The U.S.-Japan alliance continues to struggle with the issue of reducing and relocating the U.S. Marine Corps presence on Okinawa.  In a new op-ed in the Wall Street Journal, Mike Mochizuki (of The George Washington University) and I—recognizing the potential seriousness of this problem for the alliance, as well as the fact that the current plan to reduce and/or relocate has been straitjacketed by Japanese and Okinawan politics—propose a more significant set of changes. Our proposal would scale back the peacetime presence of the Marines on Okinawa even further than now planned, but it would preserve or even improve U.S. military responsiveness throughout the Western Pacific region in times of crisis or conflict.

The United States needs to bear down on a comprehensive strategy to defeat ISIS globally in the aftermath of the terrible June 12 tragedy in Orlando, Florida. To be sure, no such effort can reliably prevent all such future attacks. But moments like these require that we reassess and reinvigorate our strategy against a serious, global threat to our nation and our allies.

Some will say that ISIS overachieved here, or that Omar Mateen was more a deranged individual than an ISIS operative, or that recent battlefield progress by the United States and its partners against ISIS in Iraq and Syria will soon lead to the group’s demise. None of these arguments is compelling as a case for complacency. What Mateen did, even if the bloodiest single shooting spree in U.S. history, is entirely repeatable by well-trained individuals with access to weapons like the AR-15. Mateen was perhaps deranged, but he also was apparently pushed over the edge by the allure of joining a broader ISIS-inspired movement that finds legitimacy in doctrines of hate, and takes purpose from creating mass-casualty events in the name of some perverted interpretation of Islam. It could, and probably will, happen again.

Yes, a combination of Iraqi forces, U.S. and coalition airpower, Kurdish fighters, Sunni tribesmen, and Shiite militias has taken back perhaps 40 percent of Iraqi territory and 20 percent of Syrian territory previously held by ISIS. ISIS may have lost up to half its revenue in those two countries as well. But the cities of Raqqa and Mosul remain firmly in ISIS hands. Over the last year or two, moreover, ISIS has deepened its roots from the Sinai Peninsula to Libya, established tentacles from Azerbaijan to Afghanistan and into Southeast Asia, and gained a powerful affiliate in the form of the Boko Haram movement in Nigeria. It may be down, but it is hardly out. 

[ISIS] may be down, but it is hardly out.

Mapping the threat

Several crucial aspects of the anti-ISIS campaign are lagging. Country by country, an agenda to address them might be summarized as follows:

Iraq. Here, government-led forces are making headway, but the pace is slow, and most worrisome of all, there is little reason to think that Mosul in particular will be well-governed once it is retaken from ISIS. We need to find a way to increase U.S. leverage in Baghdad to create the kinds of “hold” forces that can lead to a stable peace—as much a political problem as a military one. That may require a larger aid and assistance package from the United States—especially relevant given how much Iraq depends on oil revenue and how much oil prices have fallen.

Syria. Here, the political strategy does not really hold water. Peace talks are moribund; Bashar Assad is on the march, with Russian help. We need to lower our political goals—confederation, with protection of minority rights, may be a more appropriate standard for success. But regardless, we need to step up our game at helping not only Kurdish forces, but moderate Arab forces too. Quite likely, we will need to relax modestly our vetting standards on whom we help, and increase several-fold the number of Americans involved in the training and equipping efforts. Certain types of retaliatory measures against Syrian government aircraft that bomb declared no-go zones may be appropriate as well. Only by moving towards solving the civil war can we properly target the ISIS menace there.

Libya. With the unity government perhaps taking shape, the West now needs to be preparing an intensified aid and training program for a Libyan government force that can gain the strength needed to consolidate control, at least in ISIS-occupied areas in the country’s central coastal regions. This will require perhaps hundreds of Western advisors in the country when the moment is right.

Nigeria. With President Muhammadu Buhari making progress against corruption, it is time for an expanded American assistance program that may even, if Nigerians so request, involve deployment of small mentoring teams to the field to help the army in its fight against Boko Haram.

Afghanistan. President Obama should not make any further reductions in U.S. troop levels for the rest of his presidency, and should allow U.S. commanders considerable flexibility in how they employ airpower there against the Taliban.

The Homefront. ISIS is in fact a three-headed monster—with its core in Iraq and Syria, its various provinces and affiliates (or wilayats) around the broader region, and the global network that binds the pieces together. It is against this global network, both domestically and internationally, that we must double down, for it will be this network that will generate the attacks upon our homelands. Encrypted smart phones have complicated this effort when cells of extremists are actively plotting attacks. But the net effect of technology can still probably help us—if we intensify our pressure on the network through vigilance, rigorous investigations that blend law enforcement and intelligence, and disruptive, timely actions against suspects. New York City, London, and increasingly Paris have done this, but the methods are not yet generalized. This requires aggressive and unequivocal American leadership.

It is against this global network, both domestically and internationally, that we must double down.

These efforts would be significant. Yet none would be enormous. The overseas components, taken together, would involve no more than several thousand additional U.S. personnel and several billion dollars a year in additional aid of various types to groups that are doing the real fighting and dying in common cause with us. We must strike all three heads of this horrific creature, simultaneously and relentlessly. The United States and its coalition partners have made a modest amount of progress against ISIS, but now is a moment to intensify the effort before the next, possibly much worse, attack occurs.

Event Information

On July 20 and 21, defense ministers from several nations will gather in Washington, D.C. at the invitation of U.S. Secretary of Defense Ash Carter. The meeting will bring together representatives from countries working to confront and defeat the Islamic State (or ISIL). French Defense Minister Jean-Yves Le Drian will be among those at the summit discussing how to accelerate long-term efforts to fight ISIL in Iraq and Syria. The close relationship between France and the United States has provided a solid base for security cooperation for decades, and in recent years, France has become one of America’s strongest allies in fighting terrorism and a prominent member of the international coalition to defeat ISIL.

On July 20, the Foreign Policy program at Brookings hosted Minister Le Drian for a discussion on French and U.S. cooperation as the two countries face multiple transnational security threats. Since becoming France’s defense minister in 2012, Le Drian has had to address numerous new security crises emerging from Africa, the Middle East, and within Europe itself. France faced horrific terrorist attacks on its own soil in January and November 2015 and remains under a state of emergency with its armed forces playing an active role in maintaining security both at home and abroad. Le Drian recently authored “Qui est l’ennemi?” (“Who is the enemy?”, Editions du Cerf, May 2016), defining a comprehensive strategy to address numerous current threats.

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On August 7, the White House announced cancellation of the planned Moscow summit in early September between Presidents Obama and Putin, saying there were no prospects for significant progress on key issues at the meeting.  The White House also said cooperation with Russia remains a priority, and on August 9 Secretaries Kerry and Hagel met with their Russian counterparts, Ministers Lavrov and Shoigu.  While President Obama intends to travel to St Petersburg for the G20 summit on September 6 and 7, there has been no word on whether there will be a bilateral meeting with President Putin on the margins of the summit.  Clearly, U.S.-Russian relations have entered troubled times.

On August 28, the Center on the United States and Europe hosted a panel discussion to address these developments and future prospects for the bilateral relationship between Washington and Moscow.  Brookings Senior Fellows Clifford Gaddy, Steven Pifer and Angela Stent will take part.  Brookings Visiting Fellow Jeremy Shapiro moderated.   Following opening comments, the panelists took questions from the audience.

Watch full video from the event at C-SPAN.org »

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• What the U.S. Does in Syria Will Be Costly for Russia
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In August, the White House announced the cancellation of the Moscow summit between Presidents Barack Obama and Vladimir Putin, while still saying that U.S. relations with Russia remain a priority. By all accounts, the Snowden case appears to have further complicated already strained U.S.-Russia relations. With President Obama headed to St. Petersburg, Russia for the G20 summit on September 6 and 7, the likelihood of an Obama-Putin bilateral meeting remains unanswered and unlikely.

With an eye toward a possible bilateral meeting in St. Petersburg, Brookings experts Steven Pifer, Clifford Gaddy and Angela Stent address these developments and future prospects for the U.S.-Russia cooperation on issues like Syria and arms control.

Steven Pifer:

“I think people now see the reset as a failure. I actually think the reset succeeded, because the goal was not to get us to Nirvana with Russia, but to lift us out of the hole that we found ourselves in in 2008.”

Clifford Gaddy:

“Steve has said that the relations are not as bad, are at their worst since, you know, the fall of communism. I would probably say they probably are as bad.”

Angela Stent:

“It's not clear what the U.S.-Russian agenda is going forward. The things we would like to accomplish — more arms control, an agreement on missile defense, even, you know, more U.S. investment in Russia — the Russians don't seem to be interesting in responding. We do need to work together — and we will, still, on post-2014 Afghanistan, on Iran — but it's really unclear what an agenda would be going forward.”

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Russia remains a priority for the United States because of its nuclear weapons arsenal, its strategic location bordering Europe and Asia and its ability to support—or thwart—American interests on issues such as the Syrian conflict. Recent U.S. presidents have attempted repeatedly to forge a strong and productive partnership with Russia only to be held hostage to the deep mistrust born of the Cold War. Why has it been so difficult to move the relationship forward and is there any prospect for change in the future?

In her new book, The Limits of Partnership: U.S.-Russian Relations in the Twenty-First Century (Princeton University Press, 2014), Brookings Nonresident Senior Fellow and Georgetown University Professor Angela Stent calls for a fundamental reassessment of the principles and practices that drive U.S.-Russian relations and offers a path forward to meet the urgent challenges facing both countries.

On February 18, the Center on the United States and Europe (CUSE) at Brookings hosted a discussion featuring Stent that explored U.S.-Russian relations since the Soviet collapse and the challenges ahead. CUSE Director Fiona Hill, co-author of Mr. Putin: Operative in the Kremlin (Brookings Press, 2013), and Peter Baker, chief White House correspondent for The New York Times and author of Days of Fire (Doubleday, 2013), also joined the panel.

Brookings President Strobe Talbott, who previously served as U.S. deputy secretary of State and U.S. ambassador-at-large for the former Soviet Union, provided introductory remarks.

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

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

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

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

Changing global financial architecture 

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

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

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

End of the North-South divide 

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

The future for MDBs 

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

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

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

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

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

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

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

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

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

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

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

A new MDB agenda for the G20 

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

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

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

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

The meeting focused on four questions:

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


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

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


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

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


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

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


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

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• Participant List
• MDB PostEvent Summary

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

So what’s the problem?

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

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

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

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

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

So what’s to be done?

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

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

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

With just over six months to go until the Iowa caucuses, news organizations are already speculating about what the Bush or Clinton or Trump Sanders administrations might look like. Though it might seem premature, their impulse is the right one. After the winner of the 2016 presidential race is announced in November of that year, the new President-elect will have just under three months to build his or her new government. From choosing cabinet members and key White House staff to setting the policy agenda and dealing with unanticipated crises, the presidential transition process is a huge undertaking, and one that requires much more advance planning than it is usually given.

Acknowledging the short timetable that surrounds the presidential transition process, on July 31 the Senate passed the “Edward ‘Ted’ Kaufman and Michael Leavitt Presidential Transitions Improvements Act of 2015.” If passed by the House and signed into law, this bill would require the president to establish a “White House Transition Coordinating Council” six months prior to the presidential election. This council would work with transition representatives for both candidates to prepare for the challenges that will lie ahead.

Under the new bill, the President would also be tasked to create an “Agency Transition Director’s Council.” This council would ensure that federal agencies function effectively through the transition. Again, transition representatives for each candidate would work with a group of senior representatives from the agencies, planning leadership changes and identifying potential obstacles.

Additionally, agency directors would designate “acting officers” for all essential non-career positions. In the event that these positions become vacant during the transition, a career civil servant from the agency will take over as “acting officer” until a replacement is appointed.

The Bush to Obama transition was one of the smoothest in history, and this bill reflects the best practices learned from that experience. (Full disclosure: one of the co-authors of this blog, Eisen, was the deputy general counsel of the Obama transition.) The Bush administration was ready early to work with the transition teams for both major party candidates. It offered a model of organization and cooperation with both campaigns well before Election Day. Once the election was decided, that engagement intensified, with constant contact and seamless teamwork between President-elect and his team and President Bush and his. Indeed, even after Election Day, many Bush appointees were asked to and did stay on longer in order to give the administration more time to find suitable replacements (See, e.g. Burke, p.594).

The Obama administration will undoubtedly "pay it forward" and meet those same high standards in addressing the upcoming transition. Nevertheless, codifying recent best practices as law makes eminent sense now, while we are all paying attention to the upcoming election—and knowing a future administration may not be as cooperative unless required by law. Although Inauguration Day 2017 may seem far off, there is actually not a moment to spare for this important legislation to proceed.

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.

Earlier this month, the College Board released SAT scores for the high school graduating class of 2015. Both math and reading scores declined from 2014, continuing a steady downward trend that has been in place for the past decade. Pundits of contrasting political stripes seized on the scores to bolster their political agendas. Michael Petrilli of the Fordham Foundation argued that falling SAT scores show that high schools need more reform, presumably those his organization supports, in particular, charter schools and accountability.* For Carol Burris of the Network for Public Education, the declining scores were evidence of the failure of polices her organization opposes, namely, Common Core, No Child Left Behind, and accountability.

Petrilli and Burris are both misusing SAT scores. The SAT is not designed to measure national achievement; the score losses from 2014 were miniscule; and most of the declines are probably the result of demographic changes in the SAT population. Let’s examine each of these points in greater detail.

It never was. The SAT was originally meant to measure a student’s aptitude for college independent of that student’s exposure to a particular curriculum. The test’s founders believed that gauging aptitude, rather than achievement, would serve the cause of fairness. A bright student from a high school in rural Nebraska or the mountains of West Virginia, they held, should have the same shot at attending elite universities as a student from an Eastern prep school, despite not having been exposed to the great literature and higher mathematics taught at prep schools. The SAT would measure reasoning and analytical skills, not the mastery of any particular body of knowledge. Its scores would level the playing field in terms of curricular exposure while providing a reasonable estimate of an individual’s probability of success in college.

Note that even in this capacity, the scores never suffice alone; they are only used to make admissions decisions by colleges and universities, including such luminaries as Harvard and Stanford, in combination with a lot of other information—grade point averages, curricular resumes, essays, reference letters, extra-curricular activities—all of which constitute a student’s complete application.

Today’s SAT has moved towards being a content-oriented test, but not entirely. Next year, the College Board will introduce a revised SAT to more closely reflect high school curricula. Even then, SAT scores should not be used to make judgements about U.S. high school performance, whether it’s a single high school, a state’s high schools, or all of the high schools in the country. The SAT sample is self-selected. In 2015, it only included about one-half of the nation’s high school graduates: 1.7 million out of approximately 3.3 million total. And that’s about one-ninth of approximately 16 million high school students.  Generalizing SAT scores to these larger populations violates a basic rule of social science. The College Board issues a warning when it releases SAT scores: “Since the population of test takers is self-selected, using aggregate SAT scores to compare or evaluate teachers, schools, districts, states, or other educational units is not valid, and the College Board strongly discourages such uses.”  

TIME’s coverage of the SAT release included a statement by Andrew Ho of Harvard University, who succinctly makes the point: “I think SAT and ACT are tests with important purposes, but measuring overall national educational progress is not one of them.”

SAT scores changed very little from 2014 to 2015. Reading scores dropped from 497 to 495. Math scores also fell two points, from 513 to 511. Both declines are equal to about 0.017 standard deviations (SD).^[i] To illustrate how small these changes truly are, let’s examine a metric I have used previously in discussing test scores. The average American male is 5’10” in height with a SD of about 3 inches. A 0.017 SD change in height is equal to about 1/20 of an inch (0.051). Do you really think you’d notice a difference in the height of two men standing next to each other if they only differed by 1/20^th of an inch? You wouldn’t. Similarly, the change in SAT scores from 2014 to 2015 is trivial.^[ii]

A more serious concern is the SAT trend over the past decade. Since 2005, reading scores are down 13 points, from 508 to 495, and math scores are down nine points, from 520 to 511. These are equivalent to declines of 0.12 SD for reading and 0.08 SD for math.^[iii] Representing changes that have accumulated over a decade, these losses are still quite small. In the Washington Post, Michael Petrilli asked “why is education reform hitting a brick wall in high school?” He also stated that “you see this in all kinds of evidence.”

You do not see a decline in the best evidence, the National Assessment of Educational Progress (NAEP). Contrary to the SAT, NAEP is designed to monitor national achievement. Its test scores are based on a random sampling design, meaning that the scores can be construed as representative of U.S. students. NAEP administers two different tests to high school age students, the long term trend (LTT NAEP), given to 17-year-olds, and the main NAEP, given to twelfth graders.

Table 1 compares the past ten years’ change in test scores of the SAT with changes in NAEP.^[iv] The long term trend NAEP was not administered in 2005 or 2015, so the closest years it was given are shown. The NAEP tests show high school students making small gains over the past decade. They do not confirm the losses on the SAT.

Table 1. Comparison of changes in SAT, Main NAEP (12^th grade), and LTT NAEP (17-year-olds) scores. Changes expressed as SD units of base year.

 *p<.05

Petrilli raised another concern related to NAEP scores by examining cohort trends in NAEP scores. The trend for the 17-year-old cohort of 2012, for example, can be constructed by using the scores of 13-year-olds in 2008 and 9-year-olds in 2004. By tracking NAEP changes over time in this manner, one can get a rough idea of a particular cohort’s achievement as students grow older and proceed through the school system. Examining three cohorts, Fordham’s analysis shows that the gains between ages 13 and 17 are about half as large as those registered between ages nine and 13. Kids gain more on NAEP when they are younger than when they are older.

There is nothing new here. NAEP scholars have been aware of this phenomenon for a long time. Fordham points to particular elements of education reform that it favors—charter schools, vouchers, and accountability—as the probable cause. It is true that those reforms more likely target elementary and middle schools than high schools. But the research literature on age discrepancies in NAEP gains (which is not cited in the Fordham analysis) renders doubtful the thesis that education policies are responsible for the phenomenon.^[v]

Whether high school age students try as hard as they could on NAEP has been pointed to as one explanation. A 1996 analysis of NAEP answer sheets found that 25-to-30 percent of twelfth graders displayed off-task test behaviors—doodling, leaving items blank—compared to 13 percent of eighth graders and six percent of fourth graders. A 2004 national commission on the twelfth grade NAEP recommended incentives (scholarships, certificates, letters of recognition from the President) to boost high school students’ motivation to do well on NAEP. Why would high school seniors or juniors take NAEP seriously when this low stakes test is taken in the midst of taking SAT or ACT tests for college admission, end of course exams that affect high school GPA, AP tests that can affect placement in college courses, state accountability tests that can lead to their schools being deemed a success or failure, and high school exit exams that must be passed to graduate?^[vi]

Other possible explanations for the phenomenon are: 1) differences in the scales between the ages tested on LTT NAEP (in other words, a one-point gain on the scale between ages nine and 13 may not represent the same amount of learning as a one-point gain between ages 13 and 17); 2) different rates of participation in NAEP among elementary, middle, and high schools;^[vii] and 3) social trends that affect all high school students, not just those in public schools. The third possibility can be explored by analyzing trends for students attending private schools. If Fordham had disaggregated the NAEP data by public and private schools (the scores of Catholic school students are available), it would have found that the pattern among private school students is similar—younger students gain more than older students on NAEP. That similarity casts doubt on the notion that policies governing public schools are responsible for the smaller gains among older students.^[viii]

Writing in the Washington Post, Carol Burris addresses the question of whether demographic changes have influenced the decline in SAT scores. She concludes that they have not, and in particular, she concludes that the growing proportion of students receiving exam fee waivers has probably not affected scores. She bases that conclusion on an analysis of SAT participation disaggregated by level of family income. Burris notes that the percentage of SAT takers has been stable across income groups in recent years. That criterion is not trustworthy. About 39 percent of students in 2015 declined to provide information on family income. The 61 percent that answered the family income question are probably skewed against low-income students who are on fee waivers (the assumption being that they may feel uncomfortable answering a question about family income).^[ix] Don’t forget that the SAT population as a whole is a self-selected sample. A self-selected subsample from a self-selected sample tells us even less than the original sample, which told us almost nothing.

The fee waiver share of SAT takers increased from 21 percent in 2011 to 25 percent in 2015. The simple fact that fee waivers serve low-income families, whose children tend to be lower-scoring SAT takers, is important, but not the whole story here. Students from disadvantaged families have always taken the SAT. But they paid for it themselves. If an additional increment of disadvantaged families take the SAT because they don’t have to pay for it, it is important to consider whether the new entrants to the pool of SAT test takers possess unmeasured characteristics that correlate with achievement—beyond the effect already attributed to socioeconomic status.

Robert Kelchen, an assistant professor of higher education at Seton Hall University, calculated the effect on national SAT scores of just three jurisdictions (Washington, DC, Delaware, and Idaho) adopting policies of mandatory SAT testing paid for by the state. He estimated that these policies explain about 21 percent of the nationwide decline in test scores between 2011 and 2015. He also notes that a more thorough analysis, incorporating fee waivers of other states and districts, would surely boost that figure. Fee waivers in two dozen Texas school districts, for example, are granted to all juniors and seniors in high school. And all students in those districts (including Dallas and Fort Worth) are required to take the SAT beginning in the junior year. Such universal testing policies can increase access and serve the cause of equity, but they will also, at least for a while, lead to a decline in SAT scores.

Here, I offer my own back of the envelope calculation of the relationship of demographic changes with SAT scores. The College Board reports test scores and participation rates for nine racial and ethnic groups.^[x] These data are preferable to family income because a) almost all students answer the race/ethnicity question (only four percent are non-responses versus 39 percent for family income), and b) it seems a safe assumption that students are more likely to know their race or ethnicity compared to their family’s income.

The question tackled in Table 2 is this: how much would the national SAT scores have changed from 2005 to 2015 if the scores of each racial/ethnic group stayed exactly the same as in 2005, but each group’s proportion of the total population were allowed to vary? In other words, the scores are fixed at the 2005 level for each group—no change. The SAT national scores are then recalculated using the 2015 proportions that each group represented in the national population.

Table 2. SAT Scores and Demographic Changes in the SAT Population (2005-2015)

The data suggest that two-thirds to three-quarters of the SAT score decline from 2005 to 2015 is associated with demographic changes in the test-taking population. The analysis is admittedly crude. The relationships are correlational, not causal. The race/ethnicity categories are surely serving as proxies for a bundle of other characteristics affecting SAT scores, some unobserved and others (e.g., family income, parental education, language status, class rank) that are included in the SAT questionnaire but produce data difficult to interpret.

Using an annual decline in SAT scores to indict high schools is bogus. The SAT should not be used to measure national achievement. SAT changes from 2014-2015 are tiny. The downward trend over the past decade represents a larger decline in SAT scores, but one that is still small in magnitude and correlated with changes in the SAT test-taking population.

In contrast to SAT scores, NAEP scores, which are designed to monitor national achievement, report slight gains for 17-year-olds over the past ten years. It is true that LTT NAEP gains are larger among students from ages nine to 13 than from ages 13 to 17, but research has uncovered several plausible explanations for why that occurs. The public should exercise great caution in accepting the findings of test score analyses. Test scores are often misinterpreted to promote political agendas, and much of the alarmist rhetoric provoked by small declines in scores is unjustified.

The eurozone has three problems: national debt obligations that cannot be met, medium-term imbalances in trade competitiveness, and long-term structural flaws.

The short-run problem requires more of the monetary easing that Germany has, with appalling shortsightedness, been resisting, and less of the near-term fiscal restraint that Germany has, with equally appalling shortsightedness, been seeking. To insist that Greece meet all of its near-term current debt service obligations makes about as much sense as did French and British insistence that Germany honor its reparations obligations after World War I. The latter could not be and were not honored. The former cannot and will not be honored either.

The medium-term problem is that, given a single currency, labor costs are too high in Greece and too low in Germany and some other northern European countries. Because adjustments in currency values cannot correct these imbalances, differences in growth of wages must do the job—either wage deflation and continued depression in Greece and other peripheral countries, wage inflation in Germany, or both. The former is a recipe for intense and sustained misery. The latter, however politically improbable it may now seem, is the better alternative.

The long-term problem is that the eurozone lacks the fiscal transfer mechanisms necessary to soften the effects of competitiveness imbalances while other forms of adjustment take effect. This lack places extraordinary demands on the willingness of individual nations to undertake internal policies to reduce such imbalances. Until such fiscal transfer mechanisms are created, crises such as the current one are bound to recur.

Present circumstances call for a combination of short-term expansionary policies that have to be led or accepted by the surplus nations, notably Germany, who will also have to recognize and accept that not all Greek debts will be paid or that debt service payments will not be made on time and at originally negotiated interest rates. The price for those concessions will be a current and credible commitment eventually to restore and maintain fiscal balance by the peripheral countries, notably Greece.