Editor's Note: In September of this year Visiting Fellow Norman Eisen was featured in the Council on Government Ethics Law (COGEL) members-only magazine, The Guardian. An abbreviated version of his interview is featured below.

Interview conducted by Wesley Bizzell, Assistant General Counsel, Altria Client Services LLC.

Recently, you addressed the Italian Parliament to discuss ethics in government, as that legislative body considers adopting its own code of ethical conduct. In that speech, you noted you believe there are four key concepts at the center of Federal U.S. ethics laws. What are those four concepts and why they are important?

Firstly, I’d like to note the importance of focusing on four concepts. The House of Representatives Ethics manual is 456 pages long; too long to be of any real use in creating an ethics system. Instead, these four principles serve as a foundation upon which different governments can build their own sets of rules based on their own unique needs.

I focused on just four to make a point about priorities. The first is “conflicts”—that is, problems that arise when an individual’s personal interests and parliamentary duties may be at odds with one another. The second is “gifts”. Even if there isn’t an explicit quid-pro-quo style agreement involved, when a political figure accepts a gift from someone with a demonstrated interest in government decision-making, the suspicion of misconduct will always be there. “Revolving door” is the third core concept. When individuals rotate from the private sector to the public sector over and over again, they are naturally going to form relationships that tempt them toward unethical behavior. Finally, “use official resources.” Officials must be careful to use official resources only for official purposes, being particularly careful not to conduct any campaign activity on the taxpayer’s dime. The goal with these four priorities is not only to keep people from behaving unethically, but also to make sure it doesn’t seem like anyone is doing anything unethical either.

In that speech, you said that focusing on these four areas keeps you from losing the forest for the trees when working with ethics codes. Can you elaborate on that?

There’s always a danger for members of the executive branch, because the system of rules and regulations that governs ethical behavior is itself so complex. When it’s imbedded in equally complicated and overlapping sets of statute you risk creating rules so specific that they’re practically useless. The same is true in the legislative branch and I dare say in the federal judicial branch, as well as at the state and local levels. You’re always on the edge of being lost in the minutiae.

In fact, you can often make wrong decisions if you focus in too much on the specifics, because you lose sight of the larger picture that guides the rules. There are always options in ethical dilemmas, and the big picture needs to be kept in focus.

While at the White House serving as Special Counsel to the President for Ethics and Government Reform you oversaw numerous significant changes in the area of open government—including helping craft and implement President Obama’s Open Government Directive; publishing White House visitor logs on the internet; and generally improving the Freedom of Information Act (FOIA) process. What change in the area of open government are you most proud?

I was struck when we began the interview by the list of topics—campaign finance, lobbying, ethics, elections, and FOIA issues—because all of those were part of my portfolio as Special Counsel to the President for Ethics and Government Reform during the first two years of the Obama administration. I would have to say that I’m most proud of my role in the President’s decision to put all of the White House visitor records on the internet.

Remember, in previous administrations, Democratic and Republican alike, plaintiffs had to litigate for years just to get a handful of visitor records. To have all of the visitor records on the internet, categorized into various types, opens access to the White House to an unprecedented degree. There are now over four-and-a-half million visitor records available on the White House website, with more added every month. I think that that is remarkable.

Truthfully, I was torn between that accomplishment and a second one, which is that the President and his staff in the White House have had the longest run in presidential history (knock on wood) without a major ethics scandal or a grand jury investigation, indictment, or conviction. I was tempted to list that second fact as the accomplishment of which I was most proud. But it occurred to me that the death of White House scandal is actually a function of the exceptional level of transparency that the visitor records represent. Transparency helps ensure people don’t have meetings they shouldn’t be having, which keeps them out of trouble. So I’ll offer that second accomplishment as a part of the first one.

In your view, what was the most significant lobbying and ethics reform during your tenure at the White House?

No doubt about it: reversing the revolving door. Craig Holman of Public Citizen, who studies these issues, says we were the first in the world to create a reverse revolving door. I think it is absolutely critical to slow the revolving door in both directions—both coming out of government and going in.

I should also note that the comprehensive nature of the ethics system we put into place in the Obama administration bears a responsibility for the good results. The first rule, of course, of any ethics system is “tone at the top.” The president exemplifies that. He has the highest standards of ethics himself, and as a result everyone around him feels he will be personally let down if they don’t embrace the ethics system. Good results flow from that. Looking back, we can identify certain aspects that have more and less successful, but it’s important to recognize that the positive results are owed to the gestalt. Our transparency and ethics system was one of the most through and transparent that I’ve seen in any government, and the result speak for themselves.

I had the pleasure earlier this month of welcoming my friend, Czech Republic Foreign Minister Lubomir Zaoralek, here to Brookings for a discussion of critical issues confronting the Europe-U.S. alliance. Foreign Minister Zaoralek was appointed to his current position in January 2014 after serving as a leading figure in the Czech Parliament for many years. He was accompanied by a distinguished delegation that included Dr. Petr Drulak of the Foreign Ministry, and Czech Ambassador Petr Gandalovic. I was fortunate enough to be joined in the discussion by colleagues from Brookings including Fiona Hill, Shadi Hamid, Steve Pifer, and others, as well as representatives of other D.C. think tanks. Our discussion spanned the globe, from how to respond to the Syrian conflict, to addressing Russia’s conduct in Ukraine, to the thaw in U.S.-Cuba relations, to dealing with the refugee crisis in Europe. The conversation was so fascinating that the sixty minutes we had allotted flew by and we ended up talking for two hours—and we still just scratched the surface.

Amb. Eisen and FM Zaoralek, October 2, 2015

Yesterday, we had a visit from Czech State Secretary Tomas Prouza, accompanied by Ambassador Martin Povejsil, the Czech Permanent Envoy to the EU. We also talked about world affairs. In this case, that included perhaps the most important governance matter now confronting the U.S.: the exceptionally entertaining (if not enlightening) presidential primary season. I expressed my opinion that Vice President Biden would not enter the race, only to have him prove me right in his Rose Garden remarks a few hours later. If only all my predictions came true (and as quickly). We at Brookings benefited greatly from the insights of both of these October delegations, and we look forward to welcoming many more from every part of the Czech political spectrum in the months ahead.

Prouza, Eisen, Povejsil, October 21, 2015

Part I of the 2015 Brown Center Report on American Education. 

Girls score higher than boys on tests of reading ability.  They have for a long time.  This section of the Brown Center Report assesses where the gender gap stands today and examines trends over the past several decades.  The analysis also extends beyond the U.S. and shows that boys’ reading achievement lags that of girls in every country in the world on international assessments.  The international dimension—recognizing that U.S. is not alone in this phenomenon—serves as a catalyst to discuss why the gender gap exists and whether it extends into adulthood.

Background

One of the earliest large-scale studies on gender differences in reading, conducted in Iowa in 1942, found that girls in both elementary and high schools were better than boys at reading comprehension.^[i] The most recent results from reading tests of the National Assessment of Educational Progress (NAEP) show girls outscoring boys at every grade level and age examined.  Gender differences in reading are not confined to the United States.  Among younger children—age nine to ten, or about fourth grade—girls consistently outscore boys on international assessments, from a pioneering study of reading comprehension conducted in fifteen countries in the 1970s, to the results of the Program in International Reading Literacy Study (PIRLS) conducted in forty-nine nations and nine benchmarking entities in 2011.  The same is true for students in high school.  On the 2012 reading literacy test of the Program for International Student Assessment (PISA), worldwide gender gaps are evident between fifteen-year-old males and females.

As the 21^st century dawned, the gender gap came under the scrutiny of reporters and pundits.  Author Christina Hoff Sommers added a political dimension to the gender gap, and some say swept the topic into the culture wars raging at the time, with her 2000 book The War Against Boys: How Misguided Feminism is Harming Our Young Men.^[ii] Sommers argued that boys’ academic inferiority, and in particular their struggles with reading, stemmed from the feminist movement’s impact on schools and society.  In the second edition, published in 2013, she changed the subtitle to How Misguided Policies Are Harming Our Young Men.  Some of the sting is removed from the  indictment of “misguided feminism.”  But not all of it.  Sommers singles out for criticism a 2008 report from the American Association of University Women.^[iii] That report sought to debunk the notion that boys fared poorly in school compared to girls.  It left out a serious discussion of boys’ inferior performance on reading tests, as well as their lower grade point averages, greater rate of school suspension and expulsion, and lower rate of acceptance into college.

Journalist Richard Whitmire picked up the argument about the gender gap in 2010 with Why Boys Fail: Saving Our Sons from an Educational System That’s Leaving Them Behind.^[iv] Whitmire sought to separate boys’ academic problems from the culture wars, noting that the gender gap in literacy is a worldwide phenomenon and appears even in countries where feminist movements are weak to nonexistent.  Whitmire offers several reasons for boys’ low reading scores, including poor reading instruction (particularly a lack of focus on phonics), and too few books appealing to boys’ interests.  He also dismisses several explanations that are in circulation, among them, video games, hip-hop culture, too much testing, and feminized classrooms.  As with Sommers’s book, Whitmire’s culprit can be found in the subtitle: the educational system.  Even if the educational system is not the original source of the problem, Whitmire argues, schools could be doing more to address it. 

In a 2006 monograph, education policy researcher Sara Mead took on the idea that American boys were being shortchanged by schools.  After reviewing achievement data from NAEP and other tests, Mead concluded that the real story of the gender gap wasn’t one of failure at all.  Boys and girls were both making solid academic progress, but in some cases, girls were making larger gains, misleading some commentators into concluding that boys were being left behind.  Mead concluded, “The current boy crisis hype and the debate around it are based more on hopes and fears than on evidence.”^[v]

The analysis below focuses on where the gender gap in reading stands today, not its causes.  Nevertheless, readers should keep in mind the three most prominent explanations for the gap.  They will be used to frame the concluding discussion.

Biological/Developmental:  Even before attending school, young boys evidence more problems in learning how to read than girls.  This explanation believes the sexes are hard-wired differently for literacy.

School Practices: Boys are inferior to girls on several school measures—behavioral, social, and academic—and those discrepancies extend all the way through college.  This explanation believes that even if schools do not create the gap, they certainly don’t do what they could to ameliorate it. 

Cultural Influences: Cultural influences steer boys toward non-literary activities (sports, music) and define literacy as a feminine characteristic.  This explanation believes cultural cues and strong role models could help close the gap by portraying reading as a masculine activity. 

Table 1-1 displays the most recent data from eight national tests of U.S. achievement.  The first group shows results from the National Assessment of Educational Progress Long Term Trend (NAEP-LTT), given to students nine, 13, and 17 years of age.  The NAEP-LTT in reading was first administered in 1971.  The second group of results is from the NAEP Main Assessment, which began testing reading achievement in 1992.  It assesses at three different grade levels: fourth, eighth, and twelfth.   The last two tests are international assessments in which the U.S. participates, the Progress in International Reading Literacy Study (PIRLS), which began in 2001, and the Program for International Student Assessment (PISA), first given in 2000.  PIRLS tests fourth graders, and PISA tests 15-year-olds.  In the U.S., 71 percent of students who took PISA in the fall of 2012 were in tenth grade. 

Two findings leap out.  First, the test score gaps between males and females are statistically significant on all eight assessments.  Because the sample sizes of the assessments are quite large, statistical significance does not necessarily mean that the gaps are of practical significance—or even noticeable if one observed several students reading together.  The tests also employ different scales.  The final column in the table expresses the gaps in standard deviation units, a measure that allows for comparing the different scores and estimating their practical meaningfulness.

The second finding is based on the standardized gaps (expressed in SDs).  On both NAEP tests, the gaps are narrower among elementary students and wider among middle and high school students.  That pattern also appears on international assessments.  The gap is twice as large on PISA as on PIRLS.[vi]  A popular explanation for the gender gap involves the different maturation rates of boys and girls.  That theory will be discussed in greater detail below, but at this point in the analysis, let’s simply note that the gender gap appears to grow until early adolescence—age 13 on the LTT-NAEP and grade eight on the NAEP Main.

Should these gaps be considered small or large?  Many analysts consider 10 scale score points on NAEP equal to about a year of learning.  In that light, gaps of five to 10 points appear substantial.  But compared to other test score gaps on NAEP, the gender gap is modest in size.  On the 2012 LTT-NAEP for nine-year-olds, the five point gap between boys and girls is about one-half of the 10 point gap between students living in cities and those living in suburbs.[vii]  The gap between students who are eligible for free and reduced lunch and those who are not is 28 points; between black and white students, it is 23 points; and between English language learners (ELL) and non-ELL students, it is 34 points. 

Table 1-1 only shows the size of the gender gap as gauged by assessments at single points in time.  For determining trends, let’s take a closer look at the LTT-NAEP, since it provides the longest running record of the gender gap.  In Table 1-2, scores are displayed from tests administered since 1971 and given nearest to the starts and ends of decades.  Results from 2008 and 2012 are both shown to provide readers an idea of recent fluctuations.  At all three ages, gender gaps were larger in 1971 than they are today.  The change at age nine is statistically significant, but not at age 13 (p=0.10) or age 17 (p=.07), although they are close.  Slight shrinkage occurred in the 1980s, but the gaps expanded again in the 1990s.  The gap at age 13 actually peaked at 15 scale score points in 1994 (not shown in the table), and the decline since then is statistically significant.  Similarly, the gap at age 17 peaked in 1996 at 15 scale score points, and the decline since then is also statistically significant.  More recently, the gap at age nine began to shrink again in 1999, age 13 began shrinking in the 2000s, and age 17 in 2012.

Table 1-3 decomposes the change figures by male and female performance.  Sara Mead’s point, that the NAEP story is one of both sexes gaining rather than boys falling behind, is even truer today than when she made it in 2006.  When Mead’s analysis was published, the most recent LTT-NAEP data were from 2004.  Up until then, girls had made greater reading gains than boys.  But that situation has reversed.  Boys have now made larger gains over the history of LTT-NAEP, fueled by the gains that they registered from 2004 to 2012.  The score for 17-year-old females in 2012 (291) was identical to their score in 1971.

The United States is not alone in reading’s gender gap.  Its gap of 31 points is not even the largest (see Figure 1-1). On the 2012 PISA, all OECD countries exhibited a gender gap, with females outscoring males by 23 to 62 points on the PISA scale (standard deviation of 94).   On average in the OECD, girls outscored boys by 38 points (rounded to 515 for girls and 478 for boys).  The U.S. gap of 31 points is less than the OECD average.

Finland had the largest gender gap on the 2012 PISA, twice that of the U.S., with females outscoring males by an astonishing 62 points (0.66 SDs).  Finnish girls scored 556, and boys scored 494.  To put this gap in perspective, consider that Finland’s renowned superiority on PISA tests is completely dependent on Finnish girls.  Finland’s boys’ score of 494 is about the same as the international average of 496, and not much above the OECD average for males (478).  The reading performance of Finnish boys is not statistically significantly different from boys in the U.S. (482) or from the average U.S. student, both boys and girls (498). Finnish superiority in reading only exists among females.

There is a hint of a geographical pattern.  Northern European countries tend to have larger gender gaps in reading.  Finland, Sweden, Iceland, and Norway have four of the six largest gaps.  Denmark is the exception with a 31 point gap, below the OECD average.   And two Asian OECD members have small gender gaps.  Japan’s gap of 24 points and South Korea’s gap of 23 are ranked among the bottom four countries. The Nordic tendency toward large gender gaps in reading was noted in a 2002 analysis of the 2000 PISA results.^[viii]  At that time, too, Denmark was the exception.  Because of the larger sample and persistence over time, the Nordic pattern warrants more confidence than the one in the two Asian countries.

Back to Finland.  That’s the headline story here, and it contains a lesson for cautiously interpreting international test scores.  Consider that the 62 point gender gap in Finland is only 14 points smaller than the U.S. black-white gap (76 points) and 21 points larger than the white-Hispanic gap (41 points) on the same test.  Finland’s gender gap illustrates the superficiality of much of the commentary on that country’s PISA performance.  A common procedure in policy analysis is to consider how policies differentially affect diverse social groups.  Think of all the commentators who cite Finland to promote particular policies, whether the policies address teacher recruitment, amount of homework, curriculum standards, the role of play in children’s learning, school accountability, or high stakes assessments.^[ix]  Advocates pound the table while arguing that these policies are obviously beneficial.  “Just look at Finland,” they say.  Have you ever read a warning that even if those policies contribute to Finland’s high PISA scores—which the advocates assume but serious policy scholars know to be unproven—the policies also may be having a negative effect on the 50 percent of Finland’s school population that happens to be male?

One of the solutions put forth for improving boys’ reading scores is to make an effort to boost their enjoyment of reading.  That certainly makes sense, but past scores of national reading and math performance have consistently, and counterintuitively, shown no relationship (or even an inverse one) with enjoyment of the two subjects.  PISA asks students how much they enjoy reading, so let’s now investigate whether fluctuations in PISA scores are at all correlated with how much 15-year-olds say they like to read.

The analysis below employs what is known as a “differences-in-differences” analytical strategy.  In both 2000 and 2009, PISA measured students’ reading ability and asked them several questions about how much they like to read.  An enjoyment index was created from the latter set of questions.^[x]  Females score much higher on this index than boys.  Many commentators believe that girls’ greater enjoyment of reading may be at the root of the gender gap in literacy.

When new international test scores are released, analysts are tempted to just look at variables exhibiting strong correlations with achievement (such as amount of time spent on homework), and embrace them as potential causes of high achievement. But cross-sectional correlations can be deceptive.  The direction of causality cannot be determined, whether it’s doing a lot of homework that leads to high achievement, or simply that good students tend to take classes that assign more homework.  Correlations in cross-sectional data are also vulnerable to unobserved factors that may influence achievement.  For example, if cultural predilections drive a country’s exemplary performance, their influence will be masked or spuriously assigned to other variables unless they are specifically modeled.^[xi]  Class size, between-school tracking, and time spent on learning are all topics on which differences-in-differences has been fruitfully employed to analyze multiple cross-sections of international data.

Another benefit of differences-in-differences is that it measures statistical relationships longitudinally.  Table 1-4 investigates the question: Is the rise and fall of reading enjoyment correlated with changes in reading achievement?  Many believe that if boys liked reading more, their literacy test scores would surely increase.  Table 1-4 does not support that belief.  Data are available for 27 OECD countries, and they are ranked by how much they boosted males’ enjoyment of reading.  The index is set at the student-level with a mean of 0.00 and standard deviation of 1.00.  For the twenty-seven nations in Table 1-4, the mean national change in enjoyment is -.02 with a standard deviation of .09. 

Germany did the best job of raising boys’ enjoyment of reading, with a gain of 0.12 on the index.  German males’ PISA scores also went up—a little more than 10 points (10.33).  France, on the other hand, raised males’ enjoyment of reading nearly as much as Germany (0.11), but French males’ PISA scores declined by 15.26 points.  A bit further down the column, Ireland managed to get boys to enjoy reading a little more (a gain of 0.05) but their reading performance fell a whopping 36.54 points.  Toward the bottom end of the list, Poland’s boys enjoyed reading less in 2009 than in 2000, a decline of 0.14 on the index, but over the same time span, their reading literacy scores increased by more than 14 points (14.29).  Among the countries in which the relationship goes in the expected direction is Finland.  Finnish males’ enjoyment of reading declined (-0.14) as did their PISA scores in reading literacy (-11.73).  Overall, the correlation coefficient for change in enjoyment and change in reading score is -0.01, indicating no relationship between the two.

Christina Hoff Sommers and Richard Whitmire have praised specific countries for first recognizing and then addressing the gender gap in reading.  Recently, Sommers urged the U.S. to “follow the example of the British, Canadians, and Australians.”^[xii]  Whitmire described Australia as “years ahead of the U.S. in pioneering solutions” to the gender gap.  Let’s see how those countries appear in Table 1-4.  England does not have PISA data for the 2000 baseline year, but both Canada and Australia are included.  Canada raised boys’ enjoyment of reading a little bit (0.02) but Canadian males’ scores fell by about 12 points (-11.74).  Australia suffered a decline in boys’ enjoyment of reading (-0.04) and achievement (-16.50).  As promising as these countries’ efforts may have appeared a few years ago, so far at least, they have not borne fruit in raising boys’ reading performance on PISA.

Achievement gaps are tricky because it is possible for the test scores of the two groups being compared to both decline while the gap increases or, conversely, for scores of both to increase while the gap declines.  Table 1-4 only looks at males’ enjoyment of reading and its relationship to achievement.  A separate differences-in-differences analysis was conducted (but not displayed here) to see whether changes in the enjoyment gap—the difference between boys’ and girls’ enjoyment of reading—are related to changes in reading achievement.  They are not (correlation coefficient of 0.08).  National PISA data simply do not support the hypothesis that the superior reading performance of girls is related to the fact that girls enjoy reading more than boys. 

Let’s summarize the main findings of the analysis above. Reading scores for girls exceed those for boys on eight recent assessments of U.S. reading achievement.  The gender gap is larger for middle and high school students than for students in elementary school.  The gap was apparent on the earliest NAEP tests in the 1970s and has shown some signs of narrowing in the past decade.  International tests reveal that the gender gap is worldwide.  Among OECD countries, it even appears among countries known for superior performance on PISA’s reading test.  Finland not only exhibited the largest gender gap in reading on the 2012 PISA, the gap had widened since 2000.  A popular recommendation for boosting boys’ reading performance is finding ways for them to enjoy reading more.  That theory is not supported by PISA data.  Countries that succeeded in raising boys’ enjoyment of reading from 2000 to 2009 were no more likely to improve boys’ reading performance than countries where boys’ enjoyment of reading declined. 

The origins of the gender gap are hotly debated.  The universality of the gap certainly supports the argument that it originates in biological or developmental differences between the two sexes.  It is evident among students of different ages in data collected at different points in time.  It exists across the globe, in countries with different educational systems, different popular cultures, different child rearing practices, and different conceptions of gender roles.  Moreover, the greater prevalence of reading impairment among young boys—a ratio of two or three to one—suggests an endemic difficulty that exists before the influence of schools or culture can take hold.^[xiii] 

But some of the data examined above also argue against the developmental explanation.  The gap has been shrinking on NAEP.  At age nine, it is less than half of what it was forty years ago.  Biology doesn’t change that fast.  Gender gaps in math and science, which were apparent in achievement data for a long time, have all but disappeared, especially once course taking is controlled.  The reading gap also seems to evaporate by adulthood.  On an international assessment of adults conducted in 2012, reading scores for men and women were statistically indistinguishable up to age 35—even in Finland and the United States.  After age 35, men had statistically significantly higher scores in reading, all the way to the oldest group, age 55 and older.  If the gender gap in literacy is indeed shaped by developmental factors, it may be important for our understanding of the phenomenon to scrutinize periods of the life cycle beyond the age of schooling.   

Another astonishing pattern emerged from the study of adult reading.  Participants were asked how often they read a book.  Of avid book readers (those who said they read a book once a week) in the youngest group (age 24 and younger), 59 percent were women and 41 percent were men.  By age 55, avid book readers were even more likely to be women, by a margin of 63 percent to 37 percent.  Two-thirds of respondents who said they never read books were men.  Women remained the more enthusiastic readers even as the test scores of men caught up with those of women and surpassed them.

A few years ago, Ian McEwan, the celebrated English novelist, decided to reduce the size of the library in his London townhouse.  He and his younger son selected thirty novels and took them to a local park.  They offered the books to passers-by.  Women were eager and grateful to take the books, McEwan reports.  Not a single man accepted.  The author’s conclusion? “When women stop reading, the novel will be dead.”^[xiv] 

McEwan might be right, regardless of the origins of the gender gap in reading and the efforts to end it.

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This week marks the release of the 2015 Brown Center Report on American Education, the fourteenth issue of the series.  One of the three studies in the report, “Girls, Boys, and Reading,” examines the gender gap in reading.  Girls consistently outscore boys on reading assessments.  They have for a long time.  A 1942 study in Iowa discovered that girls were superior to boys on tests of reading comprehension, vocabulary, and basic language skills.^[i]  Girls have outscored boys on the National Assessment of Educational Progress (NAEP) reading assessments since the first NAEP was administered in 1971. 

I hope you’ll read the full study—and the other studies in the report—but allow me to summarize the main findings of the gender gap study here.

Eight assessments generate valid estimates of U.S. national reading performance: the Main NAEP, given at three grades (fourth, eighth, and 12^th grades); the NAEP Long Term Trend (NAEP-LTT), given at three ages (ages nine, 13, and 17); the Progress in International Reading Literacy Study (PIRLS), an international assessment given at fourth grade; and the Program for International Student Assessment (PISA), an international assessment given to 15-year-olds.  Females outscore males on the most recent administration of all eight tests.  And the gaps are statistically significant.  Expressed in standard deviation units, they range from 0.13 on the NAEP-LTT at age nine to 0.34 on the PISA at age 15.

The gaps are shrinking.  At age nine, the gap on the NAEP-LTT declined from 13 scale score points in 1971 to five points in 2012.  During the same time period, the gap at age 13 shrank from 11 points to eight points, and at age 17, from 12 points to eight points.  Only the decline at age nine is statistically significant, but at ages 13 and 17, declines since the gaps peaked in the 1990s are also statistically significant.  At all three ages, gaps are shrinking because of males making larger gains on NAEP than females.  In 2012, seventeen-year-old females scored the same on the NAEP reading test as they did in 1971.  Otherwise, males and females of all ages registered gains on the NAEP reading test from 1971-2012, with males’ gains outpacing those of females.

The gap is worldwide.  On the 2012 PISA, 15-year-old females outperformed males in all sixty-five participating countries.  Surprisingly, Finland, a nation known for both equity and excellence because of its performance on PISA, evidenced the widest gap.  Girls scored 556 and boys scored 494, producing an astonishing gap of 62 points (about 0.66 standard deviations—or more than one and a half years of schooling).   Finland also had one of the world’s largest gender gaps on the 2000 PISA, and since then it has widened.  Both girls’ and boys’ reading scores declined, but boys’ declined more (26 points vs. 16 points).  To put the 2012 scores in perspective, consider that the OECD average on the reading test is 496.  Finland’s strong showing on PISA is completely dependent on the superior performance of its young women.

The gap seems to disappear by adulthood.  Tests of adult reading ability show no U.S. gender gap in reading by 25 years of age.  Scores even tilt toward men in later years. 

The words “seems to disappear” are used on purpose.  One must be careful with cross-sectional data not to assume that differences across age groups indicate an age-based trend.  A recent Gallup poll, for example, asked several different age groups how optimistic they were about finding jobs as adults.  Optimism fell from 68% in grade five to 48% in grade 12.  The authors concluded that “optimism about future job pursuits declines over time.”  The data do not support that conclusion.  The data were collected at a single point in time and cannot speak to what optimism may have been before or after that point.  Perhaps today’s 12^th graders were even more pessimistic several years ago when they were in fifth grade.  Perhaps the 12^th-graders are old enough to remember when unemployment spiked during the Great Recession and the fifth-graders are not.   Perhaps 12^th-graders are simply savvier about job prospects and the pitfalls of seeking employment, topics on which fifth-graders are basically clueless.

At least with the data cited above we can track measures of the same cohorts’ gender gap in reading over time.  By analyzing multiple cross-sections—data collected at several different points in time—we can look at real change.  Those cohorts of nine-year-olds in the 1970s, 1980s, and 1990s, are—respectively—today in their 50s, 40s, and 30s.  Girls were better readers than boys when these cohorts were children, but as grown ups, women are not appreciably better readers than men.

Care must be taken nevertheless in drawing firm conclusions.  There exists what are known as cohort effects that can bias measurements.  I mentioned the Great Recession.   Experiencing great historical cataclysms, especially war or economic chaos, may bias a particular cohort’s responses to survey questions or even its performance on tests.  American generations who experienced the Great Depression, World War II, and the Vietnam War—and more recently, the digital revolution, the Great Recession, and the Iraq War—lived through events that uniquely shape their outlook on many aspects of life. 

The gender gap is large, worldwide, and persistent through the K-12 years. What should be done about it?  Maybe nothing.  As just noted, the gap seems to dissipate by adulthood.  Moreover, crafting an effective remedy for the gender gap is made more difficult because we don’t definitely know its cause. Enjoyment of reading is a good example.  Many commentators argue that schools should make a concerted effort to get boys to enjoy reading more.  Enjoyment of reading is statistically correlated with reading performance, and the hope is that making reading more enjoyable would get boys to read more, thereby raising reading skills.

It makes sense, but I’m skeptical.  The fact that better readers enjoy reading more than poor readers—and that the relationship stands up even after boatloads of covariates are poured into a regression equation—is unpersuasive evidence of causality.  As I stated earlier, PISA produces data collected at a single point in time.  It isn’t designed to test causal theories.  Reverse causality is a profound problem.  Getting kids to enjoy reading more may in fact boost reading ability.  But the causal relationship might be flowing in the opposite direction, with enhanced skill leading to enjoyment.   The correlation could simply be indicating that people enjoy activities that they’re good at—a relationship that probably exists in sports, music, and many human endeavors, including reading.

A key question for policymakers is whether boosting boys’ enjoyment of reading would help make boys better readers.  I investigate by analyzing national changes in PISA reading scores from 2000, when the test was first given, to 2102.  PISA creates an Index of Reading Enjoyment based on several responses to a student questionnaire.  Enjoyment of reading has increased among males in some countries and decreased in others.  Is there any relationship between changes in boys’ enjoyment and changes in PISA reading scores? 

There is not.  The correlation coefficient for the two phenomena is -0.01.  Nations such as Germany raised boys’ enjoyment of reading and increased their reading scores by about 10 points on the PISA scale.  France, on the other hand, also raised boys’ enjoyment of reading, but French males’ reading scores declined by 15 points.  Ireland increased how much boys enjoy reading by a little bit but the boys’ scores fell a whopping 37 points. Poland’s males actually enjoyed reading less in 2012 than in 2000, but their scores went up more than 14 points.  No relationship.

How should policymakers proceed?  Large, cross-sectional assessments are good for measuring academic performance at one point in time.  They are useful for generating hypotheses based on observed relationships, but they are not designed to confirm or reject causality.  To do that, randomized control trials should be conducted of programs purporting to boost reading enjoyment.  Also, consider that it ultimately may not matter whether enjoying reading leads to more proficient readers.  Enjoyment of reading may be an end worthy of attainment irrespective of its relationship to achievement.  In that case, RCTs should carefully evaluate the impact of interventions on both enjoyment of reading and reading achievement, whether the two are related or not.  

Event Information

And more from the Brown Center Report on American Education

Girls outscore boys on practically every reading test given to a large population. And they have for a long time. A 1942 Iowa study found girls performing better than boys on tests of reading comprehension, vocabulary, and basic language skills, and girls have outscored boys on every reading test ever given by the National Assessment of Educational Progress (NAEP). This gap is not confined to the U.S. Reading tests administered as part of the Progress in International Reading Literacy Study (PIRLS) and the Program for International Student Assessment (PISA) reveal that the gender gap is a worldwide phenomenon.

On March 26, join Brown Center experts Tom Loveless and Matthew Chingos as they discuss the latest Brown Center Report on American Education, which examines this phenomenon. Hear what Loveless's analysis revealed about where the gender gap stands today and how it's trended over the past several decades - in the U.S. and around the world.

Tune in below or via Spreecast where you can submit questions. 

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This post continues a series begun in 2014 on implementing the Common Core State Standards (CCSS).  The first installment introduced an analytical scheme investigating CCSS implementation along four dimensions:  curriculum, instruction, assessment, and accountability.  Three posts focused on curriculum.  This post turns to instruction.  Although the impact of CCSS on how teachers teach is discussed, the post is also concerned with the inverse relationship, how decisions that teachers make about instruction shape the implementation of CCSS.

A couple of points before we get started.  The previous posts on curriculum led readers from the upper levels of the educational system—federal and state policies—down to curricular decisions made “in the trenches”—in districts, schools, and classrooms.  Standards emanate from the top of the system and are produced by politicians, policymakers, and experts.  Curricular decisions are shared across education’s systemic levels.  Instruction, on the other hand, is dominated by practitioners.  The daily decisions that teachers make about how to teach under CCSS—and not the idealizations of instruction embraced by upper-level authorities—will ultimately determine what “CCSS instruction” really means.

I ended the last post on CCSS by describing how curriculum and instruction can be so closely intertwined that the boundary between them is blurred.  Sometimes stating a precise curricular objective dictates, or at least constrains, the range of instructional strategies that teachers may consider.  That post focused on English-Language Arts.  The current post focuses on mathematics in the elementary grades and describes examples of how CCSS will shape math instruction.  As a former elementary school teacher, I offer my own personal opinion on these effects.

Certain aspects of the Common Core, when implemented, are likely to have a positive impact on the instruction of mathematics. For example, Common Core stresses that students recognize fractions as numbers on a number line.  The emphasis begins in third grade:

CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS.MATH.CONTENT.3.NF.A.2.A
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

CCSS.MATH.CONTENT.3.NF.A.2.B
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

When I first read this section of the Common Core standards, I stood up and cheered.  Berkeley mathematician Hung-Hsi Wu has been working with teachers for years to get them to understand the importance of using number lines in teaching fractions.^[1] American textbooks rely heavily on part-whole representations to introduce fractions.  Typically, students see pizzas and apples and other objects—typically other foods or money—that are divided up into equal parts.  Such models are limited.  They work okay with simple addition and subtraction.  Common denominators present a bit of a challenge, but ½ pizza can be shown to be also 2/4, a half dollar equal to two quarters, and so on. 

With multiplication and division, all the little tricks students learned with whole number arithmetic suddenly go haywire.  Students are accustomed to the fact that multiplying two whole numbers yields a product that is larger than either number being multiplied: 4 X 5 = 20 and 20 is larger than both 4 and 5.^[2]  How in the world can ¼ X 1/5 = 1/20, a number much smaller than either 1/4or 1/5?  The part-whole representation has convinced many students that fractions are not numbers.  Instead, they are seen as strange expressions comprising two numbers with a small horizontal bar separating them. 

I taught sixth grade but occasionally visited my colleagues’ classes in the lower grades.  I recall one exchange with second or third graders that went something like this:

“Give me a number between seven and nine.”  Giggles. 

“Eight!” they shouted. 

“Give me a number between two and three.”  Giggles.

“There isn’t one!” they shouted. 

“Really?” I’d ask and draw a number line.  After spending some time placing whole numbers on the number line, I’d observe,  “There’s a lot of space between two and three.  Is it just empty?” 

Silence.  Puzzled little faces.  Then a quiet voice.  “Two and a half?”

You have no idea how many children do not make the transition to understanding fractions as numbers and because of stumbling at this crucial stage, spend the rest of their careers as students of mathematics convinced that fractions are an impenetrable mystery.   And  that’s not true of just students.  California adopted a test for teachers in the 1980s, the California Basic Educational Skills Test (CBEST).  Beginning in 1982, even teachers already in the classroom had to pass it.   I made a nice after-school and summer income tutoring colleagues who didn’t know fractions from Fermat’s Last Theorem.  To be fair, primary teachers, teaching kindergarten or grades 1-2, would not teach fractions as part of their math curriculum and probably hadn’t worked with a fraction in decades.  So they are no different than non-literary types who think Hamlet is just a play about a young guy who can’t make up his mind, has a weird relationship with his mother, and winds up dying at the end.

Division is the most difficult operation to grasp for those arrested at the part-whole stage of understanding fractions.  A problem that Liping Ma posed to teachers is now legendary.^[3]

She asked small groups of American and Chinese elementary teachers to divide 1 ¾ by ½ and to create a word problem that illustrates the calculation.  All 72 Chinese teachers gave the correct answer and 65 developed an appropriate word problem.  Only nine of the 23 American teachers solved the problem correctly.  A single American teacher was able to devise an appropriate word problem.  Granted, the American sample was not selected to be representative of American teachers as a whole, but the stark findings of the exercise did not shock anyone who has worked closely with elementary teachers in the U.S.  They are often weak at math.  Many of the teachers in Ma’s study had vague ideas of an “invert and multiply” rule but lacked a conceptual understanding of why it worked.

A linguistic convention exacerbates the difficulty.  Students may cling to the mistaken notion that “dividing in half” means “dividing by one-half.”  It does not.  Dividing in half means dividing by two.  The number line can help clear up such confusion.  Consider a basic, whole-number division problem for which third graders will already know the answer:  8 divided by 2 equals 4.   It is evident that a segment 8 units in length (measured from 0 to 8) is divided by a segment 2 units in length (measured from 0 to 2) exactly 4 times.  Modeling 12 divided by 2 and other basic facts with 2 as a divisor will convince students that whole number division works quite well on a number line. 

Now consider the number ½ as a divisor.  It will become clear to students that 8 divided by ½ equals 16, and they can illustrate that fact on a number line by showing how a segment ½ units in length divides a segment 8 units in length exactly 16 times; it divides a segment 12 units in length 24 times; and so on.  Students will be relieved to discover that on a number line division with fractions works the same as division with whole numbers.

Now, let’s return to Liping Ma’s problem: 1 ¾ divided by ½.   This problem would not be presented in third grade, but it might be in fifth or sixth grades.  Students who have been working with fractions on a number line for two or three years will have little trouble solving it.  They will see that the problem simply asks them to divide a line segment of 1 3/4 units by a segment of ½ units.  The answer is 3 ½ .  Some students might estimate that the solution is between 3 and 4 because 1 ¾ lies between 1 ½ and 2, which on the number line are the points at which the ½ unit segment, laid end on end, falls exactly three and four times.  Other students will have learned about reciprocals and that multiplication and division are inverse operations.  They will immediately grasp that dividing by ½ is the same as multiplying by 2—and since 1 ¾ x 2 = 3 ½, that is the answer.  Creating a word problem involving string or rope or some other linearly measured object is also surely within their grasp.

I applaud the CCSS for introducing number lines and fractions in third grade.  I believe it will instill in children an important idea: fractions are numbers.  That foundational understanding will aid them as they work with more abstract representations of fractions in later grades.   Fractions are a monumental barrier for kids who struggle with math, so the significance of this contribution should not be underestimated.

I mentioned above that instruction and curriculum are often intertwined.  I began this series of posts by defining curriculum as the “stuff” of learning—the content of what is taught in school, especially as embodied in the materials used in instruction.  Instruction refers to the “how” of teaching—how teachers organize, present, and explain those materials.  It’s each teacher’s repertoire of instructional strategies and techniques that differentiates one teacher from another even as they teach the same content.  Choosing to use a number line to teach fractions is obviously an instructional decision, but it also involves curriculum.  The number line is mathematical content, not just a teaching tool.

Guiding third grade teachers towards using a number line does not guarantee effective instruction.  In fact, it is reasonable to expect variation in how teachers will implement the CCSS standards listed above.  A small body of research exists to guide practice. One of the best resources for teachers to consult is a practice guide published by the What Works Clearinghouse: Developing Effective Fractions Instruction for Kindergarten Through Eighth Grade (see full disclosure below).^[4]  The guide recommends the use of number lines as its second recommendation, but it also states that the evidence supporting the effectiveness of number lines in teaching fractions is inferred from studies involving whole numbers and decimals.  We need much more research on how and when number lines should be used in teaching fractions.

Professor Wu states the following, “The shift of emphasis from models of a fraction in the initial stage to an almost exclusive model of a fraction as a point on the number line can be done gradually and gracefully beginning somewhere in grade four. This shift is implicit in the Common Core Standards.”^[5]  I agree, but the shift is also subtle.  CCSS standards include the use of other representations—fraction strips, fraction bars, rectangles (which are excellent for showing multiplication of two fractions) and other graphical means of modeling fractions.  Some teachers will manage the shift to number lines adroitly—and others will not.  As a consequence, the quality of implementation will vary from classroom to classroom based on the instructional decisions that teachers make.  

The current post has focused on what I believe to be a positive aspect of CCSS based on the implementation of the standards through instruction.  Future posts in the series—covering the “bad” and the “ugly”—will describe aspects of instruction on which I am less optimistic.

Last week, CNN ran a back-to-school story on homework with the headline, “Kids Have Three Times Too Much Homework, Study Finds; What’s the Cost?” Homework is an important topic, especially for parents, but unfortunately, CNN’s story misleads rather than informs. The headline suggests American parents should be alarmed because their kids have too much homework. Should they? No, CNN has ignored the best evidence on that question, which suggests the opposite. The story relies on the results of one recent study of homework—a study that is limited in what it can tell us, mostly because of its research design. But CNN even gets its main findings wrong. The study suggests most students have too little homework, not too much.

The study that piqued CNN’s interest was conducted during four months (two in the spring and two in the fall) in Providence, Rhode Island. About 1,200 parents completed a survey about their children’s homework while waiting in 27 pediatricians’ offices. Is the sample representative of all parents in the U.S.? Probably not. Certainly CNN should have been a bit leery of portraying the results of a survey conducted in a single American city—any city—as evidence applying to a broader audience. More importantly, viewers are never told of the study’s significant limitations: that the data come from a survey conducted in only one city—in pediatricians’ offices by a self-selected sample of respondents.

The survey’s sampling design is a huge problem. Because the sample is non-random there is no way of knowing if the results can be extrapolated to a larger population—even to families in Providence itself. Close to a third of respondents chose to complete the survey in Spanish. Enrollment in English Language programs in the Providence district comprises about 22 percent of students. About one-fourth (26 percent) of survey respondents reported having one child in the family. According to the 2010 Census, the proportion of families nationwide with one child is much higher, at 43 percent.^[i] The survey is skewed towards large, Spanish-speaking families. Their experience with homework could be unique, especially if young children in these families are learning English for the first time at school.

The survey was completed by parents who probably had a sick child as they were waiting to see a pediatrician. That’s a stressful setting. The response rate to the survey is not reported, so we don’t know how many parents visiting those offices chose not to fill out the survey. If the typical pediatrician sees 100 unique patients per month, in a four month span the survey may have been offered to more than ten thousand parents in the 27 offices. The survey respondents, then, would be a tiny slice, 10 to 15 percent, of those eligible to respond. We also don’t know the public-private school break out of the respondents, or how many were sending their children to charter schools. It would be interesting to see how many parents willingly send their children to schools with a heavy homework load.

I wish the CNN team responsible for this story had run the data by some of CNN’s political pollsters. Alarm bells surely would have gone off. The hazards of accepting a self-selected, demographically-skewed survey sample as representative of the general population are well known. Modern political polling—and its reliance on random samples—grew from an infamous mishap in 1936. A popular national magazine, the Literary Digest, distributed 10 million post cards for its readers to return as “ballots” indicating who they would vote for in the 1936 race for president. More than two million post cards were returned! A week before the election, the magazine confidently predicted that Alf Landon, the Republican challenger from Kansas, would defeat Franklin Roosevelt, the Democratic incumbent, by a huge margin: 57 percent to 43 percent. In fact, when the real election was held, the opposite occurred: Roosevelt won more than 60% of the popular vote and defeated Landon in a landslide. Pollsters learned that self-selected samples should be viewed warily. The magazine’s readership was disproportionately Republican to begin with, and sometimes disgruntled subjects are more likely to respond to a survey, no matter the topic, than the satisfied.

Here’s a very simple question: In its next poll on the 2016 presidential race, would CNN report the results of a survey of self-selected respondents in 27 pediatricians’ offices in Providence, Rhode Island as representative of national sentiment? Of course not. Then, please, CNN, don’t do so with education topics.

Let’s set aside methodological concerns and turn to CNN’s characterization of the survey’s findings. Did the study really show that most kids have too much homework? No, the headline that “Kids Have Three Times Too Much Homework” is not even an accurate description of the study’s findings. CNN’s on air coverage extended the misinformation. The online video of the coverage is tagged “Study: Your Kids Are Doing Too Much Homework.” The first caption that viewers see is “Study Says Kids Getting Way Too Much Homework.” All of these statements are misleading.

In the published version of the Providence study, the researchers plotted the average amount of time spent on homework by students’ grade.^[ii] They then compared those averages to a “10 minutes per-grade” guideline that serves as an indicator of the “right” amount of homework. I have attempted to replicate the data here in table form (they were originally reported in a line graph) to make that comparison easier.^[iii]

Contrary to CNN’s reporting, the data suggest—based on the ten minute per-grade rule—that most kids in this study have too little homework, not too much. Beginning in fourth grade, the average time spent on homework falls short of the recommended amount—a gap of only four minutes in fourth grade that steadily widens in later grades.

A more accurate headline would have been, “Study Shows Kids in Nine out of 13 Grades Have Too Little Homework.” It appears high school students (grades 9-12) spend only about half the recommended time on homework. Two hours of nightly homework is recommended for 12^th graders. They are, after all, only a year away from college. But according to the Providence survey, their homework load is less than an hour.

So how in the world did CNN come up with the headline “Kids Have Three Times Too Much Homework?” By focusing on grades K-3 and ignoring all other grades. Here’s the reporting:

The study, published Wednesday in The American Journal of Family Therapy, found students in the early elementary school years are getting significantly more homework than is recommended by education leaders, in some cases nearly three times as much homework as is recommended.

The standard, endorsed by the National Education Association and the National Parent-Teacher Association, is the so-called "10-minute rule"— 10 minutes per-grade level per-night. That translates into 10 minutes of homework in the first grade, 20 minutes in the second grade, all the way up to 120 minutes for senior year of high school. The NEA and the National PTA do not endorse homework for kindergarten.

In the study involving questionnaires filled out by more than 1,100 English and Spanish speaking parents of children in kindergarten through grade 12, researchers found children in the first grade had up to three times the homework load recommended by the NEA and the National PTA.

Parents reported first-graders were spending 28 minutes on homework each night versus the recommended 10 minutes. For second-graders, the homework time was nearly 29 minutes, as opposed to the 20 minutes recommended.

And kindergartners, their parents said, spent 25 minutes a night on after-school assignments, according to the study…

CNN focused on the four grades, K-3, in which homework exceeds the ten-minute rule. They ignored more than two-thirds of the grades. Even with this focus, a more accurate headline would have been, “Study Suggests First Graders in Providence, RI Have Three Times Too Much Homework.”

Homework is a controversial topic. People hold differing points of view as to whether there is too much, too little, or just the right amount of homework. That makes it vitally important that the media give accurate information on the empirical dimensions to the debate.  The amount of homework kids should have is subject to debate. But the amount of homework kids actually have is an empirical question. We can debate whether it’s too hot outside, but the actual temperature should be a matter of measurement, not debate. It’s impossible to think of a rational debate that can possibly ensue on the homework issue without knowing the empirical status quo in regards to time. Imagine someone beginning a debate by saying, “I am arguing that kids have too much [substitute “too little” here for the pro-homework side] homework but I must admit that I have no idea how much they currently have.”

Data from the National Assessment of Educational Progress (NAEP) provide the best evidence we have on the amount of homework that kids have. NAEP’s sampling design allows us to make inferences about national trends, and the Long-Term Trend (LTT) NAEP offers data on homework since 1984. The latest LTT NAEP results (2012) indicate that the vast majority of nine-year-olds (83 percent) have less than an hour of homework each night. There has been an apparent uptick in the homework load, however, as 35 percent reported no homework in 1984, and only 22 percent reported no homework in 2012. MET Life also periodically surveys a representative sample of students, parents, and teachers on the homework issue. In the 2007 results, a majority of parents (52 percent) of elementary grade students (grades 3-6 in the MET survey) estimated their children had 30 minutes or less of homework.

The MET Life survey found that parents have an overwhelmingly positive view of the amount of homework their children are assigned. Nine out of ten parents responded that homework offers the opportunity to talk and spend time with their children, and most do not see homework as interfering with family time or as a major source of familial stress. Minority parents, in particular, reported believing homework is beneficial for students’ success at school and in the future.^[iv]

That said, just as there were indeed Alf Landon voters in 1936, there are indeed children for whom homework is a struggle. Some bring home more than they can finish in a reasonable amount of time. A complication for researchers of elementary age children is that the same students who have difficulty completing homework may have other challenges—difficulties with reading, low achievement, and poor grades in school.[v] Parents who question the value of homework often have a host of complaints about their child’s school. It is difficult for researchers to untangle all of these factors and determine, in the instances where there are tensions, whether homework is the real cause. To their credit, the researchers who conducted the Providence study are aware of these constraints and present a number of hypotheses warranting further study with a research design supporting causal inferencing. That’s the value of this research, not CNN’s misleading reporting of the findings.

Event Information

The Common Core State Standards have been adopted as the reading and math standards in more than forty states, but are the frontline implementers—teachers and principals—enacting them? As part of the 2016 Brown Center Report on American Education, Tom Loveless examines the degree to which CCSS recommendations have penetrated schools and classrooms. He specifically looks at the impact the standards have had on the emphasis of non-fiction vs. fiction texts in reading, and on enrollment in advanced courses in mathematics.

On March 28, the Brown Center hosted an online discussion of Loveless's findings, moderated by the Urban Institute's Matthew Chingos.  In addition to the Common Core, Loveless and Chingos also discussed the other sections of the three-part Brown Center Report, including a study of the relationship between ability group tracking in eighth grade and AP performance in high school.

Watch the archived video below.

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Executive Summary

Two-thirds of Americans have broadband Internet access in their homes.[1] But because of poor infrastructure or high prices, the remaining third of Americans do not. In some areas, broadband Internet is plainly unavailable because of inadequate infrastructure: More than 14 million Americans – approximately 5 percent of the total population – live in areas where terrestrial (as opposed to mobile) fixed broadband connectivity is unavailable.[2] The effects of insufficient infrastructure development have contributed to racial and cultural disparities in broadband access; for example, terrestrial broadband is available to only 10 percent of residents on tribal lands.[3]

Even where terrestrial broadband connectivity is available, however, the high price of broadband service can be prohibitive, especially to lower income Americans. While 93 percent of adults earning more than $75,000 per year are wired for broadband at home, the terrestrial broadband adoption rate is only 40 percent among adults earning less than $20,000 annually.[4] These costs also contribute to racial disparities; almost 70 percent of whites have adopted terrestrial broadband at home,   but only 59 percent of blacks and 49 percent of Hispanics have done the same.[5]

America's wireless infrastructure is better developed, but many Americans still lack wireless broadband coverage. According to a recent study, 3G wireless networks cover a good portion of the country, including 98 percent of the United States population,[6] but certain states have dramatically lower coverage rates than others. For example, only 71 percent of West Virginia's population is covered by a 3G network.[7] Wireless providers will likely use existing 3G infrastructure to enable the impending transition to 4G networks.[8] Unless wireless infrastructure expands quickly, those Americans that remain unconnected may be left behind.

Though America is responsible for the invention and development of Internet technology, the United States has fallen behind competing nations on a variety of important indicators, including broadband adoption rate and price. According to the Organization for Economic Cooperation and Development's survey of 31 developed nations, the United States is ranked fourteenth in broadband penetration rate (i.e. the number of subscribers per 100 inhabitants); only 27.1 percent of Americans have adopted wired broadband subscriptions, compared to 37.8 percent of residents of the Netherlands.[9]

America also trails in ensuring the affordability of broadband service. The average price for a medium-speed (2.5Mbps-10Mbps) Internet plan in America is the seventeenth lowest among its competitor nations. For a medium-speed plan, the average American must pay $38 per month, while an average subscriber in Japan (ranked first) pays only $22 for a connection of the same quality.[10]

The National Broadband Plan (NBP), drafted by the Federal Communication Commission and released in 2010, seeks to provide all Americans with affordable broadband Internet access.[11] Doing so will not be cheap; analysts project that developing the infrastructure necessary for full broadband penetration will require $24 billion in subsidies and spending.[12] President Obama’s stimulus package has already set aside $4.9 billion to develop broadband infrastructure,[13] and some small ongoing federal programs receive an annual appropriation to promote broadband penetration.[14] However, these funding streams will only account for one-third of the $24 billion necessary to achieve the FCC's goal of full broadband penetration.[15] Moreover, developing infrastructure alone is not enough; many low-income Americans are unable to afford Internet access, even if it is offered in their locality.

To close this funding gap and to make broadband more accessible, the National Broadband Plan proposes to transform the Universal Service Fund – a subsidy program that spends $8.7 billion every year to develop infrastructure and improve affordability for telephone service – into a program that would do the same for broadband Internet.

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Professor Riek Machar, former vice president of South Sudan and now leader of the rebel group that is fighting the government of South Sudan for control of the apparatus of the government, has publicly threatened to capture and take control of both the capital city of Juba and the oil-producing regions of the country. Branding South Sudan’s president, Salva Kiir, a “dictator” and arguing that he does not recognize the need to share power, Professor Machar stated that the present conflict, which has lasted for more than five months and resulted in the killing of many people and the destruction of a significant amount of property, will not end until Kiir is chased out of power.

Violent mobilization by groups loyal to Machar against the government in Juba began in December 2013. It was only after bloody confrontations between the two parties that targeted civilians based on their ethnicity had resulted in the deaths of many people (creating a major humanitarian crisis) that a cease-fire agreement was signed in Addis Ababa on January 23, 2014, with the hope of bringing to an end the brutal fighting. The cease-fire, however, was seen only as the first step towards negotiations that were supposed to help the country exit the violent conflict and secure institutional arrangements capable of guaranteeing peaceful coexistence.

If Machar and his supporters have the wherewithal to carry out the threats and successfully do so, there is no guarantee that peace would be brought to the country. For one thing, any violent overthrow of the government would only engender more violence as supporters of Kiir and his benefactors are likely to regroup and attempt to recapture their lost political positions. What South Sudan badly needs is an institutionalization of democracy and not a government led by political opportunists. In fact, an effective strategy to exit from this incessant violence must be centered around the election of an inclusive interim government—minus both Kiir and Machar—that would engage all of the country’s relevant stakeholders in negotiations to create a governing process that adequately constrains the state, establishes mechanisms for the peaceful resolution of conflict, enhances peaceful coexistence, and provides an enabling environment for the rapid creation of the wealth needed to deal with poverty and deprivation.

On March 9, 2012, less than a year after South Sudan gained independence, then-Vice President Machar met with several Brookings scholars, including myself, in New York City. The meeting was part of the new country’s efforts to seek assistance from its international partners to address complex and longstanding development challenges, including critical issues such as the effective management of the country’s natural resource endowments, gender equity, the building of government capacity to maintain law and order, the provision of other critical public goods and services, and poverty alleviation. Among participants in this critical consultation were Mwangi S. Kimenyi, senior fellow and director of the Africa Growth Initiative (AGI) at the Brookings Institution; Witney Schneidman, AGI nonresident fellow and former deputy assistant secretary of state for African Affairs; and me. The vice president, who appeared extremely energetic and optimistic about prospects for sustainable development in the new country, requested an analysis of the commitments and achievements that the government of South Sudan had made since independence and suggestions for a way forward. The scholars, working in close collaboration with their colleagues at Brookings, produced a policy report requested by the vice president. The report entitled, South Sudan: One Year After Independence—Opportunities and Obstacles for Africa’s Newest Country, was presented at a well-attended public event on July 28, 2012. Panelists included Peter Ajak, director of the Center for Strategic Analyses and Research in Juba; Ambassador Princeton Lyman, U.S. special envoy for South Sudan and Sudan; Nada Mustafa Ali scholar at the New School for Social Research; Mwangi S. Kimenyi and me.

The report provided a comprehensive review of the policy issues requested by the vice president—the provision of basic services; future engagement between South Sudan and the Republic of Sudan; efficient and equitable management of natural resources; ethnic diversity and peaceful coexistence; federalism; eradication of corruption; and the benefits of regional integration. Most important is the fact that the report placed emphasis on the need for the government of South Sudan to totally reconstruct the state inherited from the Khartoum government through democratic constitution making and produce a governing process that (i) guarantees the protection of human and fundamental rights, including those of vulnerable groups (e.g., women, minority ethnic groups); (ii) adequately constrains the government (so that impunity, corruption and rent seeking are minimized); (iii) enhances entrepreneurial activities and provides the wherewithal for wealth creation and economic growth; and (iv) establishes mechanisms for the peaceful resolution of conflict and creates an environment within which all of the country’s diverse population groups can coexist peacefully.

Unfortunately, when the report was completed, members of the ruling Sudan People’s Liberation Movement were already embroiled in a brutal power struggle that eventually led to President Kiir sacking his entire cabinet, including the vice president. The collapse of the government raised the prospects of violent and destructive mobilization by groups that felt the president’s actions were marginalizing them both economically and politically. The ensuing chaos created an environment that was hardly conducive to the implementation of policies such as those presented in the Brookings report.

The government of Sudan has failed to engage in the type of robust institutional reforms that would have effectively prevented President Kiir and his government from engaging in the various opportunistic policies that have been partly responsible for the violence that now pervades the country. South Sudan’s diverse ethnic groups put forth a united front in their war against Khartoum for self-determination. Following independence, the new government engaged in state formation processes that did not provide mechanisms for all individuals and groups to compete fairly for positions in the political and economic systems. Instead, the government’s approach to state formation politicized ethnic cleavages and made the ethnic group the basis and foundation for political, and to a certain extent, economic participation. This approach has created a "sure recipe for breeding ethnic antagonism," and has led to the crisis that currently consumes the country.

While the most important policy imperative in South Sudan today is the need to make certain that the cease-fire continues to hold, long-term prospects for peaceful coexistence and development call for comprehensive institutional reforms to provide the country with a governing process that guarantees the rule of law. Hence, both the opposition and the government—the two sides in the present conflict—should take advantage of the cease-fire and start putting together the framework that will eventually be used to put the state back together. A new interim government, without the participation of the two protagonists—Kiir and Machar—should be granted the power to bring together all of the country’s relevant stakeholders to reconstitute and reconstruct the state, including negotiating a permanent constitution.

Dear South Sudan's Leaders:

Today, the country that all of you and your fellow citizens fought to establish is at a crossroads. And you, the country’s leaders, are now standing at the proverbial “fork in the road.” The question now is: Which road will each of you take? Your choice will determine not only your place in history but will significantly impact the future of your shared country, its diverse peoples and your neighbors. Each of you can choose to chase after personal power, primitive accumulation, and self-enrichment—using the ethnic group that you belong to as a foundation for that quest. This disastrous decision would plunge your country further into violent and destructive mobilization, effectively shutting the door to the type of state formation that is undergirded by a desire to achieve national integration, peaceful coexistence and sustainable development. Alternatively, each of you can opt to maximize a different value, one that places you among the world’s greatest leaders—that is, those who, when they came to the fork in the road, chose to lead their people down the road of opportunities for peaceful coexistence, prosperity and liberty.

As the citizens of South Sudan watch and wait in utter fear and disgust, it is time for you, the country’s leaders, to decide whether you want to lead them into a future filled with unending violence, hunger, and desolation, or into one where all of the country’s various peoples, regardless of their ethnic or religious affiliation, gender, and economic status, can live together peacefully and pursue their values and interests without molestation from others.

In the early 1990s, Nelson Mandela and his compatriots found themselves at a similar crossroads. They chose not to act opportunistically and retreat to their various ethnic enclaves.  Like the great leaders that history has proven them to be, they knew that, as apparently beneficial as such an option would have been to them, they would have plunged their country into an abyss from which it was unlikely to recover anytime soon. Instead, they chose the road that led them and their country to the type of state formation that is undergirded by institutional arrangements that provide an enabling environment for wealth creation and economic growth. That is why, today, the country that they founded has one of the world’s most progressive and human-rights friendly constitutions.

South Sudan is a new and relatively underdeveloped country, but it has the potential to emerge as a highly developed and peaceful one. However, in order for that potential to be fully exploited and used effectively to enhance development, the latter must be provided with institutional arrangements that guarantee the rule of law.

To you, the leaders of this new country: All of you can gracefully exit the scene, serve as elder statesmen, and provide the country’s new crop of leaders with the type of advice and support that can help the country successfully emerge from its violent and destructive past, as well as chart a path towards peace, sustainable economic growth and development, and equitable and fair allocation of national resources.

How will history judge you? As tyrants, opportunists, despots, exploiters, and oppressors, who used their public positions to grab power and riches for themselves or as public servants who spearheaded and led the transformative processes that brought peace, security, and development to their country? The choice is yours.

Posterity will judge you well, but only if you choose wisely!

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