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.

Editor’s Note: The following piece is a chapter from the 2012 edition of Eurasian Development Bank’s Eurasian Integration Yearbook.

INTRODUCTION

For centuries Central Asia was in the backwater of global political and economic attention, tales of “Great Games” and “Silk Roads” notwithstanding. However, interest in Central Asia from outside the region has been on the rise in recent years: Central Asia’s energy resources are of great importance to its neighbours in Europe and Asia. In addition, China wants a peaceful backyard, while Russia considers Central Asia part of its historical economic and regional interests and draws heavily on Central Asia migrants. Turkey is attracted by the common Turkic heritage of the region. Iran shares language and cultural ties with the Tajik people. The Central Asia’s Islamic tradition connects it with the Middle East and other Islamic countries. And now NATO countries rely on Central Asia for transit of their nonlethal military supplies in their engagement in Afghanistan.

There is wide agreement that economic prosperity and political stability in Central Asia is critical not only for the 60-plus million inhabitants of the region, but also for Central Asia’s neighbours, since Central Asia serves as a strategically important land bridge between Europe and Asia. Since the five Central Asian countries are landlocked small economies, a critical prerequisite for long-term economic growth and political stability is successful economic integration underpinned by effective regional cooperation.

This paper therefore addresses the central question of what are the prospects for regional economic integration and regional cooperation in Central Asia. It starts by briefly reviewing the role of Central Asia in the context of the overall process of Eurasian continental economic integration. It then considers what are the benefits and obstacles of regional integration and cooperation in Central Asia against the backdrop of lessons of international experience with regional integration and cooperation, and looks at four of the most important recent regional cooperation initiatives. In closing, the paper provides an answer to the question whether regional integration and cooperation in Central Asia are for real or only a mirage.

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The challenge of rural poverty and food insecurity in the developing world remains daunting. Recent estimates show that “there are still about 1.2 billion extremely poor people in the world. In addition, about 870 million people are undernourished, and about 2 billion people suffer from micronutrient deficiency. About 70 percent of the world’s poor live in rural areas, and many have some dependency on agriculture,” (Cleaver 2012). Addressing this challenge by assisting rural small-holder farmers in developing countries is the mandate of the International Fund for Agricultural Development (IFAD), an international financial institution based in Rome.

The International Fund for Agricultural Development is a relatively small donor in the global aid architecture, accounting for approximately one-half of 1 percent of all aid paid directly to developing countries in 2010. Although more significant in its core area of agricultural and rural development, IFAD still accounts for less than 5 percent of total official development assistance in that sector.1 Confronted with the gap between its small size and the large scale of the problem it has been mandated to address, IFAD seeks ways to increase its impact for every dollar it invests in agriculture and rural development on behalf of its member states. One indicator of this intention to scale up is that it has set a goal to reach 90 million rural poor between 2012 and 2015 and lift 80 million out of poverty during that time. These numbers are roughly three times the number of poor IFAD has reached previously during a similar time span. More generally, IFAD has declared that scaling up is “mission critical,” and this scaling-up objective is now firmly embedded in its corporate strategy and planning statements. Also, increasingly, IFAD’s operational practices are geared towards helping its clients achieve scaling up on the ground with the support of its loans and grants.

This was not always the case. For many years, IFAD stressed innovation as the key to success, giving little attention to systematically replicating and building on successful innovations. In this regard, IFAD was not alone. In fact, few aid agencies have systematically pursued the scaling up of successful projects. However, in 2009, IFAD management decided to explore how it could increase its focus on scaling up. It gave a grant to the Brookings Institution to review IFAD’s experience with scaling up and to assess its operational strategies, policies and processes with a view to strengthening its approach to scaling up. Based on an extensive review of IFAD documentation, two country case studies and intensive interactions with IFAD staff and managers, the Brookings team prepared a report that it submitted to IFAD management in June 2010 and published as a Brookings Global Working Paper in early 2011 (Linn et al. 2011).

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Visiting Astana, the modernistic capital of Kazakhstan, last week, I couldn't help feeling that I was at, or at least close to, the center of the universe. 

Consider this:  On September 7, the president of Kazakhstan, Nursultan Nazarbayev, having just returned from attending the G-20 Summit in St. Petersburg at the invitation of President Putin of Russia, welcomed President Xi Jinping of China for an official visit in Astana. President Xi gave a speech that day at Nazarbayev University, in which he unabashedly borrowed a turn of phrase from former U.S. Secretary of State Hillary Clinton  by proposing a “New Silk Road” to serve as an “economic belt” of Eurasia, connecting “3 million people from the Pacific to the Baltic Sea” with Kazakhstan as a key partner along the way. 

On September 10, President Nazarbayev opened the Eurasian Emerging Markets Forum in Astana, at which he addressed some 800 participants, including high-level dignitaries and representatives from 87 countries.  In his keynote speech, he laid out his plans to catapult Kazakhstan into the ranks of the top 30 developed countries in the world by 2050.  The rest of the forum was devoted to exploring the ways in which this ambitious vision could be achieved and how economic integration of the Eurasian supercontinent—i.e., Europe plus Asia, with Kazakhstan at its center—would be a driver of regional and global prosperity. 

Finally, on September 13, President Nazarbayev joined the leaders of China, Russia and the five Central Asian republics in Bishkek for a summit of the Shanghai Cooperation Organization (SCO), which was also attended by a number of other regional leaders with observer status, including from Afghanistan, India, Iran and Pakistan.  Besides the usual pledges of good neighborly relations within the group, the leaders weighed in with a chorus of statements about current geopolitical trouble spots, including Afghanistan, Iran and Syria, many of them directed critically at the United States.

While the president and people of Kazakhstan might have felt at the center of global action this week, there is little doubt that China and Russia are the key external actors on the Central Asian stage.  Europe and the United States are far away and hardly visible, and everybody expects that, with the imminent end of NATO’s engagement in Afghanistan, their attention to Central Asia will slip even further.  In contrast, the leaders of China and Russia are clearly focused on this region.  

Central Asian leaders, while perhaps privately worried about the long-term consequences of too tight an embrace by China, welcome the low-key approach of their big neighbor...

If there had been any doubt, President Xi’s speech in Astana showed that China is now concerned with Central Asia at the highest level.  While China faces its neighbors in the Pacific region in an assertive pose designed to counter what it sees as encirclement by unfriendly countries led by the U.S., it evidently feels no threat in Central Asia and projects an image of itself as benevolent and modest senior partner.  No doubt sensing opportunities to create a stable backyard, to secure access to energy resources and to build a land bridge to European and Middle Eastern markets while also gently wresting influence away from Russia, China has a strong incentive to push westward.  The substantial energy supply deals  that President Xi signed in Kazakhstan, Turkmenistan and Uzbekistan this past week and the stress Xi placed in his Astana speech on measures to open up transport links throughout Eurasia reflect China’s growing engagement in this region.  Central Asian leaders, while perhaps privately worried about the long-term consequences of too tight an embrace by China, welcome the low-key approach of their big neighbor, which promises to strengthen their own hand economically and politically at least in the short term.

At the same time, there is also a new dynamic between Central Asia and Russia.  Since Mr. Putin resumed the Russian presidency in 2012, Russia has breathed new life into a long-dormant regional grouping, the Eurasian Economic Community (EurAsEC), by pushing hard to create a customs union  (and eventually an economic union) that, in Russia’s view, would encompass most of the republics of the former Soviet Union. Although only a fraction of the geographic space of continental Eurasia (Europe + Asia), the reference to “Eurasia” harks back to a long-standing Russian ideological vision.  Under this vision, Russia and its former Soviet neighbors are endowed with a unique combination of European and Asian values and, led by Russia, with a mission to dominate the land bridge between Europe and Asia. 

In the pursuit of establishing a unified economic “Eurasian” space, Russia has not only successfully pushed for the full implementation of the current customs union between Russia, Kazakhstan and Belorussia, but is also vigorously pursuing the expansion of the union in Ukraine, Central Asia (specifically targeting the Kyrgyz Republic and Tajikistan) and Armenia in the South Caucasus.  In the case of Armenia and Ukraine, this pursuit has taken on a decidedly anti-European Union tone, as Russia seems to spare no effort to ensure that these countries will join its own economic orbit, rather than associating with the EU.  In Central Asia, the Russian campaign of expanding the customs union has been more low key, but nonetheless persistent with the quiet support of Kazakhstan.  Interestingly, this effort to create a unified economic space has not been cast by Russia as a move to counteract the growing influence of China in Central Asia, even though it is undoubtedly one of the underlying long-term motives for Russian diplomacy in the region.  

Much more important for China will be whether the “Eurasian” economic union can create safe, low-cost and high-speed transit routes to China’s key trading partners in Europe, South Asia and the Middle East.

Indeed, for Central Asia in general and for Kazakhstan in particular, the important questions for the future will be how China and Russia shape their mutual relations overall and how they will seek to accommodate their overlapping interests in the region.  For the moment, a common geopolitical front vis-à-vis the U.S., evident in their joint positions at the U.N. Security Council and at the SCO summit last week, is an overarching priority for China and Russia.  Moreover, they share the common interest of establishing a stable and prosperous political and economic sphere in Central Asia.  For now and the foreseeable future, China’s thirst for energy is large enough to allow both Russia and Central Asian countries to pursue opportunities for major oil and gas supply deals with China without undue competition. Finally, whatever protectionist effects an expansion of the Russian-led customs union may have in limiting trade between China and Central Asia will likely be temporary and will hardly be noticed in China’s huge overall trade account.  Much more important for China will be whether the “Eurasian” economic union can create safe, low-cost and high-speed transit routes to China’s key trading partners in Europe, South Asia and the Middle East. This priority strongly resonated in President Xi’s speech, in which he not only staked out an interest in Eurasian economic integration, but also promised greater cooperation between the SCO and EurAsEC.

What does all of this mean in practical terms for Central Asia and for Kazakhstan?  As President Nazarbayev indicated in his speech at the Eurasian Emerging Markets Forum, he sees Kazakhstan as playing a key role in supporting the economic integration of larger Eurasia.  This presumably should mean: investing in regional infrastructure, such as the major East-West Highway through Kazakhstan as a link from China to Europe; assuring that the customs union pursues open, rather than protectionist, policies; and convincing the other Central Asian countries, including Uzbekistan and Turkmenistan, to participate in an effort to increase the region’s connectivity both internally and with the rest of the world. 

In addition, there are a number of institutional options for promoting these goals and for turning China’s and Russia’s engagement in Central Asia into a pragmatic partnership.  One option would be to have China join the Eurasian Development Bank (EADB), the financial arm of EurAsEC.  Another would be for Russia to join the Central Asian Regional Economic Cooperation Program (CAREC), in which China has teamed up with Central Asian countries (now also including Afghanistan, Mongolia and Pakistan) and with six international financial organizations (including the Asian Development Bank and the World Bank) with the goal of improving regional cooperation and investment in trade, transport and energy.  Either or both of these two options could then offer SCO a financial and technical institutional platform to pursue economic integration between China, Russia and Central Asia (and, ultimately, even South Asia), a goal that has eluded SCO up until now. 

Kazakhstan is a member of EurAsEc, EADB, CAREC and SCO, and is therefore in a unique position to promote institutional changes along some or all of these lines.  One place to start would be the next ministerial conference of CAREC, to be held in Astana on October 24-25.  Of course, it is by no means clear that China and Russia will see it in their interest to dilute their lead roles in EADB and CAREC, the regional organizations that they now respectively dominate.  However, establishing a strong and meaningful institutional capacity that would support the economic integration process in Central Asia and in the larger Eurasia would be of great benefit for Kazakhstan, since it would help turn the country from being “land-locked” to being “land-linked” with the world’s largest and most dynamic economies.

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.

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?”

In 2015 the international community agreed on a set of ambitious sustainable development goals (SDGs) for the global society, to be achieved by 2030. One of the lessons that the implementation of the Millennium Development Goals (MDG s) has highlighted is the importance of a systematic approach to identify and sequence development interventions—policies, programs, and projects—to achieve such goals at a meaningful scale. The Chinese approach to development, which consists of identifying a problem and long-term goal, testing alternative solutions, and then implementing those that are promising in a sustained manner, learning and adapting as one proceeds—Deng Xiaoping’s “crossing the river by feeling the stones”—is an approach that holds promise for successful achievement of the SDGs.

Having observed the Chinese way, then World Bank Group President James Wolfensohn in 2004, together with the Chinese government, convened a major international conference in Shanghai on scaling up successful development interventions, and in 2005 the World Bank Group (WBG ) published the results of the conference, including an assessment of the Chinese approach. (Moreno-Dodson 2005). Some ten years later, the WBG once again is addressing the question of how to support scaling up of successful development interventions, at a time when the challenge and opportunity of scaling up have become a widely recognized issue for many development institutions and experts.

Since traditional private and public service providers frequently do not reach the poorest people in developing countries, social enterprises can play an important role in providing key services to those at the “base of the pyramid.”

In parallel with the recognition that scaling up matters, the development community is now also focusing on social enterprises (SEs), a new set of actors falling between the traditionally recognized public and private sectors. We adopt here the World Bank’s definition of “social enterprises” as a social-mission-led organization that provides sustainable services to Base of the Pyramid (BoP) populations. This is broadly in line with other existing definitions for the sector and reflects the World Bank’s primary interest in social enterprises as a mechanism for supporting service delivery for the poor. Although social enterprises can adopt various organizational forms—business, nongovernmental organizations (NGOs), and community-based organizations are all forms commonly adopted by social enterprises—they differ from private providers principally by combining three features: operating with a social purpose, adhering to business principles, and aiming for financial sustainability. Since traditional private and public service providers frequently do not reach the poorest people in developing countries, social enterprises can play an important role in providing key services to those at the “base of the pyramid.” (Figure 1)

Figure 1. Role of SE sector in public service provision

Social enterprises often start at the initiative of a visionary entrepreneur who sees a significant social need, whether in education, health, sanitation, or microfinance, and who responds by developing an innovative way to address the perceived need, usually by setting up an NGO, or a for-profit enterprise. Social enterprises and their innovations generally start small. When successful, they face an important challenge: how to expand their operations and innovations to meet the social need at a larger scale. 

Development partner organizations—donors, for short—have recognized the contribution that social enterprises can make to find and implement innovative ways to meet the social service needs of people at the base of the pyramid, and they have started to explore how they can support social enterprises in responding to these needs at a meaningful scale. 

The purpose of this paper is to present a menu of approaches for addressing the challenge of scaling up social enterprise innovations, based on a review of the literature on scaling up and on social enterprises. The paper does not aim to offer specific recommendations for entrepreneurs or blueprints and guidelines for the development agencies. The range of settings, problems, and solutions is too wide to permit that. Rather, the paper provides an overview of ways to think about and approach the scaling up of social enterprise innovations. Where possible, the paper also refers to specific tools that can be helpful in implementing the proposed approaches. 

Note that we talk about scaling up social enterprise innovations, not about social enterprises. This is because it is the innovations and how they are scaled up that matter. An innovation may be scaled up by the social enterprise where it originated, by handoff to a public agency for implementation at a larger scale, or by other private enterprises, small or large. 

This paper is structured in three parts: Part I presents a general approach to scaling up development interventions. This helps establish basic definitions and concepts. Part II considers approaches for the scaling up of social enterprise innovations. Part III provides a summary of the main conclusions and lessons from experience. A postscript draws out implications for external aid donors. Examples from actual practice are used to exemplify the approaches and are summarized in Annex boxes.

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Last Thursday was finance minister day at Brookings, with three separate visits from European finance ministers who were in town for the IMF meetings. Here in Governance Studies, we were delighted to have the opportunity to host Czech Finance Minister and Deputy Prime Minister Andrej Babis for a wide-ranging conversation with our scholars, including Darrell West, Bill Galston, John Hudak, and myself, as well as Bill Drozdiak of Brookings' Center on the United States and Europe and Jeff Gedmin of Georgetown University. Brookings has a long tradition of welcoming distinguished European visitors, and so contributing to the strengthening of transatlantic ties. That is particularly important now, as Europe confronts the destabilizing effects of Russia's aggression in Ukraine, the Greek debt crisis, be continuing after effects of the great recession, and multiple other challenges. We were honored to host Minister Babis and we look forward to many more visits here from leaders of our close U.S. ally, the Czech Republic.

(Photo credit: Embassy of the Czech Republic)

I attended a fascinating dinner earlier this week with Greek Foreign Minister Nikos Kotzias as part of his whirlwind visit to Washington DC. I shared with the minister some reflections on challenges facing him and the new Greek government at home in Greece and in Europe. When I served in Prague, I often urged the Europeans to take a page from our U.S. approach in 2009-10 and to avoid excessive austerity. I reiterated that view to the minister, and in particular pointed out the need for Germany to do more to help (see, for example, my colleague Ben Bernanke's recent post on the German current account surplus in his Brookings blog.) Paul Krugman hit the nail on the head with his recent column as well. On a personal note, when my father found himself trapped in Poland in 1939 is the Nazis invaded, he made his way to Greece, which gave him shelter until he was able to escape to the United States in 1940. So I was able to thank the Foreign Minister for that as well (somewhat belatedly, but all the more heartfelt for that). I was impressed with the Minister's grasp of the Greek financial crisis and the many other important issues confronting Europe.

I had been mulling a rebuttal to my colleague and friend Jon Rauch’s interesting—but wrong—new Brookings paper praising the role of “hacks, machines, big money, and back room deals” in democracy. I thought the indictments of Chris Christie’s associates last week provided a perfect example of the dangers of all of that, and so of why Jon was incorrect. But in yesterday’s L.A. Times, he beat me to it, himself defending the political morality (if not the efficacy) of their actions, and in the process delivering a knockout blow to his own position.

Bridgegate is a perfect example of why we need fewer "hacks, machines, big money, and back room deals" in our politics, not more. There is no justification whatsoever for government officials abusing their powers, stopping emergency vehicles and risking lives, making kids late for school and parents late for their jobs to retaliate against a mayor who withholds an election endorsement. We vote in our democracy to make government work, not break. We expect that officials will serve the public, not their personal interests. This conduct weakens our democracy, not strengthens it.

It is also incorrect that, as Jon suggests, reformers and transparency advocates are, in part, to blame for the gridlock that sometimes afflicts our American government at every level. As my co-authors and I demonstrated at some length in our recent Brookings paper, “Why Critics of Transparency Are Wrong,” and in our follow-up Op-Ed in the Washington Post, reform and transparency efforts are no more responsible for the current dysfunction in our democracy than they were for the gridlock in Fort Lee. Indeed, in both cases, “hacks, machines, big money, and back room deals” are a major cause of the dysfunction. The vicious cycle of special interests, campaign contributions and secrecy too often freeze our system into stasis, both on a grand scale, when special interests block needed legislation, and on a petty scale, as in Fort Lee. The power of megadonors has, for example, made dysfunction within the House Republican Caucus worse, not better.

Others will undoubtedly address Jon’s new paper at length. But one other point is worth noting now. As in foreign policy discussions, I don’t think Jon’s position merits the mantle of political “realism,” as if those who want democracy to be more democratic and less corrupt are fluffy-headed dreamers. It is the reformers who are the true realists. My co-authors and I in our paper stressed the importance of striking realistic, hard-headed balances, e.g. in discussing our non-absolutist approach to transparency; alas, Jon gives that the back of his hand, acknowledging our approach but discarding the substance to criticize our rhetoric as “radiat[ing] uncompromising moralism.” As Bridgegate shows, the reform movement’s “moralism" correctly recognizes the corrupting nature of power, and accordingly advocates reasonable checks and balances. That is what I call realism. So I will race Jon to the trademark office for who really deserves the title of realist!

Editor's Note: : We’re hosting a conversation on Markaz on the Iranian nuclear talks, debating the merits of a deal, as well as the broader issues at stake for the United States and the region. This piece originally appeared in The Huffington Post.

As we near what may be the endgame of the current negotiations with Iran, I am reminded of the place where President Obama announced the overarching strategy that helped produce this moment: Prague. After stating his readiness to speak to Iran in a Democratic primary debate in 2007, and following that up postelection in 2009 with a series of initial statements directed to the Iranians, the president chose the Czech capital to lay out his vision of dealing with the dangers of nuclear weapons in April 2009. That included emphasizing that Iran would not be permitted to obtain a nuclear weapon on his watch: "Rules must be binding. Violations must be punished. Words must mean something. The world must stand together to prevent the spread of these weapons."

As a result of that 2009 speech, the president's nuclear strategy became known as the Prague Agenda. I had the privilege to travel with President Obama back to Prague in April 2010 to witness the signing of a major accomplishment in another area under the Prague Agenda, namely the New START treaty. By the following year, April 2011, I was in Prague as U.S. ambassador. That year, and in the each year that followed, we held an annual Prague Agenda conference to assess the steps that had been taken and the challenges that lay ahead.

In the years since, there has been steady progress in each of the four main areas the president laid out on that spring day in Prague in 2009. New START was a step forward on his first objective, to reduce the risks posed by existing nuclear weapons. Another goal, preventing nuclear terror by safeguarding materials and improving safety, has since been the subject of a series of successful Nuclear Security Summits in Washington, Seoul, and The Hague.

I saw first-hand the president's personal commitment to a third objective articulated in Prague: to promote the peaceful use of nuclear energy. I was, for example, present in the Oval Office in October 2011 when the president and the Czech prime minister met. President Obama advocated for the use of civil nuclear power as a part of the Czech energy mix (and also to achieve energy independence from Russia). That approach has been replicated in administration policy supporting civil nuclear energy in the United States and around the world.

Now, with the possible Iran deal, progress under the Prague Agenda's final prong is in reach: holding to account a state which had violated its nuclear obligations under international treaties. I am not of the school that believes the president needs to secure an Iran deal to build his legacy. That was never the case; having known him for almost a quarter of a century, since we were law students together, and having worked for him for six years, first in the White House and then as ambassador, I can attest that those kinds of considerations do not enter into critical decisions like this one. Even the president's strongest critics have to admit that legacy is, as a matter of logic, much less of a consideration after the recent breakthroughs on the Affordable Care Act and on Trade Promotion Authority.

Instead, as the comprehensive nature of the Prague Agenda itself suggests, President Obama is pursuing a deal out of principle. He is acting from his conviction that a good agreement with Iran represents another step toward making the U.S., our allies, and the world safe from nuclear terror. It is that ambition that has driven the president's formulation and consistent pursuit of each of the four elements of the Prague Agenda, the obscure aspects just as much as the headline-making ones.

Of course, as the president himself has repeatedly emphasized, the deal must be a good one. That is why I recently joined a bipartisan group of experts convened by the Washington Institute for Near East Policy in signing a statement laying out criteria for what any deal with Iran must at a minimum contain in five core areas: monitoring and verification; possible military dimensions; advanced centrifuges; sanctions relief; and consequences of violations. We also agreed on the importance of complementing any agreement with a strong deterrence policy and a comprehensive regional strategy. I have been encouraged by the warm reception for our statement from all corners, and by the strong tone struck by the American negotiators in Vienna this week. They recognize that willingness to walk away is the surest path to securing a good deal. If such a deal can be struck that meets the criteria in our bipartisan statement, that will be another stride forward under the Prague Agenda — perhaps the biggest yet.

Now that that the initial revelations regarding the VW scandal have sunk in it’s time to begin assessing the larger significance of those revelations. While the case and, we predict, VW, will continue for years (we are only at the end of the beginning, and far from the beginning of the end), we are far enough along to see five large questions emerging. These questions will tell us much about the economic, corporate and cultural future of VW and German enterprise. 

1) VW was an integral component of Germany's industrial reputation in Europe, across the Atlantic in the United States, and around the world. Now, that hard-won reputation is at risk. How broad will the damage be to German businesses' reputation not just for quality, but for "premium quality?"

2) Turning from the German business sector to the German economy as a whole, the VW scandal has many ironies, not least of which is that the company was a key driver (so to speak) of the famous German Wirthschaftswunder. Economic health propelled a vanquished Germany to the forefront of Europe’s post-WWII recovery and then made post-Cold War reunification a success. Does the VW scandal have the potential to slow down the overall growth of the German economy, and what are the European and global implications of that at a time when the Chinese economy is also sputtering?

3) From a corporate governance perspective, the scandal represents some of the most boneheaded thinking ever. Following disclosure of the fraud, €14bn (£10bn; $15.6bn) was wiped off VW's stock market value. Whoever knew/orchestrated the scheme thought they would get away with it, but did they really not foresee the consequences or even the likelihood of getting caught? We will long be studying the abnormal “fraud psychology" of this case.

4) Germany ranks among the top ten countries for low corruption according to Transparency International. Yet VW is not alone among German companies in making major headlines with massive ethics failures in recent years, joining Siemens, Bayer, Deutsche Bank, and many others. What does this mean for the future of Germany’s role as a force for anti-corruption at home and internationally?

5) Former VW CEO Winterkorn resigned but claimed he knew nothing about the scandal. What does this say about the structure and management culture of Germany’s largest companies? How widespread is “plausible deniability” in German business culture--and in all business culture everywhere? If so, what are the dangers of this going forward, and what should be done to address them?

Event Information

As the sixth anniversary of Citizens United v. FEC approaches on January 21, both experts and ordinary citizens believe the United States is confronting a campaign finance crisis. Citizens United and related court cases have unleashed a flood of dark money that many believe could drown our democracy. It is estimated that over $5 billion will be spent on the 2016 presidential race—more than 3 times the amount spent in 2008 (already the most expensive election cycle in history). A comprehensive poll conducted by the New York Times and CBS News in the spring of 2015 showed that 84 percent of adults—including 90 percent of Democrats and 80 percent of Republicans—believe that money has too much influence in American political campaigns. Even the richest Americans agreed: 85 percent of adults making $100,000 or more share that same belief.

There has been much handwringing about this state of affairs. But there has been too little public attention paid to finding solutions. On the sixth anniversary of Citizens United, the Governance Studies program at Brookings hosted current and former government officials, lobbyists, donors, advocates, and other experts to discuss how to resolve the campaign finance crisis. They focused on innovative reform efforts at the federal, state, and local levels which offer the hope of addressing the problem of big money in politics.

Panelists will included:

Cheri Beasley, Associate Justice, North Carolina Supreme Court
Daniel Berger, Partner, Berger & Montague, P.C.
John Bonifaz, Co-Founder and President, Free Speech for People
Norman L. Eisen, U.S. Ambassador to the Czech Republic (2011-2014); Special Assistant and Special Counsel to the President (2009-2011); Visiting Fellow, The Brookings Institution
Bruce Freed, Founder and President, Center for Political Accountability
Steve Israel, Member, U.S. House of Representatives (D-NY)
Roger Katz, Chair, Government Oversight Committee, Maine State Senate (R)
Allen Loughry, Justice, Supreme Court of Appeals of West Virginia
Chuck Merin, Executive Vice President, Prime Policy Group; Lobbyist
Connie Morella, Ambassador to OECD (2003-2007); Member, U.S. House of Representatives (R-Md., 1987-2003)
Jeffrey Peck, Principal, Peck Madigan Jones; Lobbyist
Nick Penniman, Executive Director, Issue One
Trevor Potter, Commissioner, Federal Election Commission (1991-1995; Chairman,1994)
John Pudner, Executive Director, Take Back Our Republic
Ann Ravel, Commissioner, Federal Election Commission (Chairwoman, 2015)
Timothy Roemer, Ambassador to India (2009-2011); Member, U.S. House of Representatives (D-Ind., 1991-2003); member 9/11 Commission; Senior Strategic Advisor to Issue One
John Sarbanes, Member, U.S. House of Representatives (D-Md.)
Claudine Schneider, Member, U.S. House of Representatives (R-R.I.,1981-1991)
Peter Schweizer, President, Government Accountability Institute
Zephyr Teachout, CEO, Mayday PAC
Lucas Welch, Executive Director, The Pluribus Project
Fred Wertheimer, Founder and President, Democracy 21
Tim Wirth, Member, U.S. Senate (D-Colo.,1987-1993); Member, U.S. House of Representatives (D-Colo.,1975-1987)
Dan Wolf, Chair, Committee on Steering and Policy, Massachusetts State Senate (D)

Click here for a full agenda.

Video

• The campaign finance crisis in America and how to fix it - Part 1
• The campaign finance crisis in America and how to fix it - Part 2
• The campaign finance crisis in America and how to fix it - Part 3
• The campaign finance crisis in America and how to fix it - Part 4

Audio

• The campaign finance crisis in America and how to fix it: A solutions summit (Part 1)
• The campaign finance crisis in America and how to fix it: A solutions summit (Part 2)
• The campaign finance crisis in America and how to fix it: A solutions summit (Part 3)
• The campaign finance crisis in America and how to fix it: A solutions summit (Part 4)

Transcript

• Uncorrected Transcript (.pdf)

Event Materials

• Solution Summits Agenda120
• 20160121_campaign_finance_summit_transcript

A curriculum controversy is roiling schools in the San Francisco Bay Area.  In the past few months, parents in the San Mateo-Foster City School District, located just south of San Francisco International Airport, voiced concerns over changes to the middle school math program. The changes were brought about by the Common Core State Standards (CCSS).  Under previous policies, most eighth graders in the district took algebra I.  Some very sharp math students, who had already completed algebra I in seventh grade, took geometry in eighth grade. The new CCSS-aligned math program will reduce eighth grade enrollments in algebra I and eliminate geometry altogether as a middle school course. 

A little background information will clarify the controversy.  Eighth grade mathematics may be the single grade-subject combination most profoundly affected by the CCSS.  In California, the push for most students to complete algebra I by the end of eighth grade has been a centerpiece of state policy, as it has been in several states influenced by the “Algebra for All” movement that began in the 1990s.  Nationwide, in 1990, about 16 percent of all eighth graders reported that they were taking an algebra or geometry course.  In 2013, the number was three times larger, and nearly half of all eighth graders (48 percent) were taking algebra or geometry.^[i]  When that percentage goes down, as it is sure to under the CCSS, what happens to high achieving math students?

The parents who are expressing the most concern have kids who excel at math.  One parent in San Mateo-Foster City told The San Mateo Daily Journal, “This is really holding the advanced kids back.”^[ii] The CCSS math standards recommend a single math course for seventh grade, integrating several math topics, followed by a similarly integrated math course in eighth grade.  Algebra I won’t be offered until ninth grade.  The San Mateo-Foster City School District decided to adopt a “three years into two” accelerated option.  This strategy is suggested on the Common Core website as an option that districts may consider for advanced students.  It combines the curriculum from grades seven through nine (including algebra I) into a two year offering that students can take in seventh and eighth grades.^[iii]  The district will also provide—at one school site—a sequence beginning in sixth grade that compacts four years of math into three.  Both accelerated options culminate in the completion of algebra I in eighth grade.

The San Mateo-Foster City School District is home to many well-educated, high-powered professionals who work in Silicon Valley.  They are unrelentingly liberal in their politics.  Equity is a value they hold dear.^[iv]  They also know that completing at least one high school math course in middle school is essential for students who wish to take AP Calculus in their senior year of high school.  As CCSS is implemented across the nation, administrators in districts with demographic profiles similar to San Mateo-Foster City will face parents of mathematically precocious kids asking whether the “common” in Common Core mandates that all students take the same math course.  Many of those districts will respond to their constituents and provide accelerated pathways (“pathway” is CCSS jargon for course sequence). 

But other districts will not.  Data show that urban schools, schools with large numbers of black and Hispanic students, and schools located in impoverished neighborhoods are reluctant to differentiate curriculum.  It is unlikely that gifted math students in those districts will be offered an accelerated option under CCSS.  The reason why can be summed up in one word: tracking.

Tracking in eighth grade math means providing different courses to students based on their prior math achievement.  The term “tracking” has been stigmatized, coming under fire for being inequitable.  Historically, where tracking existed, black, Hispanic, and disadvantaged students were often underrepresented in high-level math classes; white, Asian, and middle-class students were often over-represented.  An anti-tracking movement gained a full head of steam in the 1980s.  Tracking reformers knew that persuading high schools to de-track was hopeless.  Consequently, tracking’s critics focused reform efforts on middle schools, urging that they group students heterogeneously with all students studying a common curriculum.  That approach took hold in urban districts, but not in the suburbs.

Now the Common Core and de-tracking are linked.  Providing an accelerated math track for high achievers has become a flashpoint throughout the San Francisco Bay Area.  An October 2014 article in The San Jose Mercury News named Palo Alto, Saratoga, Cupertino, Pleasanton, and Los Gatos as districts that have announced, in response to parent pressure, that they are maintaining an accelerated math track in middle schools.  These are high-achieving, suburban districts.  Los Gatos parents took to the internet with a petition drive when a rumor spread that advanced courses would end.  Ed Source reports that 900 parents signed a petition opposing the move and board meetings on the issue were packed with opponents. The accelerated track was kept.  Piedmont established a single track for everyone, but allowed parents to apply for an accelerated option.  About twenty five percent did so.  The Mercury News story underscores the demographic pattern that is unfolding and asks whether CCSS “could cement a two-tier system, with accelerated math being the norm in wealthy areas and the exception elsewhere.”

What is CCSS’s real role here?  Does the Common Core take an explicit stand on tracking?  Not really.  But de-tracking advocates can interpret the “common” in Common Core as license to eliminate accelerated tracks for high achievers.  As a noted CCSS supporter (and tracking critic), William H. Schmidt, has stated, “By insisting on common content for all students at each grade level and in every community, the Common Core mathematics standards are in direct conflict with the concept of tracking.”^[v]  Thus, tracking joins other controversial curricular ideas—e.g., integrated math courses instead of courses organized by content domains such as algebra and geometry; an emphasis on “deep,” conceptual mathematics over learning procedures and basic skills—as “dog whistles” embedded in the Common Core.  Controversial positions aren’t explicitly stated, but they can be heard by those who want to hear them.    

CCSS doesn’t have to take an outright stand on these debates in order to have an effect on policy.  For the practical questions that local grouping policies resolve—who takes what courses and when do they take them—CCSS wipes the slate clean.  There are plenty of people ready to write on that blank slate, particularly administrators frustrated by unsuccessful efforts to de-track in the past

Suburban parents are mobilized in defense of accelerated options for advantaged students.  What about kids who are outstanding math students but also happen to be poor, black, or Hispanic?  What happens to them, especially if they attend schools in which the top institutional concern is meeting the needs of kids functioning several years below grade level?  I presented a paper on this question at a December 2014 conference held by the Fordham Institute in Washington, DC.  I proposed a pilot program of “tracking for equity.”  By that term, I mean offering black, Hispanic, and poor high achievers the same opportunity that the suburban districts in the Bay Area are offering.  High achieving middle school students in poor neighborhoods would be able to take three years of math in two years and proceed on a path toward AP Calculus as high school seniors.

It is true that tracking must be done carefully.  Tracking can be conducted unfairly and has been used unjustly in the past.  One of the worst consequences of earlier forms of tracking was that low-skilled students were tracked into dead end courses that did nothing to help them academically.  These low-skilled students were disproportionately from disadvantaged communities or communities of color.  That’s not a danger in the proposal I am making.  The default curriculum, the one every student would take if not taking the advanced track, would be the Common Core.  If that’s a dead end for low achievers, Common Core supporters need to start being more honest in how they are selling the CCSS.  Moreover, to ensure that the policy gets to the students for whom it is intended, I have proposed running the pilot program in schools predominantly populated by poor, black, or Hispanic students.  The pilot won’t promote segregation within schools because the sad reality is that participating schools are already segregated.

Since I presented the paper, I have privately received negative feedback from both Algebra for All advocates and Common Core supporters.  That’s disappointing.  Because of their animus toward tracking, some critics seem to support a severe policy swing from Algebra for All, which was pursued for equity, to Algebra for None, which will be pursued for equity.  It’s as if either everyone or no one should be allowed to take algebra in eighth grade.  The argument is that allowing only some eighth graders to enroll in algebra is elitist, even if the students in question are poor students of color who are prepared for the course and likely to benefit from taking it.

The controversy raises crucial questions about the Common Core.  What’s common in the common core?  Is it the curriculum?  And does that mean the same curriculum for all?  Will CCSS serve as a curricular floor, ensuring all students are exposed to a common body of knowledge and skills?  Or will it serve as a ceiling, limiting the progress of bright students so that their achievement looks more like that of their peers?  These questions will be answered differently in different communities, and as they are, the inequities that Common Core supporters think they’re addressing may surface again in a profound form.   

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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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.