited impact; with monitoring and evaluation, the knowledge acquired from the pilot experience can be used to scale up the model to create larger impacts. The process generally occurs in an iterative and interactive cycle, as the experience from scaling up feeds back into new ideas and learning.

The authors of the 20 policy briefs included here explore the experience of scaling up successful interventions in agriculture, rural development, and nutrition under five broad headings: (1) the role of rural community engagement, (2) the importance of value chains, (3) the intricacies of scaling up nutrition interventions, (4) the lessons learned from institutional approaches, and (5) the experience of international aid donors.

There is no blueprint for when and how to take an intervention to scale, but the examples and experiences described in this series of policy briefs offer important insights into how to address the key global issues of agricultural productivity, food insecurity, and rural poverty.

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Editor's Note: Johannes Linn discusses the potential of multilateral development banks in the latest G-20 Research Group briefing book on the St. Petersburg G-20 Summit. Read the full collection here.

The origins of the multilateral development banks (MDBs) lie with the creation of the World Bank at Bretton Woods in 1944. Its initial purpose, as the International Bank for Reconstruction and Development, was the reconstruction of wartorn countries after the Second World War. 

As Europe and Japan recovered in the 1950s, the World Bank turned to providing financial assistance to the developing world. Then came the foundation of the InterAmerican Development Bank (IADB) in 1959, of the African Development Bank (AfDB) in 1964 and of the Asian Development Bank (ADB) in 1966, each to assist the development of countries in their respective regions. The European Bank for Reconstruction and Development (EBRD) was set up in 1991, following the collapse of the Soviet Union, to assist with the transition of countries in the former Soviet sphere. 

The MDBs are thus rooted in two key aspects of the geopolitical reality of the postwar 20th century: the Cold War between capitalist ‘West’ and communist ‘East’, and the division of the world into the industrial ‘North’ and the developing ‘South’. The former aspect was mirrored in the MDBs for many years by the absence of countries from the Eastern Bloc. This was only remedied after the fall of the Bamboo and Iron curtains. The latter aspect remains deeply embedded even today in the mandate, financing pattern and governance structures of the MDBs. 

Changing global financial architecture 

From the 1950s to the 1990s, the international financial architecture consisted of only three pillars: the International Monetary Fund (IMF) and the MDBs represented the multilateral official pillar; the aid agencies of the industrial countries represented bilateral official pillar; and the commercial banks and investors from industrial countries made up the private pillar. 

Today, the picture is dramatically different. Private commercial flows vastly exceed official flows, except during global financial crises. New channels of development assistance have multiplied, as foundations and religious and non-governmental organisations rival the official assistance flows in size. 

The multilateral assistance architecture, previously dominated by the MDBs, is now a maze of multilateral development agencies, with a slew of sub-regional development banks, some exceeding the traditional MDBs in size. For example, the European Investment Bank lends more than the World Bank, and the Caja Andina de Fomento (CAF, the Latin American Development Bank) more than the IADB. There are also a number of large ‘vertical funds’ for specific purposes, such as the International Fund for Agricultural Development and the Global Fund to Fight AIDS, Tuberculosis and Malaria. There are  specialized trust funds, attached to MDBs, but often with their own governance structures.

End of the North-South divide 

Finally, the traditional North-South divide is breaking down, as emerging markets have started to close the development gap, as global poverty has dropped and as many developing countries have large domestic capacities. This means that the new power houses in the South need little financial and technical assistance and are now providing official financial and technical support to their less fortunate neighbors. China’s assistance to Africa outstrips that of the World Bank.

The future for MDBs 

In this changed environment is there a future for MDBs? Three options might be considered: 

1. Do away with the MDBs as a relic of the past. Some more radical market ideologues might argue that, if there ever was a justification for the MDBs, that time is now well past. In 2000, a US congressional commission recommended the less radical solution of shifting the World Bank’s loan business to the regional MDBs. Even if shutting down MDBs were the right option, it is highly unlikely to happen. No multilateral financial institution created after the Second World War has ever been closed. Indeed, recently the Nordic Development Fund was to be shut down, but its owners reversed their decision and it will carry on, albeit with a focus on climate change. 

2. Carry on with business as usual. Currently, MDBs are on a track that, if continued, would mean a weakened mandate, loss of clients, hollowed-out financial strength and diluted technical capacity. Given their tight focus on the fight against poverty, the MDBs will work themselves out of a job as global poverty, according to traditional metrics, is on a dramatic downward trend. 

Many middle-income country borrowers are drifting away from the MDBs, since they find other sources of finance and technical advice more attractive. These include the sub-regional development banks, which are more nimble in disbursing their loans and whose governance is not dominated by the industrial countries. These countries, now facing major long-term budget constraints, will be unable to continue supporting the growth of the MDBs’ capital base. But they are also unwilling to let the emerging market economies provide relatively more funding and acquire a greater voice in these institutions.

Finally, while the MDBs retain professional staff that represents a valuable global asset, their technical strength relative to other sources of advice – and by some measures, even their absolute strength – has been waning. 

If left unattended, this would mean that MDBs 10 years from now, while still limping along, are likely to have lost their ability to provide effective financial and technical services on a scale and with a quality that matter globally or regionally. 

3. Give the MDBs a new mandate, new governance and new financing. If one starts from the proposition that a globalised 21st-century world needs capable global institutions that can provide long-term finance to meet critical physical and social infrastructure needs regionally and globally, and that can serve as critical knowledge hubs in an increasingly interconnected world, then it would be folly to let the currently still considerable institutional and financial strengths of the MDBs wither away.

• The mandate of the MDBs should be adapted to move beyond preoccupation with poverty eradication to focus explicitly on global and regional public goods as a way to help sustain global economic growth and human welfare. Moreover, the MDBs should be able to provide assistance to all their members, not only developing country members. 

• The governance of the MDBs should be changed to give the South a voice commensurate with the greater global role it now plays in economic and political terms. MDB leaders should be selected on merit without consideration of nationality. 

• The financing structure should be matched to give more space to capital contributions from the South and to significantly expand the MDBs’ capital resources in the face of the current severe capital constraints.

In addition, MDB management should be guided by banks’ membership to streamline their operational practices in line with those widely used by sub-regional development banks, and they should be supported in preserving and, where possible, strengthening their professional capacity so that they can serve as international knowledge hubs. 

A new MDB agenda for the G20 

The G20 has taken on a vast development agenda. This is fine, but it risks getting bogged down in the minutiae of development policy design and implementation that go far beyond what global leaders can and should deal with. What is missing is a serious preoccupation of the G20 with that issue on which it is uniquely well equipped to lead: reform of the global financial institutional architecture. 

What better place than to start with than the MDBs? The G20 should review the trends, strengths and weaknesses of MDBs in recent decades and endeavour to create new mandates, governance and financing structures that make them serve as effective pillars of the global institutional system in the 21st century. If done correctly, this would also mean no more need for new institutions, such as the BRICS development bank currently being created by Brazil, Russia, India, China and South Africa. It would be far better to fix the existing institutions than to create new ones that mostly add to the already overwhelming fragmentation of the global institutional system.

Event Information

The year 2015 will be a milestone year, with the adoption of the Sustainable Development Goals (SDGs) and the post-2015 development agenda by world leaders in September; the Addis Ababa Accord on financing for development in July; and the conclusion of climate negotiations at COP21 in Paris in December. The draft Addis Ababa Accord, which focuses on the actions needed to attain the SDGs, highlights the key role envisaged for the multilateral development banks (MDBs) in the post-2015 agenda. Paragraph 65 of the draft accord notes: “We call on the international finance institutions to establish a process to examine the role, scale, and functioning of the multilateral and regional development finance institutions to make them more responsive to the sustainable development agenda.”          

Against this backdrop, on April 18, 2015, the Global Economy and Development program at Brookings held a private roundtable with the leaders of the MDBs and other key stakeholders to discuss the role of the MDBs in supporting the post-2015 development agenda.

The meeting focused on four questions:

1. What does the post-2015 development agenda and the ambitions of the Addis and Paris conferences imply for the MDBs?


Given the ability of the MDBs to leverage shareholder resources, they can be efficient and effective mechanisms for scaling up development cooperation, particularly with respect to the agenda on investing in people and to the financing of sustainable infrastructure. New roles, instruments and partnerships might be needed.

2. How can MDBs best take advantage of the political attention that is being paid to the various conferences in 2015?   


The World Bank and selected regional development banks have launched a series of initiatives to optimize their balance sheets, address other constraints and enhance their catalytic role in crowding in private finance. And new institutions and mechanisms are coming to the fore. But the responses are not coordinated to best take advantage of each MDB’s comparative advantage.

3. What are the key impediments to scaling up the role and engagement of the MDBs?


Views on constraints are likely to differ but discussions should cover policy dialogue, capacity building, capital, leverage, shareholder backing on volume, instruments on leverage and risk mitigation, safeguards, and governance. 

4. How should the MDBs respond to the proposal to establish a process to examine the role, scale and functioning of the multilateral and regional development finance institutions to make them more responsive to the sustainable development agenda?   


A proactive response and engagement on the part of the MDBs would facilitate a better understanding of the contribution that the MDBs can make and greater support among shareholders for a coherent and stepped-up role.

Event Materials

• Participant List
• MDB PostEvent Summary

The replenishment process for concessional resources of the multilateral development banks is broken. We have come to this conclusion after a review of the experience with recent replenishments of multilateral development funds. We also base it on first-hand observation, since one of us was responsible for the World Bank’s International Development Association (IDA) replenishment consultations 20 years ago and recently served as the external chair for the last two replenishment consultations of the International Fund for Agricultural Development (IFAD), which closely follow the common multilateral development bank (MDB) practice. As many of the banks and their donors are preparing for midterm reviews as a first step toward the next round of replenishment consultations, this is a good time to take stock and consider what needs to be done to fix the replenishment process.

So what’s the problem?

Most of all, the replenishment process does not serve its key intended function of setting overall operational strategy for the development funds and holding the institutions accountable for effectively implementing the strategy. Instead, the replenishment consultations have turned into a time-consuming and costly process in which donor representatives from their capitals get bogged down in the minutiae of institutional management that are better left to the boards of directors and the managements of the MDBs. There are other problems, including lack of adequate engagement of recipient countries in donors’ deliberations, the lack of full participation of the donors’ representatives on the boards of the institutions in the process, and inflexible governance structures that serve as a disincentive for non-traditional donors (from emerging countries and from private foundations) to contribute.

But let’s focus on the consultation process. What does it look like? Typically, donor representatives from capitals assemble every three years (or four, in the case of the Asian Development Bank) for a year-long consultation round, consisting of four two-day meetings (including the meeting devoted to the midterm review of the ongoing replenishment and to setting the agenda for the next consultation process). For these meetings, MDB staff prepare, per consultation round, some 20 substantive documents that are intended to delve into operational and institutional performance in great detail. Each consultation round produces a long list of specific commitments (around 40 commitments is not uncommon), which management is required to implement and monitor, and report on in the midterm review. In effect, however, this review covers only half the replenishment cycle, which leads to the reporting, monitoring, and accountability being limited to the delivery of committed outputs (e.g., a specific sector strategy) with little attention paid to implementation, let alone outcomes.

The process is eerily reminiscent of the much maligned “Christmas tree” approach of the World Bank’s structural adjustment loans in the 1980s and 1990s, with their detailed matrixes of conditionality; lack of strategic selectivity and country ownership; focus on inputs rather than outcomes; and lack of consideration of the borrowers’ capacity and costs of implementing the Bank-imposed measures. Ironically, the donors successfully pushed the MDBs to give up on such conditionality (without ownership of the recipient countries) in their loans, but they impose the same kind of conditionality (without full ownership of the recipient countries and institutions) on the MDBs themselves—replenishment after replenishment.

Aside from lack of selectivity, strategic focus, and ownership of the commitments, the consultation process is also burdensome and costly in terms of the MDBs’ senior management and staff time as well as time spent by ministerial staff in donor capitals, with literally thousands of management and staff hours spent on producing and reviewing documentation. And the recent innovation of having donor representatives meet between consultation rounds as working groups dealing with long-term strategic issues, while welcome in principle, has imposed further costs on the MDBs and capitals in terms of preparing documentation and meetings.

It doesn’t have to be that way. Twenty years ago the process was much simpler and less costly. Even today, recent MDB capital increases, which mobilized resources for the non-concessional windows of the MDBs, were achieved with much simpler processes, and the replenishment consultations for special purpose funds, such as the Global Fund for HIV/AIDS, tuberculosis, and malaria and for the GAVI Alliance, are more streamlined than those of the MDBs.

So what’s to be done?

We recommend the following measures to fix the replenishment consultation process:

1. Focus on a few strategic issues and reduce the number of commitments with an explicit consideration of the costs and capacity requirements they imply. Shift the balance of monitoring and accountability from delivery of outputs to implementation and outcomes.
2. Prepare no more than five documents for the consultation process: (i) a midterm review on the implementation of the previous replenishment and key issues for the future; (ii) a corporate strategy or strategy update; (iii) the substantive report on how the replenishment resources will contribute to achieve the strategy; (iv) a financial outlook and strategy document; and (v) the legal document of the replenishment resolution.
3. Reduce the number of meetings for each replenishment round to no more than three and lengthen the replenishment period from three to four years or more.
4. Use the newly established working group meetings between replenishment consultation rounds to focus on one or two long-term, strategic issues, including how to fix the replenishment process.

The initiative for such changes lies with the donor representatives in the capitals, and from our interviews with donor representatives we understand that many of them broadly share our concerns. So this is a good time—indeed it is high time!—for them to act.

So we’ve almost reached the end of the year 2015, which could go down in the history of global sustainable development efforts as one of the more significant years, with the trifecta of the approval of the Sustainable Development Goals (SDGs), the agreement on the Addis Agenda on Financing for Development (FfD) and the (shortly to be completed) Paris COP21 Climate Summit. Yet, all will depend on how the agreements with their ambitious targets are implemented on the ground.

Effective implementation will require a theory of change—a way to think about how we are to get from “here” in 2015 to “there” in 2030. The key problem is what has very appropriately been called by some “the missing middle,” i.e., the gap between the top-down global targets on the one hand and the bottom-up development initiatives, projects, and programs that are supported by governments, aid agencies, foundations, and social entrepreneurs.

One way to begin to close this gap is to aim for scaled-up global efforts in specific areas, as is pledged in the Addis Agenda, including efforts to fight global hunger and malnutrition, international tax cooperation and international cooperation to strengthen capacities of municipalities and other local authorities, investments and international coopera­tion to allow all children to complete free, equitable, inclusive and quality early childhood, primary and secondary education, and concessional and non-concessional financing.

Another way is to develop country-specific national targets and plans consistent with the SDG, Addis, and COP21 targets, as is currently being done with the assistance of the United Nations Development Program’s MAPS program. This can provide broad guidance on policy priorities and resource mobilization strategies to be pursued at the national level and can help national and international actors to prioritize their interventions in areas where a country’s needs are greatest.

However, calling for expanded global efforts in particular priority areas and defining national targets and plans is not enough. Individual development actors have to link their specific projects and programs with the national SDG, Addis, and COP21 targets. They systematically have to pursue a scaling-up strategy in their areas of engagement, i.e., to develop and pursue pathways from individual time-bound interventions to impact at a scale in a way that will help achieve the global and national targets. A recent paper I co-authored with Larry Cooley summarizes two complementary approaches of how one might design and implement such scaling-up pathways. The main point, however, is that only the pursuit of such scaling-up pathways constitutes a meaningful theory of change that offers hope for effective implementation of the new global sustainable development targets.

Fortunately, over the last decade, development analysts and agencies have increasingly focused on the question of how to scale up impact of successful development interventions. Leading the charge, the World Bank in 2004, under its president Jim Wolfensohn, organized a high-level international conference in Shanghai in cooperation with the Chinese authorities on the topic of scaling up development impact and published the associated analytical work. However, with changes in the leadership at the World Bank, the initiative passed to others in the mid-2000s, including the Brookings Institution, ExpandNet (a group of academics working with the World Health Organization), Management Systems International (MSI), and Stanford University. They developed analytical frameworks for systematically assessing scalability of development initiatives and innovations, analyzed the experience with more or less successful scaling-up initiatives, including in fragile and conflict-affected states, and established networks that bring together development experts and practitioners to share knowledge.

By now, many international development agencies (including GIZ, JICA, USAID, African Development Bank, IFAD and UNDP), foundations (including the Bill & Melinda Gates Foundation and Rockefeller Foundation) and leading development NGOs (including Heifer International, Save the Children and the World Resources Institute), among others, have focused on how best to scale up development impact, while the OECD recently introduced a prize for the most successful scaling-up development initiatives. The International Fund for Agricultural Development (IFAD) is perhaps the most advanced among the agencies, having developed a systematic operational approach to the innovation-learning-scaling-up cycle. In a collaborative effort with the Brookings Institution, IFAD reviewed its operational practices and experience and then prepared operational design and evaluation guidelines, which can serve as a good example for other development agencies. The World Bank, while yet to develop a systematic institution-wide approach to the scaling-up agenda, is exploring in specific areas how best to pursue scaled-up impact, such as in the areas of mother and child health, social enterprise innovation, and the “science of delivery.”

Now that the international community has agreed on the SDGs and the Addis Agenda, and is closing in on an agreement in Paris on how to respond to climate change, it is the right time to bridge the “missing middle” by linking the sustainable development and climate targets with effective scaling-up methodologies and practices among the development actors. In practical terms, this requires the following steps:

• Developing shared definitions, analytical frameworks, and operational approaches to scaling up among development experts;
• Developing sectoral and sub-sectoral strategies at country level that link short- and medium-term programs and interventions through scaling-up pathways with the longer-term SDG and climate targets;
• Introducing effective operational policies and practices in the development agencies in country strategies, project design, and monitoring and evaluation;
• Developing multi-stakeholder partnerships around key development interventions with the shared goal of pursuing well-identified scaling-up pathways focused on the achievement of the SDGs and climate targets;
• Developing incentive schemes based on the growing experience with “challenge funds” that focus not only on innovation, but also on scaling up, such as the recently established Global Innovation Fund; and
• Further building up expert and institutional networks to share experience and approaches, such as the Community of Practice on Scaling Up, recently set up by MSI and the Results for Development Institute.

Event Information

In 2015, 193 countries adopted the Sustainable Development Goals (SDGs), a new global agenda that is more ambitious than the preceding Millennium Development Goals and aims to make progress on some of the most pressing issues of our time. Goal 4, "To ensure inclusive and quality education for all, with relevant and effective learning outcomes," challenges the international education community to meet universal access plus learning by 2030. We know that access to primary schooling has scaled up rapidly over previous decades, but what can be learned from places where transformational changes in learning have occurred? What can governments, civil society, and the private sector do to more actively scale up quality learning?

On April 18-19, the Center for Universal Education (CUE) at Brookings launched "Millions Learning: Scaling Up Quality Education in Developing Countries," a comprehensive study that examines where learning has improved around the world and what factors have contributed to that process. This two-day event included two sessions. Monday, April 18 focused on the role of global actors in accelerating progress to meeting the SDGs. The second session on Tuesday, April 19 included a presentation of the Millions Learning report followed by panel discussions on the role of financing and technology in scaling education in developing countries.

 Join the conversation on Twitter #MillionsLearning

Video

• Getting millions to learn: What will it take to accelerate progress on meeting the Sustainable Development Goals?
• Scaling quality education: The launch of the Millions Learning report
• Do funders help or hinder scaling in education?
• What role can technology play in scaling education?

Audio

• Getting millions to learn: What will it take to accelerate progress on meeting the Sustainable Development Goals?

Transcript

• Uncorrected Transcript - Day 1 (.pdf)
• Uncorrected Transcript - Day 2 (.pdf)

Event Materials

• 20160418_millions_learning_transcript
• 20160419_millions_learning_transcript

To achieve the desired outcomes of the Sustainable Development Goals as well as the global targets from the Paris COP21 Climate Summit by 2030, governments will have to find ways to meet the top-down objectives with bottom-up approaches. A systematic focus on scaling up successful development interventions could serve to bridge this gap, or what’s been called the “missing middle.” However, the question remains how to actually address the challenge of scaling up.

When Arna Hartmann, adjunct professor of international development, and I first looked at the scaling up agenda in development work in the mid-2000s, we concluded that development agencies were insufficiently focused on supporting the scaling up of successful development interventions. The pervasive focus on one-off projects all too often resulted in what I’ve come to refer to as “pilots to nowhere.” As a first step to fix this, we recommended that each aid organization carry out a review to be sure to focus effectively on scaling up. 

The institutional dimension is critical, given their role in developing and implementing scaling up pathways. Of course, individuals serve as champions, designers, and implementers, but experience illustrates that if individuals lack a strong link to a supportive institution, scaling up is most likely to be short-lived and unsustainable. “Institutions” include many different types of organizations, such as government ministries and departments, private firms and social enterprises, civil society organizations, and both public and private external donors and financiers.

The Brookings book “Getting to Scale: How to Bring Development Solutions to Millions of Poor People” explores the opportunities and challenges that such organizations face, on their own or, better yet, partnering with each other, in scaling up the development impact of their successful interventions.

Over the past decade I have worked with 10 foreign aid institutions—multilateral and bilateral agencies, as well as big global non-governmental organizations—helping them to focus systematically on scaling up operational work and developing approaches to do so. There are common lessons that apply across the board to these agencies, with one salutary example being the International Fund for Agricultural Development (IFAD) which has tackled the scaling up agenda systematically and persistently.

Following are eight takeaway lessons I gleaned from my work with IFAD:

1. Look into the “black box” of institutions. It is not enough to decide that an institution should focus on and support scaling up of successful development interventions. You actually need to look at how institutions function in terms of their mission statement and corporate strategy, their policies and processes, their operational instruments, their budgets, management and staff incentives, and their monitoring and evaluation practices. Check out the Brookings working paper that summarizes the results of a scaling up review of the IFAD.
2. Scaling needs to be pursued institution-wide. Tasking one unit in an organization with innovation and scaling up, or creating special outside entities (like the Global Innovation Fund set up jointly by a number of donor agencies) is a good first step. But ultimately, a comprehensive approach must be mainstreamed so that all operational activities are geared toward scaling up.
3. Scaling up must be championed from the top. The governing boards and leadership of the institutions need to commit to scaling up and persistently stay on message, since, like any fundamental institutional change, effectively scaling up takes time, perhaps a decade or more as with IFAD.
4. The scaling up process must be grown within the institution. External analysis and advice from consultants can play an important role in institutional reviews. But for lasting institutional change, the leadership must come from within and involve broad participation from managers and staff in developing operational policies and processes that are tailored to an institution’s specific culture, tasks, and organizational structure.
5. A well-articulated operational approach for scaling up needs to be put in place. For more on this, take a look at a recent paper by Larry Cooley and I that reviews two helpful operational approaches, which are also covered in Cooley’s blog. For the education sector, the Center for Universal Education at Brookings just published its report “Millions Learning,” which provides a useful scaling up approach specifically tailored to the education sector.
6. Operational staffs need to receive practical guidance and training. It is not enough to tell staff that they have to focus on scaling up and then give them a general framework. They also need practical guidance and training, ideally tailored to the specific business lines they are engaged in. IFAD, for example, developed overall operational guidelines for scaling up, as well as guidance notes for specific area of engagement, including livestock development, agricultural value chains, land tenure security, etc.  This guidance and training ideally should also be extended to consultants working with the agency on project preparation, implementation, and evaluation, as well as to the agency’s local counterpart organizations.
7. New approaches to monitoring and evaluation (M&E) have to be crafted. Typically the M&E for development projects is backward looking and focused on accountability, narrow issues of implementation, and short-term results. Scaling up requires continuous learning, structured experimentation, and innovation based on evidence, including whether the enabling conditions for scaling up are being established. And it is important to monitor and evaluate the institutional mainstreaming process of scaling up to ensure that it is effectively pursued. I’d recommend looking at how the German Agency for International Development (GIZ) carried out a corporate-wide evaluation of its scaling up experience.
8. Scaling up helps aid organizations mobilize financial resources. Scaling up leverages limited institutional resources in two ways: First, an organization can multiply the impact of its own financial capacity by linking up with public and private agencies and building multi-stakeholder coalitions in support of scaling up. Second, when an organization demonstrates that it is pursuing not only one-off results but also scaled up impact, funders or shareholders of the organization tend to be more motivated to support the organization. This certainly was one of the drivers of IFAD’s successful financial replenishment consultation rounds over the last decade.

By adopting these lessons, development organizations can actually begin to scale up to the level necessary to bridge the missing middle. The key will be to assure that a focus on scaling up is not the exception but instead becomes ingrained in the institutional DNA. Simply put, in designing and implementing development programs and projects, the question needs to be answered, “What’s next, if this intervention works?”

Editor's Note: On Thursday Brookings Visiting Fellow, Amb. Norm Eisen addressed the Italian Parliament to discuss ethics in government, highlighting efforts in the US to improve transparency and accountability. In the speech, Amb. Eisen argues that while ethics reform can be difficult, it is an absolutely essentially part of any democratic system.

As Prepared For Delivery

Signora Presidente Boldrini, Madam President Brasseur, honorevoli Parlamentari, fellow panelists and distinguished guests, buon pomerigo. Thanks for inviting me to address the urgent subject of ethical standards in political life. It is an honor to be here in the Italian Chamber of Deputies, in this beautiful and ancient city, to which we Americans owe so many elements of our system of government. And in my town of Washington, DC we also borrowed a lot of your architecture, so we owe you for that as well.

In exchange for all that, as a small form of repayment, I would like to offer some perspectives from the U.S. as you consider the adoption of a code of ethical conduct for the Italian Parliament.

Since we are in the Chamber of Deputies, the equivalent of our U.S. Congress’ House of Representatives, I will start with best practices in that body, based on years of my professional life—too many—spent addressing alleged violations of its codes of conduct, including as a defense lawyer and later as the co-founder of a government watchdog group.

And I think there are also important lessons to be drawn from the new, innovative code of conduct for White House officials we established while I served as the "Ethics Czar" of President Obama. At his direction I helped write that new code, the Obama "ethics pledge," and although I am biased I think it has been effective so far, knock wood, there have been no major White House scandals. So I will talk about the lessons of that code of conduct a bit as well. My reflections are those of a friend and partner nation with plenty of challenges of our own. So I approach the issue with genuine humility in sharing our successes and failures.

I. Government ethics while standing on one leg

So—what is our U.S. view of best practices for the contents of government codes of ethics? In the U.S. and dare I say internationally, there is a pretty well developed set of best practices. In our House of Representatives, for example, our equivalent of this Chamber of Deputies, Rule XXIII is the Code of Official Conduct. It provides rules in four core areas;

• one, for regulating conflicts of interest, that is, situations where personal interests or financial holdings may conflict with official parliamentary duties;
• two, for gifts, particularly those from lobbyists and other persons interested in parliamentary decisions;
• three, for outside employment of parliamentarians before, during and after government service, particularly with lobbyists, a situation which we call in the US the revolving door; and
• four, for parliamentarians’ proper use of official resources, that is, hiring, staff, budget, travel and such.

There is much more detail in our code of conduct, and a few other rules as well, but those four items—conflicts, gifts, employment and resources—are the key. These same four key areas are also at the center of our codes of conduct for employees of our executive branch, as codified in our statutes and regulations, as well as in the Obama ethics pledge.

I emphasize these four key items because, having helped draft one code of conduct, and having often delved into many other codes, I sometimes find that I lose the forest for the trees when working with these codes, that the priorities at least for me sometimes get lost in the detail. So I try to keep the core always in mind, though I should add that the content of any such code must of course be particularized for the circumstances of particular government bodies and jurisdictions. Thus our U.S. House code is five pages long, elaborating on those four core items, and the House Ethics Manual of official guidance for the code is 456 pages long. Our Obama ethics pledge we got onto one page, we were proud of that. And we made everyone read and sign that page. To be fair, we could do that because we built on and added to other rules which already existed, and we did have several pages of definitions and references attached to the pledge.

II. Enforcement and transparency

But a good code is only the beginning. In our U.S. experience, just as important as the code, maybe even more important, is its enforcement. And here is where I want to share some lessons drawn from U.S. challenges in recent years, and how we responded. I am going to add two more items to our check list: enforcement and transparency.

Candidly, even with our parliamentary code of conduct in the U.S., our enforcement has sometime lagged. That is in part because under our Constitution, the ultimate enforcers are the parliamentarians themselves, and so they can at times be understandably reluctant to sanction their colleagues and friends. It's human nature.

For example, from about 1998 to 2004, there was a seven-year truce in filing complaints in our House of Representatives. The government watchdog organization I co-founded helped end that in 2004 by writing a complaint together with a brave but lonely member of Congress who was willing to file it with the House Ethics Committee. The resulting investigation resulted in the discipline of the member investigated, and ultimately helped lead to his party losing majority control of the body.

Out of all of that came a new enforcement tool in 2008, in our House of Representatives, that I strongly recommend to you: the creation of a new, independent entity, the Office of Congressional Ethics (OCE). This is a nonpartisan fact-finding body that investigates allegations from any source, including whistleblowers who might otherwise be afraid to step forward. OCE then recommends action to the parliamentarians who constitutionally maintain the ultimate decision-making power. Most importantly, the OCE referrals become public, allowing press, civil society and voter accountability. As a result, I believe, since the creation of the OCE for our House in 2008, there have been a significantly higher number of meritorious investigations there than in our Senate, which does not have a comparable body. The total is about 46 OCE referrals and about 20 House disciplinary actions versus just four letters of admonition by our Senate in that period. To be fair the Senate is a smaller body—but not that much smaller!

That last aspect of OCE enforcement—transparency, and the accountability it brings from media, NGOs and the public—is the sixth and final point I want to emphasize. In our U.S. parliamentary ethics system we have many transparency mechanisms: asset disclosures that our parliamentarians file, disclosures that lobbyists must make about their activities, information in campaign finance filings, and more.

To explain the value of transparency, I would like to close by turning to one of our Obama White House ethics transparency innovations. Starting in 2009, we for the first time put on the Internet virtually all visitor records of those coming to the White House. It used to be that just to get a handful of these records you had to file litigation and wait for years to know who was coming to the White House, who they were meeting with and what the subject of the meeting was. Now millions of Obama White House visitor records are online, each with a dozen or so basic categories of information: the name of the visitor, the person visited, the subject of the meeting and so on.

Why is that important? I began by referencing the Obama White House's record in avoiding major scandal. I think there are a number of reasons for that, including the President's own integrity and the new code of conduct we put into place. But an important part of that success story has also been the fact that records of White House meetings go on the Internet for everyone to see. That transparency brings accountability from the press, civil society and the public. That transparency and accountability has in turn powerfully reinforced the code of conduct: it has discouraged people from having meetings they shouldn't have, and if you don't have the meeting, you can't get in trouble for it.

So the U.S. view in one sentence: regulate conflicts, gifts, employment, and resource use, with strong enforcement and above all transparency. Thanks again for inviting me to share the U.S. perspective. Grazie!

Event Information

This program was aired live on CSPAN.org » 

With the demand for its services constantly evolving, the Department of Veterans Affairs (VA) faces complex challenges in providing accessible care to America’s veterans. Amidst a history of long patient wait times, cost overruns, and management concerns, the VA recently conducted a sweeping internal review of its operations.  The result was the new MyVA program.

How will MyVA improve the VA’s care of veterans? What will it do restore public confidence in its efforts? What changes is the VA undergoing to address both internal concerns and modern challenges in veteran care? 

On June 20, Governance Studies at Brookings hosted VA Secretary Robert McDonald. Secretary McDonald described the VA’s transformation strategy and explained how the reforms within MyVA will impact veterans, taxpayers and other stakeholders. He addressed lessons learned not just for the VA but for all government agencies that strive to achieve transformation and improve service delivery.

This event was broadcast live on C-SPAN.

Join the conversation on Twitter at #VASec and @BrookingsGov

Audio

• Can the Department of Veterans Affairs be modernized?

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• Transcript (.pdf)

Event Materials

• 20160620_veterans_affairs_mcdonald_transcript

On June 20, I moderated a conversation on the future of the Department of Veterans Affairs with Secretary Robert McDonald. When he took office almost two years ago, Secretary McDonald inherited an organization in crisis: too many veterans faced shockingly long wait-times before they received care, VA officials had allegedly falsified records, and other allegations of mismanagement abounded.

Photo: Paul Morigi

Since he was sworn into office, Secretary McDonald has led the VA through a period of ambitious reform, anchored by the MyVA program. He and his team have embraced three core strategies that are securing meaningful change. They are important insights for all government leaders, and private sector ones as well.

1. Set bold goals

Secretary McDonald’s vision is for the VA to become the number one customer-service agency in the federal government. But he and his team know that words alone won’t make this happen. They developed twelve breakthrough priorities for 2016 that will directly improve service to veterans. These actionable short-term objectives support the VA’s longer term aim to deliver an exceptional experience for our veterans. By aiming high, and also drafting a concrete roadmap, the VA has put itself on a path to success.

2. Hybridize the best of public and private sectors

To accomplish their ambitious goal, VA leadership is applying the best practices of customer-service businesses around the nation. The Secretary and his colleagues are leveraging the goodwill, resources, and expertise of both the private and public sector. To do that, the VA has brought together diverse groups of business leaders, medical professionals, government executives, and veteran advocates under their umbrella MyVA Advisory Committee. Following the examples set by private sector leaders in service provision and innovation, the VA is developing user-friendly mobile apps for veterans, modernizing its website, and seeking to make hiring practices faster, more competitive, and more efficient. And so that no good idea is left unheard, the VA has created a "shark tank” to capture and enact suggestions and recommendations for improvement from the folks who best understand daily VA operations—VA employees themselves.

3. Data, data, data

The benefits of data-driven decision making in government are well known. As led by Secretary McDonald, the VA has continued to embrace the use of data to inform its policies and improve its performance. Already a leader in the collection and publication of data, the VA has recently taken even greater strides in sharing information between its healthcare delivery agencies. In addition to collecting administrative and health-outcomes information, the VA is gathering data from veterans about what they think . Automated kiosks allow veterans to check in for appointments, and to record their level of satisfaction with the services provided.

The results that the Secretary and his team have achieved speak for themselves:

• 5 million more appointments completed last fiscal year over the previous fiscal year
• 7 million additional hours of care for veterans in the last two years (based on an increase in the clinical workload of 11 percent over the last two years)
• 97 percent of appointments completed within 30 days of the veteran’s preferred date; 86 percent within 7 days; 22 percent the same day
• Average wait times of 5 days for primary care, 6 days for specialty care, and 2 days for mental health are
• 90 percent of veterans say they are satisfied or completely satisfied with when they got their appointment (less than 3 percent said they were dissatisfied or completely dissatisfied).
• The backlog for disability claims—once over 600,000 claims that were more than 125 days old—is down almost 90 percent.

Thanks to Secretary McDonald’s continued commitment to modernization, the VA has made significant progress. Problems, of course, remain at the VA and the Secretary has more work to do to ensure America honors the debt it owes its veterans, but the past two years of reform have moved the Department in the right direction. His strategies are instructive for managers of change everywhere.

Fred Dews and Andrew Kenealy contributed to this post.

Part III of the 2015 Brown Center Report on American Education

Student engagement refers to the intensity with which students apply themselves to learning in school.  Traits such as motivation, enjoyment, and curiosity—characteristics that have interested researchers for a long time—have been joined recently by new terms such as, “grit,” which now approaches cliché status.  International assessments collect data from students on characteristics related to engagement.  This study looks at data from the Program for International Student Assessment (PISA), an international test given to fifteen-year-olds.  In the U.S., most PISA students are in the fall of their sophomore year.  The high school years are a time when many observers worry that students lose interest in school.

Compared to their peers around the world, how do U.S. students appear on measures of engagement?  Are national indicators of engagement related to achievement?  This analysis concludes that American students are about average in terms of engagement.  Data reveal that several countries noted for their superior ranking on PISA—e.g., Korea, Japan, Finland, Poland, and the Netherlands—score below the U.S. on measures of student engagement.  Thus, the relationship of achievement to student engagement is not clear cut, with some evidence pointing toward a weak positive relationship and other evidence indicating a modest negative relationship. 

Education studies differ in units of analysis.  Some studies report data on individuals, with each student serving as an observation.  Studies of new reading or math programs, for example, usually report an average gain score or effect size representing the impact of the program on the average student.  Others studies report aggregated data, in which test scores or other measurements are averaged to yield a group score. Test scores of schools, districts, states, or countries are constructed like that.  These scores represent the performance of groups, with each group serving as a single observation, but they are really just data from individuals that have been aggregated to the group level.

Aggregated units are particularly useful for policy analysts.  Analysts are interested in how Fairfax County or the state of Virginia or the United States is doing.  Governmental bodies govern those jurisdictions and policymakers craft policy for all of the citizens within the political jurisdiction—not for an individual.  

The analytical unit is especially important when investigating topics like student engagement and their relationships with achievement.  Those relationships are inherently individual, focusing on the interaction of psychological characteristics.  They are also prone to reverse causality, meaning that the direction of cause and effect cannot readily be determined.  Consider self-esteem and academic achievement.  Determining which one is cause and which is effect has been debated for decades.  Students who are good readers enjoy books, feel pretty good about their reading abilities, and spend more time reading than other kids.  The possibility of reverse causality is one reason that beginning statistics students learn an important rule:  correlation is not causation.

Starting with the first international assessments in the 1960s, a curious pattern has emerged. Data on students’ attitudes toward studying school subjects, when examined on a national level, often exhibit the opposite relationship with achievement than one would expect.  The 2006 Brown Center Report (BCR) investigated the phenomenon in a study of “the happiness factor” in learning.^[i]  Test scores of fourth graders in 25 countries and eighth graders in 46 countries were analyzed.  Students in countries with low math scores were more likely to report that they enjoyed math than students in high-scoring countries.  Correlation coefficients for the association of enjoyment and achievement were -0.67 at fourth grade and -0.75 at eighth grade. 

Confidence in math performance was also inversely related to achievement.  Correlation coefficients for national achievement and the percentage of students responding affirmatively to the statement, “I usually do well in mathematics,” were -0.58 among fourth graders and -0.64 among eighth graders.  Nations with the most confident math students tend to perform poorly on math tests; nations with the least confident students do quite well.   

That is odd.  What’s going on?  A comparison of Singapore and the U.S. helps unravel the puzzle.  The data in figure 3-1 are for eighth graders on the 2003 Trends in Mathematics and Science Study (TIMSS).  U.S. students were very confident—84% either agreed a lot or a little (39% + 45%) with the statement that they usually do well in mathematics.  In Singapore, the figure was 64% (46% + 18%).  With a score of 605, however, Singaporean students registered about one full standard deviation (80 points) higher on the TIMSS math test compared to the U.S. score of 504. 

When within-country data are examined, the relationship exists in the expected direction.  In Singapore, highly confident students score 642, approximately 100 points above the least-confident students (551).  In the U.S., the gap between the most- and least-confident students was also about 100 points—but at a much lower level on the TIMSS scale, at 541 and 448.  Note that the least-confident Singaporean eighth grader still outscores the most-confident American, 551 to 541.

The lesson is that the unit of analysis must be considered when examining data on students’ psychological characteristics and their relationship to achievement.  If presented with country-level associations, one should wonder what the within-country associations are.  And vice versa.  Let’s keep that caution in mind as we now turn to data on fifteen-year-olds’ intrinsic motivation and how nations scored on the 2012 PISA.

PISA’s index of intrinsic motivation to learn mathematics comprises responses to four items on the student questionnaire:  1) I enjoy reading about mathematics; 2) I look forward to my mathematics lessons; 3) I do mathematics because I enjoy it; and 4) I am interested in the things I learn in mathematics.  Figure 3-2 shows the percentage of students in OECD countries—thirty of the most economically developed nations in the world—responding that they agree or strongly agree with the statements.  A little less than one-third (30.6%) of students responded favorably to reading about math, 35.5% responded favorably to looking forward to math lessons, 38.2% reported doing math because they enjoy it, and 52.9% said they were interested in the things they learn in math.  A ballpark estimate, then, is that one-third to one-half of students respond affirmatively to the individual components of PISA’s intrinsic motivation index.

Table 3-1 presents national scores on the 2012 index of intrinsic motivation to learn mathematics.  The index is scaled with an average of 0.00 and a standard deviation of 1.00.  Student index scores are averaged to produce a national score.  The scores of 39 nations are reported—29 OECD countries and 10 partner countries.^[ii]  Indonesia appears to have the most intrinsically motivated students in the world (0.80), followed by Thailand (0.77), Mexico (0.67), and Tunisia (0.59).  It is striking that developing countries top the list.  Universal education at the elementary level is only a recent reality in these countries, and they are still struggling to deliver universally accessible high schools, especially in rural areas and especially to girls.  The students who sat for PISA may be an unusually motivated group.  They also may be deeply appreciative of having an opportunity that their parents never had.

The U.S. scores about average (0.08) on the index, statistically about the same as New Zealand, Australia, Ireland, and Canada.  The bottom of the table is extremely interesting.  Among the countries with the least intrinsically motivated kids are some PISA high flyers.  Austria has the least motivated students (-0.35), but that is not statistically significantly different from the score for the Netherlands (-0.33).  What’s surprising is that Korea (-0.20), Finland (-0.22), Japan (-0.23), and Belgium (-0.24) score at the bottom of the intrinsic motivation index even though they historically do quite well on the PISA math test.

Let’s now dig a little deeper into the intrinsic motivation index.  Two components of the index are how students respond to “I do mathematics because I enjoy it” and “I look forward to my mathematics lessons.”  These sentiments are directly related to schooling.  Whether students enjoy math or look forward to math lessons is surely influenced by factors such as teachers and curriculum.  Table 3-2 rank orders PISA countries by the percentage of students who “agree” or “strongly agree” with the questionnaire prompts.  The nations’ 2012 PISA math scores are also tabled.  Indonesia scores at the top of both rankings, with 78.3% enjoying math and 72.3% looking forward to studying the subject.  However, Indonesia’s PISA math score of 375 is more than one full standard deviation below the international mean of 494 (standard deviation of 92).  The tops of the tables are primarily dominated by low-performing countries, but not exclusively so.  Denmark is an average-performing nation that has high rankings on both sentiments.  Liechtenstein, Hong Kong-China, and Switzerland do well on the PISA math test and appear to have contented, positively-oriented students.

Several nations of interest are shaded.  The bar across the middle of the tables, encompassing Australia and Germany, demarcates the median of the two lists, with 19 countries above and 19 below that position.  The United States registers above the median on looking forward to math lessons (45.4%) and a bit below the median on enjoyment (36.6%).  A similar proportion of students in Poland—a country recently celebrated in popular media and in Amanda Ripley’s book, The Smartest Kids in the World,^[iii] for making great strides on PISA tests—enjoy math (36.1%), but only 21.3% of Polish kids look forward to their math lessons, very near the bottom of the list, anchored by Netherlands at 19.8%. 

Korea also appears in Ripley’s book.  It scores poorly on both items.  Only 30.7% of Korean students enjoy math, and less than that, 21.8%, look forward to studying the subject.  Korean education is depicted unflatteringly in Ripley’s book—as an academic pressure cooker lacking joy or purpose—so its standing here is not surprising.  But Finland is another matter.  It is portrayed as laid-back and student-centered, concerned with making students feel relaxed and engaged.  Yet, only 28.8% of Finnish students say that they study mathematics because they enjoy it (among the bottom four countries) and only 24.8% report that they look forward to math lessons (among the bottom seven countries).  Korea, the pressure cooker, and Finland, the laid-back paradise, look about the same on these dimensions.

Another country that is admired for its educational system, Japan, does not fare well on these measures.  Only 30.8% of students in Japan enjoy mathematics, despite the boisterous, enthusiastic classrooms that appear in Elizabeth Green’s recent book, Building a Better Teacher.^[iv]  Japan does better on the percentage of students looking forward to their math lessons (33.7%), but still places far below the U.S.  Green’s book describes classrooms with younger students, but even so, surveys of Japanese fourth and eighth graders’ attitudes toward studying mathematics report results similar to those presented here.  American students say that they enjoy their math classes and studying math more than students in Finland, Japan, and Korea.

It is clear from Table 3-2 that at the national level, enjoying math is not positively related to math achievement.  Nor is looking forward to one’s math lessons.  The correlation coefficients reported in the last row of the table quantify the magnitude of the inverse relationships.  The -0.58 and -0.57 coefficients indicate a moderately negative association, meaning, in plain English, that countries with students who enjoy math or look forward to math lessons tend to score below average on the PISA math test.  And high-scoring nations tend to register below average on these measures of student engagement.  Country-level associations, however, should be augmented with student-level associations that are calculated within each country.

The 2012 PISA volume on student engagement does not present within-country correlation coefficients on intrinsic motivation or its components.  But it does offer within-country correlations of math achievement with three other characteristics relevant to student engagement. Table 3-3 displays statistics for students’ responses to: 1) if they feel like they belong at school; 2) their attitudes toward school, an index composed of four factors;^[v] and 3) whether they had arrived late for school in the two weeks prior to the PISA test. These measures reflect an excellent mix of behaviors and dispositions.

The within-country correlations trend in the direction expected but they are small in magnitude.  Correlation coefficients for math performance and a sense of belonging at school range from -0.02 to 0.18, meaning that the country exhibiting the strongest relationship between achievement and a sense of belonging—Thailand, with a 0.18 correlation coefficient—isn’t registering a strong relationship at all.  The OECD average is 0.08, which is trivial.  The U.S. correlation coefficient, 0.07, is also trivial.  The relationship of achievement with attitudes toward school is slightly stronger (OECD average of 0.11), but is still weak.

Of the three characteristics, arriving late for school shows the strongest correlation, an unsurprising inverse relationship of -0.14 in OECD countries and -0.20 in the U.S.  Students who tend to be tardy also tend to score lower on math tests.  But, again, the magnitude is surprisingly small.  The coefficients are statistically significant because of large sample sizes, but in a real world “would I notice this if it were in my face?” sense, no, the correlation coefficients are suggesting not much of a relationship at all.    

The PISA report presents within-country effect sizes for the intrinsic motivation index, calculating the achievement gains associated with a one unit change in the index.  One of several interesting findings is that intrinsic motivation is more strongly associated with gains at the top of the achievement distribution, among students at the 90^th percentile in math scores, than at the bottom of the distribution, among students at the 10^th percentile. 

The report summarizes the within-country effect sizes with this statement: “On average across OECD countries, a change of one unit in the index of intrinsic motivation to learn mathematics translates into a 19 score-point difference in mathematics performance.”^[vi]  This sentence can be easily misinterpreted.  It means that within each of the participating countries students who differ by one unit on PISA’s 2012 intrinsic motivation index score about 19 points apart on the 2012 math test.  It does not mean that a country that gains one unit on the intrinsic motivation index can expect a 19 point score increase.^[vii]    

Let’s now see what that association looks like at the national level.

PISA first reported national scores on the index of intrinsic motivation to learn mathematics in 2003.  Are gains that countries made on the index associated with gains on PISA’s math test?  Table 3-4 presents a score card on the question, reporting the changes that occurred in thirty-nine nations—in both the index and math scores—from 2003 to 2012.  Seventeen nations made statistically significant gains on the index; fourteen nations had gains that were, in a statistical sense, indistinguishable from zero—labeled “no change” in the table; and eight nations experienced statistically significant declines in index scores. 

The U.S. scored 0.00 in 2003 and 0.08 in 2012, notching a gain of 0.08 on the index (statistically significant).  Its PISA math score declined from 483 to 481, a decline of 2 scale score points (not statistically significant).

Table 3-4 makes it clear that national changes on PISA’s intrinsic motivation index are not associated with changes in math achievement.  The countries registering gains on the index averaged a decline of 3.7 points on PISA’s math assessment.  The countries that remained about the same on the index had math scores that also remain essentially unchanged (-0.09) And the most striking finding: countries that declined on the index (average of -0.15) actually gained an average of 10.3 points on the PISA math scale.  Intrinsic motivation went down; math scores went up.  The correlation coefficient for the relationship over all, not shown in the table, is -0.30.

The analysis above investigated student engagement.  International data from the 2012 PISA were examined on several dimensions of student engagement, focusing on a measure that PISA has employed since 2003, the index of intrinsic motivation to learn mathematics.  The U.S. scored near the middle of the distribution on the 2012 index.  PISA analysts calculated that, on average, a one unit change in the index was associated with a 19 point gain on the PISA math test.  That is the average of within-country calculations, using student-level data that measure the association of intrinsic motivation with PISA score.  It represents an effect size of about 0.20—a positive effect, but one that is generally considered small in magnitude.^[viii]

The unit of analysis matters.  Between-country associations often differ from within-country associations.  The current study used a difference in difference approach that calculated the correlation coefficient for two variables at the national level: the change in intrinsic motivation index from 2003-2012 and change in PISA score for the same time period.  That analysis produced a correlation coefficient of -0.30, a negative relationship that is also generally considered small in magnitude.

Neither approach can justify causal claims nor address the possibility of reverse causality occurring—the possibility that high math achievement boosts intrinsic motivation to learn math, rather than, or even in addition to, high levels of motivation leading to greater learning.  Poor math achievement may cause intrinsic motivation to fall.  Taken together, the analyses lead to the conclusion that PISA provides, at best, weak evidence that raising student motivation is associated with achievement gains.  Boosting motivation may even produce declines in achievement.

Here’s the bottom line for what PISA data recommends to policymakers: Programs designed to boost student engagement—perhaps a worthy pursuit even if unrelated to achievement—should be evaluated for their effects in small scale experiments before being adopted broadly.  The international evidence does not justify wide-scale concern over current levels of student engagement in the U.S. or support the hypothesis that boosting student engagement would raise student performance nationally.

Let’s conclude by considering the advantages that national-level, difference in difference analyses provide that student-level analyses may overlook.

1. They depict policy interventions more accurately.  Policies are actions of a political unit affecting all of its members.  They do not simply affect the relationship of two characteristics within an individual’s psychology. Policymakers who ask the question, “What happens when a country boosts student engagement?” are asking about a country-level phenomenon.

2.  Direction of causality can run differently at the individual and group levels.  For example, we know that enjoying a school subject and achievement on tests of that subject are positively correlated at the individual level.  But they are not always correlated—and can in fact be negatively correlated—at the group level. 

3.  By using multiple years of panel data and calculating change over time, a difference in difference analysis controls for unobserved variable bias by “baking into the cake” those unobserved variables at the baseline.  The unobserved variables are assumed to remain stable over the time period of the analysis.  For the cultural factors that many analysts suspect influence between-nation test score differences, stability may be a safe assumption.  Difference in difference, then, would be superior to cross-sectional analyses in controlling for cultural influences that are omitted from other models.

4.  Testing artifacts from a cultural source can also be dampened.  Characteristics such as enjoyment are culturally defined, and the language employed to describe them is also culturally bounded.  Consider two of the questionnaire items examined above: whether kids “enjoy” math and how much they “look forward” to math lessons.  Cultural differences in responding to these prompts will be reflected in between-country averages at the baseline, and any subsequent changes will reflect fluctuations net of those initial differences.

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This is part two of my analysis of instruction and Common Core’s implementation.  I dubbed the three-part examination of instruction “The Good, The Bad, and the Ugly.”  Having discussed “the “good” in part one, I now turn to “the bad.”  One particular aspect of the Common Core math standards—the treatment of standard algorithms in whole number arithmetic—will lead some teachers to waste instructional time.

In 1963, psychologist John B. Carroll published a short essay, “A Model of School Learning” in Teachers College Record.  Carroll proposed a parsimonious model of learning that expressed the degree of learning (or what today is commonly called achievement) as a function of the ratio of time spent on learning to the time needed to learn.     

The numerator, time spent learning, has also been given the term opportunity to learn.  The denominator, time needed to learn, is synonymous with student aptitude.  By expressing aptitude as time needed to learn, Carroll refreshingly broke through his era’s debate about the origins of intelligence (nature vs. nurture) and the vocabulary that labels students as having more or less intelligence. He also spoke directly to a primary challenge of teaching: how to effectively produce learning in classrooms populated by students needing vastly different amounts of time to learn the exact same content.^[i] 

The source of that variation is largely irrelevant to the constraints placed on instructional decisions.  Teachers obviously have limited control over the denominator of the ratio (they must take kids as they are) and less than one might think over the numerator.  Teachers allot time to instruction only after educational authorities have decided the number of hours in the school day, the number of days in the school year, the number of minutes in class periods in middle and high schools, and the amount of time set aside for lunch, recess, passing periods, various pull-out programs, pep rallies, and the like.  There are also announcements over the PA system, stray dogs that may wander into the classroom, and other unscheduled encroachments on instructional time.

The model has had a profound influence on educational thought.  As of July 5, 2015, Google Scholar reported 2,931 citations of Carroll’s article.  Benjamin Bloom’s “mastery learning” was deeply influenced by Carroll.  It is predicated on the idea that optimal learning occurs when time spent on learning—rather than content—is allowed to vary, providing to each student the individual amount of time he or she needs to learn a common curriculum.  This is often referred to as “students working at their own pace,” and progress is measured by mastery of content rather than seat time. David C. Berliner’s 1990 discussion of time includes an analysis of mediating variables in the numerator of Carroll’s model, including the amount of time students are willing to spend on learning.  Carroll called this persistence, and Berliner links the construct to student engagement and time on task—topics of keen interest to researchers today.  Berliner notes that although both are typically described in terms of motivation, they can be measured empirically in increments of time.     

Most applications of Carroll’s model have been interested in what happens when insufficient time is provided for learning—in other words, when the numerator of the ratio is significantly less than the denominator.  When that happens, students don’t have an adequate opportunity to learn.  They need more time. 

As applied to Common Core and instruction, one should also be aware of problems that arise from the inefficient distribution of time.  Time is a limited resource that teachers deploy in the production of learning.  Below I discuss instances when the CCSS-M may lead to the numerator in Carroll’s model being significantly larger than the denominator—when teachers spend more time teaching a concept or skill than is necessary.  Because time is limited and fixed, wasted time on one topic will shorten the amount of time available to teach other topics.  Excessive instructional time may also negatively affect student engagement.  Students who have fully learned content that continues to be taught may become bored; they must endure instruction that they do not need.

Jason Zimba, one of the lead authors of the Common Core Math standards, and Barry Garelick, a critic of the standards, had a recent, interesting exchange about when standard algorithms are called for in the CCSS-M.  A standard algorithm is a series of steps designed to compute accurately and quickly.  In the U.S., students are typically taught the standard algorithms of addition, subtraction, multiplication, and division with whole numbers.  Most readers of this post will recognize the standard algorithm for addition.  It involves lining up two or more multi-digit numbers according to place-value, with one number written over the other, and adding the columns from right to left with “carrying” (or regrouping) as needed.

The standard algorithm is the only algorithm required for students to learn, although others are mentioned beginning with the first grade standards.  Curiously, though, CCSS-M doesn’t require students to know the standard algorithms for addition and subtraction until fourth grade.  This opens the door for a lot of wasted time.  Garelick questioned the wisdom of teaching several alternative strategies for addition.  He asked whether, under the Common Core, only the standard algorithm could be taught—or at least, could it be taught first. As he explains:

Delaying teaching of the standard algorithm until fourth grade and relying on place value “strategies” and drawings to add numbers is thought to provide students with the conceptual understanding of adding and subtracting multi-digit numbers. What happens, instead, is that the means to help learn, explain or memorize the procedure become a procedure unto itself and students are required to use inefficient cumbersome methods for two years. This is done in the belief that the alternative approaches confer understanding, so are superior to the standard algorithm. To teach the standard algorithm first would in reformers’ minds be rote learning. Reformers believe that by having students using strategies in lieu of the standard algorithm, students are still learning “skills” (albeit inefficient and confusing ones), and these skills support understanding of the standard algorithm. Students are left with a panoply of methods (praised as a good thing because students should have more than one way to solve problems), that confuse more than enlighten. 

Zimba responded that the standard algorithm could, indeed, be the only method taught because it meets a crucial test: reinforcing knowledge of place value and the properties of operations.  He goes on to say that other algorithms also may be taught that are consistent with the standards, but that the decision to do so is left in the hands of local educators and curriculum designers:

In short, the Common Core requires the standard algorithm; additional algorithms aren’t named, and they aren’t required…Standards can’t settle every disagreement—nor should they. As this discussion of just a single slice of the math curriculum illustrates, teachers and curriculum authors following the standards still may, and still must, make an enormous range of decisions.

Zimba defends delaying mastery of the standard algorithm until fourth grade, referring to it as a “culminating” standard that he would, if he were teaching, introduce in earlier grades.  Zimba illustrates the curricular progression he would employ in a table, showing that he would introduce the standard algorithm for addition late in first grade (with two-digit addends) and then extend the complexity of its use and provide practice towards fluency until reaching the culminating standard in fourth grade. Zimba would introduce the subtraction algorithm in second grade and similarly ramp up its complexity until fourth grade.

It is important to note that in CCSS-M the word “algorithm” appears for the first time (in plural form) in the third grade standards:

3.NBT.2  Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

The term “strategies and algorithms” is curious.  Zimba explains, “It is true that the word ‘algorithms’ here is plural, but that could be read as simply leaving more choice in the hands of the teacher about which algorithm(s) to teach—not as a requirement for each student to learn two or more general algorithms for each operation!” 

I have described before the “dog whistles” embedded in the Common Core, signals to educational progressives—in this case, math reformers—that  despite these being standards, the CCSS-M will allow them great latitude.  Using the plural “algorithms” in this third grade standard and not specifying the standard algorithm until fourth grade is a perfect example of such a dog whistle.

It appears that the Common Core authors wanted to reach a political compromise on standard algorithms. 

Standard algorithms were a key point of contention in the “Math Wars” of the 1990s.   The 1997 California Framework for Mathematics required that students know the standard algorithms for all four operations—addition, subtraction, multiplication, and division—by the end of fourth grade.^[ii]  The 2000 Massachusetts Mathematics Curriculum Framework called for learning the standard algorithms for addition and subtraction by the end of second grade and for multiplication and division by the end of fourth grade.  These two frameworks were heavily influenced by mathematicians (from Stanford in California and Harvard in Massachusetts) and quickly became favorites of math traditionalists.  In both states’ frameworks, the standard algorithm requirements were in direct opposition to the reform-oriented frameworks that preceded them—in which standard algorithms were barely mentioned and alternative algorithms or “strategies” were encouraged. 

Now that the CCSS-M has replaced these two frameworks, the requirement for knowing the standard algorithms in California and Massachusetts slips from third or fourth grade all the way to sixth grade.  That’s what reformers get in the compromise.  They are given a green light to continue teaching alternative algorithms, as long as the algorithms are consistent with teaching place value and properties of arithmetic.  But the standard algorithm is the only one students are required to learn.  And that exclusivity is intended to please the traditionalists.

I agree with Garelick that the compromise leads to problems.  In a 2013 Chalkboard post, I described a first grade math program in which parents were explicitly requested not to teach the standard algorithm for addition when helping their children at home.  The students were being taught how to represent addition with drawings that clustered objects into groups of ten.  The exercises were both time consuming and tedious.  When the parents met with the school principal to discuss the matter, the principal told them that the math program was following the Common Core by promoting deeper learning.  The parents withdrew their child from the school and enrolled him in private school.

The value of standard algorithms is that they are efficient and packed with mathematics.  Once students have mastered single-digit operations and the meaning of place value, the standard algorithms reveal to students that they can take procedures that they already know work well with one- and two-digit numbers, and by applying them over and over again, solve problems with large numbers.  Traditionalists and reformers have different goals.  Reformers believe exposure to several algorithms encourages flexible thinking and the ability to draw on multiple strategies for solving problems.  Traditionalists believe that a bigger problem than students learning too few algorithms is that too few students learn even one algorithm.

I have been a critic of the math reform movement since I taught in the 1980s.  But some of their complaints have merit.  All too often, instruction on standard algorithms has left out meaning.  As Karen C. Fuson and Sybilla Beckmann point out, “an unfortunate dichotomy” emerged in math instruction: teachers taught “strategies” that implied understanding and “algorithms” that implied procedural steps that were to be memorized.  Michael Battista’s research has provided many instances of students clinging to algorithms without understanding.  He gives an example of a student who has not quite mastered the standard algorithm for addition and makes numerous errors on a worksheet.  On one item, for example, the student forgets to carry and calculates that 19 + 6 = 15.  In a post-worksheet interview, the student counts 6 units from 19 and arrives at 25.  Despite the obvious discrepancy—(25 is not 15, the student agrees)—he declares that his answers on the worksheet must be correct because the algorithm he used “always works.”^[iii] 

Math reformers rightfully argue that blind faith in procedure has no place in a thinking mathematical classroom. Who can disagree with that?  Students should be able to evaluate the validity of answers, regardless of the procedures used, and propose alternative solutions.  Standard algorithms are tools to help them do that, but students must be able to apply them, not in a robotic way, but with understanding.

Let’s return to Carroll’s model of time and learning.  I conclude by making two points—one about curriculum and instruction, the other about implementation.

In the study of numbers, a coherent K-12 math curriculum, similar to that of the previous California and Massachusetts frameworks, can be sketched in a few short sentences.  Addition with whole numbers (including the standard algorithm) is taught in first grade, subtraction in second grade, multiplication in third grade, and division in fourth grade.  Thus, the study of whole number arithmetic is completed by the end of fourth grade.  Grades five through seven focus on rational numbers (fractions, decimals, percentages), and grades eight through twelve study advanced mathematics.  Proficiency is sought along three dimensions:  1) fluency with calculations, 2) conceptual understanding, 3) ability to solve problems.

Placing the CCSS-M standard for knowing the standard algorithms of addition and subtraction in fourth grade delays this progression by two years.  Placing the standard for the division algorithm in sixth grade continues the two-year delay.   For many fourth graders, time spent working on addition and subtraction will be wasted time.  They already have a firm understanding of addition and subtraction.  The same thing for many sixth graders—time devoted to the division algorithm will be wasted time that should be devoted to the study of rational numbers.  The numerator in Carroll’s instructional time model will be greater than the denominator, indicating the inefficient allocation of time to instruction.

As Jason Zimba points out, not everyone agrees on when the standard algorithms should be taught, the alternative algorithms that should be taught, the manner in which any algorithm should be taught, or the amount of instructional time that should be spent on computational procedures.  Such decisions are made by local educators.  Variation in these decisions will introduce variation in the implementation of the math standards.  It is true that standards, any standards, cannot control implementation, especially the twists and turns in how they are interpreted by educators and brought to life in classroom instruction.  But in this case, the standards themselves are responsible for the myriad approaches, many unproductive, that we are sure to see as schools teach various algorithms under the Common Core.