Aerial view of Gaza City

The West Bank and Gaza: A Population Profile

Between 2020 and 2023, the populations in Gaza and the West Bank have grown significantly. What do data tell us about the people who live here?

Note: This page features two articles profiling the populations of Gaza and the West Bank. The first article is from 2024, authored by Carl Haub, PRB demographer emeritus. The second article, from 2002, is authored by Michael R. Fischbach.


(June 2024) On Oct. 7, 2023, the Islamist militant group Hamas led surprise attacks on Israel from Gaza (sometimes referred to as the Gaza Strip). The Israeli government responded with attacks on Gaza to eliminate Hamas, which were ongoing as of June 2024. (See map for territory and boundaries.) In this article we provide an overview of the populations in this contentious area.

MAP. Gaza, the West Bank, and Israel

Who Lives in Gaza and the West Bank?

Between 2020 and 2023, the populations in Gaza and the West Bank have grown significantly. Gaza’s population doubled from 1.1 million in 2020 to 2.2 million in 2023, while the West Bank’s population increased from 1.9 million to 3.3 million.

What do data tell us about the people who live here?

 

The populations of Gaza and the West Bank have grown significantly between 2020 and 2023.

 

The large difference in total geographic area between the two—with a total area of 365 kilometers2 (km2) in Gaza and 5,660 km2 in the West Bank—means that Gaza has experienced substantially more crowding as its population has grown.

 

Gaza’s population density is 10 times that of the West Bank’s, at 5,855 people per km2 compared to 557 people per km2.

 

High fertility is the reason for this population density. Women in Gaza and the West Bank each have a relatively high total fertility rate, or average number of children a woman of childbearing age has in her lifetime. The 2023 total fertility rate in Gaza was 3.9, and in the West Bank, it was 3.8.

These births contribute to large, youthful populations: As of 2021, 41% of Gaza’s population was below age 15; that share was 36% in the West Bank.

 

Labor force participation in both Gaza and the West Bank has a large gender gap.

Note: Data are from 2020.

 

Nearly half of the labor force in Gaza is unemployed (47%), compared to 16% in the West Bank, as of 2020.

These data are from prior to the current conflict, which has changed the demographic landscape.

 

Explore population data in your part of the world.

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References

All data are from the Palestinian Central Bureau of Statistics.


The West Bank and Gaza: A Population Profile

(April 2002) The West Bank and Gaza are unique entities in today’s world. Parts of the two areas consist of a series of autonomous, Palestinian-governed regions. The West Bank, approximately the size of Delaware, is bordered by Israel to the west and Jordan to the east. Gaza (also called the Gaza Strip) is approximately twice the size of Washington, DC, and shares a border with Israel to the north and east and Egypt to the south.

Political History

Britain ruled the area it called Palestine after World War I under a mandate from the League of Nations. Following Britain’s withdrawal in 1948, war broke out between Palestine’s Arab majority and Jewish minority for control of the territory, the former eventually supported by troops from surrounding Arab states. Jewish forces won, and the State of Israel was created from 77 percent of Palestine. Jordan and Egypt took control of the remaining 23 percent. Jordan annexed the area under its control and called it the West Bank; Egypt maintained control over what became known as Gaza but never annexed it. Israel seized both areas during the 1967 Arab-Israeli war, and later annexed East Jerusalem while keeping the bulk of the West Bank and Gaza under occupation. Israel also drew international criticism by erecting more than 180 Jewish settlements in the areas.

As part of the peace process between Israel and the Palestine Liberation Organization (PLO), the two sides signed a series of agreements beginning in 1993 that provided for a limited withdrawal of Israeli forces from parts of the West Bank and Gaza and the establishment of an autonomous, PLO-run government in areas inhabited by Palestinians. The Palestinian Authority (PA) began functioning in 1994.

The two sides deferred negotiations over “final status issues” to a later date. Among these issues were whether the Palestinian-governed regions of the West Bank and Gaza would become an independent state and what its borders would be. The result is that the autonomous Palestinian areas remain locked in an unviable, semi-statal condition. Following the staged Israeli withdrawal, the PA exercises full civil and security control over 80 percent of Gaza. The remainder contains Jewish settlements and is still under Israeli control.

The situation in the West Bank is much more complicated. The Israeli-Palestinian agreements created three zones: Area A consists of territory under the full civil and security control of the PA; Area B is territory under the PA’s civil and partial security control, but Israeli forces exercise predominant control; and Area C remains under full Israeli control and contains the Israeli settlements. By 2000, 17 percent of the West Bank was classified as Area A, 29 percent as Area B, and 59 percent as Area C. Much of the area where the PA exercises some type of control does not form a contiguous territory, however. Gaza is separated from the West Bank, while in the West Bank, Areas A and B are themselves divided among 227 separate areas (199 of which are smaller than 2 square kilometers) that are separated from one another by Israeli-controlled Area C. All but 40,000 West Bank Palestinians live in Areas A and B.

A Young and Growing Population

The population of the West Bank and Gaza is almost completely Palestinian Arab. The bulk of these are Sunni Muslims: 92 percent of West Bankers and 99 percent of Gazans, with the rest Christians. In addition to the Palestinian population, approximately 214,000 Jewish settlers live in the West Bank and Gaza, according to the Foundation for Middle East Peace in Washington, DC [Data are from 2002.]

West Bank Gaza
Population (2000 estimates) 2.0 million 1.1 million
Births per 1,000 population* 37 43
Deaths per 1,000 population* 4 4
Infant deaths per 1,000 live births* 22 26
Rate of natural increase* 3.2% 3.9%
Total fertility rate* 5.0 6.6
Life expectancy at birth* 72 years 71 years
Capital The Palestinians claim Jerusalem as their capital, although they do not exercise authority over the city. Ramallah and Gaza City serve as the de facto capitals of the West Bank and Gaza, respectively.

* Palestinian population only.
Source: US Census Bureau.

 

The population of the West Bank and Gaza boasts several notable features. The population growth rate is among the highest in the world: 3.4 percent in the West Bank and 4.0 percent in Gaza, according to US Census Bureau estimates. A full 45 percent of the West Bank population are children under 15 years of age, compared with 50 percent in Gaza. Palestinian-controlled Gaza is also one of the most densely populated places on earth with some 4,091 people per square kilometer. Regionally, the Palestinians exhibit high levels of literacy. Among those 15 years and older, the rate is 92 percent for males and 80 percent for females, according to the Palestinian Central Bureau of Statistics. About 825,000 Gazans (78 percent of total) and their descendants are registered refugees from the 1948 war as are 583,000 West Bankers (30 percent of total). Not all refugees reside in refugee camps: 55 percent of Gaza refugees live in 8 refugee camps while only 27 percent of West Bank refugees live in 19 camps.

Life expectancy at birth is relatively high compared with Arab countries. But the territory faces several significant health concerns relating to underdevelopment, the legacy of occupation, and ongoing political turbulence and violence. The Palestinian uprising since October 2000 itself includes a major health problem. Between October 2000 and late February 2002, more than 1,000 Palestinians were killed and over 17,000 injured in clashes with Israelis. Israeli forces have reentered parts of Areas A and B, prevented movement among many Palestinian areas, and laid siege to Palestinian towns. The escalation in tensions between the two sides has resulted in reduced access to health and medical facilities for some Palestinians.

Some economic indicators actually declined during the early years of the peace process and have recently worsened. During 1992-1996, real per capita gross domestic product for Palestinians declined by over 36 percent, because of the combined effects of falling aggregate incomes and high population growth, according to Palestinian Chambers of Commerce, Industry, and Agriculture. The poverty rate in September 2000 stood at 21 percent. During the first three months of the uprising that began in October 2000, the situation worsened as the Palestinian economy contracted by 50 percent and unemployment rose to 40 percent. The Jordan Investment Trust estimates that the economy suffered a total of US$6.8 billion in losses during the first 12 months of the uprising.

Pollution is an environmental and health risk. Of particular concern is groundwater pollution by organic and inorganic contaminants that seep into the aquifers, especially in Gaza. These include untreated sewage (only 38 percent of households are connected to sewage systems), garbage and industrial waste, and fertilizers from agricultural runoff. The West Bank and Gaza also face problems from dumps, including Israeli dumps over which Palestinians have no control.


Michael R. Fischbach is an associate professor of history at Randolph-Macon College in Ashland, Virginia, where he specializes in modern Middle Eastern history.


References

  • Palestine Economic Research Institute (MAS), Economic Monitor 5 (June 1999).
  • Jordan Investment Trust, Weekly Review & Analysis 1, no. 19 (November 11, 2001).
  • US Census Bureau, International Data Base, accessed online at www.census.gov/ipc/www/idbnew.html, through March 20, 2002.
  • Palestinian Central Bureau of Statistics (PCBS), accessed online at www.pcbs.org, on April 16, 2002.
  • Palestinian Chambers of Commerce, Industry and Agriculture, accessed online at www.pal-chambers.com, on April 16, 2002.
Aerial view of Dar es Salaam city in Tanzania.

Census Across Africa: Using Census Data for Policy and Planning

Le recensement en Afrique : l’utilisation des données de recensement pour l’élaboration de politiques et la planification

Countries across Africa that are engaged in the 2020 census round (underway from 2015 through 2024) are grappling with financial, administrative, and other constraints and hoping to take advantage of the wealth of data that a census offers about populations. The 2020 census round has become particularly important for establishing a baseline measurement of indicators required for assessing progress toward countries’ Sustainable Development Goal commitments.

This Population Bulletin provides an overview of the historical trajectory in African nations’ administration of censuses, their use of technological innovations in the 2020 round, and prospects for innovation in using census data for development planning.

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Census Data Are Used to Inform Policies and Programs

The research spotlights in this report are a unique feature that highlights the breadth of activity being undertaken across the continent to ensure census results can be used in policymaking and program planning.

Examples from Ethiopia and Malawi illustrate how technological progress—particularly the increasingly high performance of computers and the development of electronic collection technologies—offers opportunities to share and reduce costs. It also offers the possibility of improved data storage capacity and practices.

While analysis of the enormous mass of census data remains a major challenge for many countries, researchers are using the data to gain a better understanding of demographics and other characteristics, illustrating the value of investing time and expertise in a thorough analysis of census results. Such analyzes are being applied to examine how a range of issues affects a population, such as:

  • Child mortality in Burkina Faso.
  • People living with disabilities in Senegal.
  • Access to surgery in Nigeria.
  • Access to electricity in Eswatini.
  • Measurements of poverty and education in Mali.
  • Measurements of domestic work in Mali and Senegal.
  • Evaluation of the quality of census data for measuring fertility in Eswatini.

Decisionmakers Can Plan More Effective Services With Census Data

The 2020 census round in African nations offers opportunities for new technologies that support data collection and analysis, which analysts, policymakers, and others can draw on to better understand the past and present and provide more effective public planning and services for the future.

This Population Bulletin was developed by PRB in collaboration with the Union for African Population Studies (UAPS) and is available in English and French.


Les pays d’Afrique engagés dans le cycle 2020 de recensements (en cours de 2015 à 2024) sont aux prises avec des contraintes, entre autres financières et administratives, et espèrent tirer parti de la richesse des données qu’offre un recensement de la population. Le cycle 2020 de recensements est devenu particulièrement important pour établir une mesure de référence des indicateurs requis pour l’évaluation des progrès vers les engagements des pays pour les objectifs de développement durable.

Ce Bulletin de population donne un aperçu de la trajectoire historique de l’administration des recensements des nations africaines, de leur utilisation des innovations technologiques lors du cycle 2020 et des perspectives d’innovation dans l’utilisation des données de recensement pour la planification du développement.

Les données du recensement sont utilisées pour informer les politiques et les programmes

Les points forts de la recherche présentés dans ce rapport mettent en évidence de manière unique l’étendue des activités entreprises à travers le continent pour garantir que les résultats du recensement puissent être utilisés dans l’élaboration des politiques et la planification des programmes.

Les exemples de l’Éthiopie et du Malawi illustrent comment le progrès technologique – en particulier les performances croissante des ordinateurs et le développement des technologies de collecte électronique – offre des opportunités de partager et réduire les coûts. Il offre également la possibilité d’améliorer la capacité et les pratiques de stockage des données.

Alors que l’analyse de l’énorme masse de données de recensement reste un défi majeur pour de nombreux pays, les chercheurs utilisent ces données pour mieux comprendre les données démographiques et d’autres caractéristiques, illustrant ainsi l’intérêt d’investir du temps et de l’expertise dans une analyse approfondie des résultats de recensement. De telles analyses sont appliquées pour examiner comment une série de problèmes affectent une population, tels que :

  • La mortalité infantile au Burkina Faso.
  • Les personnes vivant avec un handicap au Sénégal.
  • L’accès à la chirurgie au Nigeria.
  • L’accès à l’électricité en Eswatini.
  • Les mesures de la pauvreté et de l’éducation au Mali.
  • Les mesures du travail domestique au Mali et au Sénégal.
  • L’évaluation de la qualité des données de recensement pour mesurer la fécondité en Eswatini.

Les décideurs peuvent planifier des services plus efficaces grâce aux données du recensement

Le cycle 2020 de recensements dans les pays africains offre des opportunités pour les nouvelles technologies qui soutiennent la collecte et l’analyse de données, sur lesquelles les analystes, les décideurs politiques et autres peuvent s’appuyer pour mieux comprendre le passé et le présent, et fournir une planification et des services publics plus efficaces pour l’avenir.

Ce Bulletin de population a été élaboré par PRB en collaboration avec l’Union pour les études démographiques africaines (UEPS). Il est disponible en anglais et en français.

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Webinar: Writing About Population Research for Non-Scientists

Have you ever wondered how to get your research into the hands of policymakers, or wished your findings were known by a wider audience? PRB and the Association of Population Centers (APC) organized a webinar to highlight ways to expand the reach of your research by distilling your findings into messages and formats tailored for non-technical audiences, including policymakers and the media. Panelists from Syracuse University and PRB describe how to write an effective research brief, common pitfalls in writing for non-technical audiences, and using social media to communicate about your research.

 

Date: March 7, 2024, 2:00-3:00 p.m. ET

Moderator: Diana Elliott, Vice President, U.S. Programs, PRB

Panelists:

Support for this event was provided by the Eunice Kennedy Shriver National Institute of Child Health and Human Development.

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Transcript

Diana Elliott, moderator: Hi everyone. Thank you for joining. Welcome to today’s today’s webinar on writing about population research for non-scientists. I’m Diana Elliott, Vice President of U.S. Programs. Though this webinar was organized by the Population Reference Bureau and the Association of Population Centers, with funding from the Eunice Kennedy Shriver National Institute of Child Health and Human Development.

I’m pleased to introduce four speakers to today’s event. Shannon Monette is the Lerner Chair in Public Health Promotion and Population Health at Syracuse University, and we’ll cover some of the benefits of writing research briefs and examples of impact at the Lerner Center. Following Shannon, we’ll have Beth Jarosz, Senior Program Director; Paul Scommegna, Senior Writer; and Mark Mather, Associate Vice President, all in the U.S. Programs department at PRB. And we’ll be providing some additional guidance for writing briefs and bridging the research and policy gap.

We’re going to save the Q&A till the end, and we encourage people to use the raise-hand feature in Zoom and to unmute yourself to ask questions. So for those of you who aren’t familiar with where this is in zoom, if you go to reactions at the bottom of the screen, you’ll see that there’s a raise hand feature under that reactions tab. The webinar is also being recorded and will send you a link to the recording and the slides in a few days. Closed captions are also available. Participants can turn on captions by selecting the Show Captions option from the Zoom control bar. Now I’ll turn it over to Shannon.

Shannon Monette: Thank you, Diana. Welcome, everybody. I’m looking forward to the conversation that we’re going to have today about writing population research for non-scientists, in addition to being Lerner Chair at Syracuse University. As Diana mentioned, I’m also the director of the Center for Policy Research here and a professor in the sociology department. And we have two brief series, one through the Learner Center and one through the Center for Policy Research. And they’ve both been quite successful. So what I’m going to do is, um, provide a motivation for writing briefs. Presumably you all think that it’s important and that’s why you’re here. But I’m going to give you a few reasons why I think that, um, writing policy and research briefs can be really exciting. Uh, I’ll talk a little bit about the purposes of and audiences for these briefs. I’m going to provide a couple of overarching tips about structure. In a couple of examples. Uh, Paola will cover more detail later about some tips for writing effective briefs. And then I’ll finish up by sharing some examples of how some of our briefs have resulted in broader attention, uh, or impact that that’s been really exciting.

Uh, so first, why might we want to disseminate our research to nonacademic audiences or non-scientists? Well, one reason is that it’s just super fun. Um, I think it’s way more fun than writing academic papers or presenting academic talks, because you can be more free in your language and your style. You can be provocative. Um, it provides the opportunity to meet different kinds of people that you might not otherwise meet and interact with. Another good reason is to help break down barriers between academics, between scientists, and between the public, and show people outside of academia that what we do can be relevant and is relevant to their lives. Um, it’s also an opportunity to show the public that we’re people to into to help build trust, which is particularly important during an era where there’s declining trust in academics and experts. Another reason is that your dean, your department chair, your research center director, your parent, your partners can use it to show off your work. Um, provost and deans love this kind of stuff because it’s really easy for them to share with donors. Um, and rather than an academic article which can be 40 pages or even longer if you consider the supplementary materials, these short 2 to 3 page briefs or something that you know the dean can share with alumni or with their advisory board members, your parents might read these things too, like mom probably isn’t going to share your academic article with their friends, but she might post your brief on Facebook. Another reason is that it’s a way to get really timely findings out more quickly than an academic journal, you know? We all know it can take forever for academic articles to come out. Sometimes we’re working on time pressing issues, and we want people to know what’s happening right now, so it’s a really good outlet for that.

Um, briefs can also get you research into the hands of unexpected audiences. It can launch unexpected opportunities. I’ll talk about some of our successes and those unexpected opportunities at the end of my presentation here. Um, and of course, these things can generate a lot of impact. They may… They may actually be your best shot at someone paying attention to and using the hard work that you’ve done. Um, academic articles are behind a paywall. They’re long, they’re dense, they’re difficult to get through. But briefs and things like op eds even get to main points quickly so they can have a lot of impact.

Uh, and so in terms of like, what are the purposes of research briefs or policy briefs and who are the audiences? Well, the purpose of briefs are to translate your findings and disseminate your findings in publicly accessible and easily digestible formats, toward some purpose, towards some action. So that purpose or that action might be to enhance knowledge or raise awareness. It could be that you want to change hearts and minds about some topic. It could be you actually want to change behaviors or practices. Um, or it could be that you want to influence policy debates. Um, the audience for these are varied. I think it’s, it’s somewhat important going into the writing that you have a target audience in mind. So your target audience may be policymakers at the national level, the state level, the local level. Um, your audience may be practitioners. If you’re writing about health care, for example, um, your audience may be reporters. A lot of faculty actually use these briefs for their undergraduate classes. So the audience may be students and the audience might also just be the general public.

Um, what I like to tell our authors when they’re writing briefs is, would your uncle Bob understand what you’re writing here, what you’re saying here? Um, so in terms of writing style, these audiences are important to keep in mind. Just a few words about brief structure. Paola is going to discuss a suggested approach for writing briefs for PRB and a checklist of things that they consider at PRB, but I thought I’d quickly provide some suggestions for how you might think about structuring a brief. And here I’ve just provided an example of our brief template that we use at the Syracuse University Center for Policy Research. Generally, policy briefs or research briefs, um, summarize 1 or 2 main findings or big picture takeaways. They’re not bogged down with a lot of detail or nuance. Is this 1 or 2 big things that you want your audience to know? They’re usually 2 to 4 pages. Sometimes they’re one page. They’re definitely not 20 pages. Briefs are, as they’re called, very brief. Um, they should provide a short intro of the problem and why your reader should care about this problem. Our briefs, we have the authors provide 1 or 2 main research findings, include visualizations if possible. Pictures are worth a lot. And also our briefs include implications for policy. And I know that that PR, er, PRB’s briefs do as well. Now, what you don’t see here is theory, a lit review, or a lengthy data or methods section for our briefs. We do include a very short data and methods section at the very end. Um, they’re very short, and we just sort of just describe what the data set is, the, the years that are represented, the sample size, and maybe a couple of sentences about variables. But then we direct the reader to a published journal article, if there’s one that exists from which the brief is, is summarizing findings.

So just show you a couple of examples from brief series here at SU. So, this first one is a brief that was led by my colleague here, Jennifer Karras Montes. You can see it’s just three pages. It provides a nice snappy title: Democratic erosion predicts rising deaths from drug poisoning and infectious disease. So, it gives the main takeaway right there in the title. It includes a couple of key findings so that if someone only read those key findings, they would know right away, uh, everything they need to know about that. The takeaways of this brief, you’ll see there’s a short introduction about the problem. Um, there are a couple of really easily understandable figures in here. And then at the very end, there is a section about what should be done about this problem. What are the policy implications? And in this section, we ask our authors to be concrete to identify the actors. Um, they’re not the place where you advocate for future research. They’re the place where you advocate for changes, for policy or practice. And I think you can be provocative here. Um, it’s okay that you didn’t study a specific policy. You’re the expert. You can speak to what you think the implications are of what you found.

Here’s just another quick example. This one is from our Center for Policy Research brief series. Again, similar sort of format. We have a snappy title, key findings, um, an easily understandable figure, a couple of sections with a little bit of information about the findings and then, um, what the policy implications are here. And so again, just notice the title and notice the headings. They provide statements about the key takeaways and the conclusions. I wanted to just quickly give you a couple of examples, um, of the difference between academic writing and public language. Okay. So, the way that we’re trained to write for journal articles is academics is not the way that we want to write for public audiences. In fact, I would actually say that I would prefer the writing for public audiences, even for academic journal articles. But, um, people might fight me on that. So, the academic text here is on the left, the public brief text is on the right. And this is from an article that, uh, coauthored with some colleagues here at SU. And you can see this lengthy academic text, um, we’re using technical language in it, things like controlling for confounders, estimated models, um, county and state level data, just all kinds of technical information that a public audience may not understand or care about. Compare that to the short end text from the brief, and we’ve condensed all of that academic language into a very short sentence that says what this brief does in very clear and simple language. It’s much shorter, it’s much simpler, and it still delivers the intent of the research. We also present visually results differently in academic publications versus briefs. So this is just an example of how we converted a complicated technical table of our findings into a simpler figure that tells the exact same story. The table, you’ll notice, uses terms like counterfactual and IMR, which is the infant mortality rate. The figure just shows different minimum wage levels and number of infant lives saved at each different level of minimum wage, so it provides the same information but in a simpler format.

This is a similar example from a paper in a brief written by Andrew London. Another one of my colleagues here at SU. And this table shows a lot of numbers with various symbols. This is from his academic paper. There are odds ratios in here. There are confidence intervals and p values. Um, which is great. This is what we want for academic papers and this is what reviewers demand. But for the brief, the bar chart shows simple probabilities of the outcome. Much easier for a policymaker or reporter or for your Uncle Bob to understand and digest.

So I’ll finish up just by talking about some successes that we’ve experienced from our from our brief series. We’ve had lots of media attention from places like NPR and CBS News and New York Times and in many other outlets. Um, we’ve gotten attention from the public. So random readers will write in to our authors to thank them for writing the brief. We get a lot more of those than we get, like, the nasty emails. Those happen once in a while, too, depending on the topic and how controversial it is. But we get a lot more just random, you know, my daughter experiences this thing. Or thank you so much for writing about this. Or like, what do you think about what’s going on with this thing? And in my city, um, we’ve also had attention from policymakers. So one of our, our graduate students here in the Lerner Center, for example, wrote a brief a couple of summers ago that that ended up being shared with a staffer for a New York state senator here. Uh, and from that, our student was invited to testify at a New York State Senate subcommittee hearing on aging, which was really exciting for her. Of course, um, one of our Center affiliates has been asked to participate in congressional briefings and give Senate testimony as a result of her briefs on veteran food insecurity. And you never know when, when this kind of thing might happen. It doesn’t happen with all briefs, but I think it’s more likely to happen with briefs than with, with academic articles, because they’re so accessible and easily digestible and people can read them in a couple of minutes there.

Um, there are also unexpected invitations and benefits that come from, from writing briefs. And I’ll just give you an example from my own experience, one of the very first briefs I ever wrote was for the Carsey School of Public Policy at University of New Hampshire, and it was on rural urban differences and adolescent opioid misuse. Now, that brief was based on a peer reviewed, published journal article. So I had the article published, and then one of my colleagues, Ken Johnson at Carsey School, said, you know, why don’t you turn this into a brief? He, he had done a lot of these and had a lot of success. So I wrote this brief. They published it through the Carsey School. And then that led to an invitation to attend a conference at the United Nations Office on Drugs and Crime in Vienna, Austria. Like, these people paid for me to fly to Vienna to give a presentation on this, this topic that I was doing research on, not because they found my academic journal article even though it existed, but because they found my brief. Um, so it was, you know, a really exciting opportunity this, you know, working class kid from rural upstate New York gets to go to Vienna, Austria, which was super cool. And I’ve had similar experiences from other briefs. So I wrote a brief while it was at Penn State on, uh, deaths of despair and support for Trump in the 2016 presidential election. And that led to a lot of media attention. But it also led to, um, this research director from this organization called the Institute for New Economic Thinking calling me up and saying, we want to give you some grant money to study this topic more. It’s, like, unheard of. It doesn’t happen. People don’t just call you and say, we want to give you money. But, but he did. And in addition to, you know, that that grant that I got to conduct more research on that topic, that organization also paid for me to, um, to go to Trento, Italy, and to Edinburgh, Scotland, to give presentations on this topic.

So again, you never know when these things are going to happen. Um, it depends a lot on the topic. It depends on who sees your brief. But I think that these types of opportunities on anticipated benefits are more likely to happen when you’re writing in a style that’s accessible for people outside of academia. So I’ll just leave you here with a couple of examples of other media coverage from some of our Lerner Center briefs, and I’ll go ahead and turn this over to Beth. Thank you.

Beth Jarosz: Thank you. Take me a minute to switch sharing screen. And we did this into our run. So, if you can’t see my slides, please let me know. I’ll assume silence means it’s okay. Um, and Shannon described there being a barrier between research and sort of the wider public, whether it’s policymakers or the public or journalists, and I’m going to describe it as a gap. But, essentially, we’re talking about the same problem. And I think I wanted to start with, um, you know, a focus on public policy specifically because most of my career has been in informing elected officials and policymakers about data so that they can make good decisions.

So I’m going to focus a little bit on that policy piece. And when I say public policy, I mean a set of actions, plans, laws, behaviors that are adopted by a government and that can be enacted through things like agency guidance or court decisions, executive orders, funding priorities, policy documents, laws, legislation, rules, regulations and so on. So that’s the angle I’m going to take. In talking about that, the really good news is that evidence can matter. Um, and as Sutcliffe said in 2005, the bad news is that often it does not. Um, and so let’s talk about some of the reasons why that gap exists.

Um, there is a deep communication gap. And I think a piece of it is different languages and different skill sets. And I’ll talk about that. But part is also that stereotypes are part of the problem. Um, so before I go on to the next slide, I want to ask each of you to take a moment and picture a policymaker. Think about the words or the phrases or the sort of emotions that come to mind when you think of someone who’s in elected office. And, and when we have asked this in the past, um, we get things like that they have very limited perspective, that they distrust research. Or if people are feeling less generous, that policymakers don’t understand research and that they are the ones who are responsible for digging up evidence and data to inform their policymaking, that their actions aren’t evidence based, and all of these have the sort of undercurrent of that policymakers are partisan. Um, which may be true in some cases, but in my career, I’ve worked with a lot of elected officials. And even when we don’t necessarily agree on policy or policy ways of achieving things, um, I think that there is a lot more, uh, appetite for having evidence informed public policy than I think sometimes they get credit for. And of course, policymakers may have stereotypes about researchers. Things like excessive use of technical jargon, um, researchers and journal articles, in particular, being very general and theoretical rather than the sort of real world or real problems that policymakers are dealing with day to day. I use if you can’t see, I use real problems, in sort of air quotes, but that that is seen as a gap between the two worlds and that researchers tend to avoid policy. I know those of us who are in the research world, um, we don’t want to assume causality when we’re when we’re looking at data where there’s a correlation. Um, and so therefore there can be an interest in shying away from policy implications when what reason, what policymakers need are those policy implications or implementations. And sort of the summary in one word of that, of that series of stereotypes is sort of the tower piece.

And all of that said, it is possible to bridge the gap between researchers and policymakers. And I’ve got a couple of practical examples of how to do that. Um, longer term and sort of fodder, perhaps, for a different workshop is thinking about that research uptake and engaging policymakers up front. Um, but what we’re going to do today, just in the interest of time, is focus on that third piece about communicating strategically. And if you take nothing else away from what I say today, I would say: assume competence, but not expertise. So assume that the person who’s going to be reading it is smart, but that they’re not using the same terminology. They don’t have the same depth of knowledge about the theory. And what their goal is, is to be educated in order to make good policy decisions.

So how do we do that? A couple of a couple of tips are to use clear and concise language and avoid jargon. Um, and what I’m going to, uh, offer to all of you is an activity. I know we’re going to take Q&A at the end, but if in the chat you could type some jargony terms that you use. Maybe there’s a term that’s very specific to your research. And those of us who are here can start to give you alternatives, but we can be your sort of live thesaurus. So if you have a term like etiology, um, maybe we would respond with the cause of disease and use that phrase instead. Um, if you regularly use a phrase like externalizing behavior, um, it could be aggressive, impulsive, or antisocial behavior. Replace it with, um, so thinking sort of about the jargon that we use can be challenging, um, but one of the tips here is write what you would write academically and then go back and, try and go back and use a thesaurus and sort of work those words back out again so that your work is more accessible to a policy audience, like, so, um, Go ahead and type those. If there’s a key, a term, a jargony term that you use that’s really important to your work, type that into the chat. And Mark, Paula, Diana, and maybe Shannon can live give you examples of what you could replace that with. A couple of, a couple of suggestions coming into the chat. So, I will let people keep working on that and move on to the next sort of two, uh, tips for work for bridging that research to policy gap. And it speaks directly to issues that policymakers care about and provide information that allows them to feel confident taking action. I’ve grouped these two together, um, because, you know, we, we as researchers might think there’s a really compelling arc about sort of the, the life-saving implications of an investment or the, the sort of social, emotional well-being of a particular marginalized group is the most important thing. But you need to know your audience. And so if, if you’re talking to a set of policymakers who, what they’re going to care about most is the budget implications of something or the fiscal impact or whether or not it brings jobs to their community, it is okay to make that the primary selling point when you’re making your policy case. It’s not pandering. It’s not disingenuous. It’s meeting a person where they are with the issue they care about.

You can and think, think about one of the more polarized issues, you know, uh, diversity, equity and inclusion. I think most of the people on this call probably care very deeply about that. But if you start out with that in a talk with someone who has been sort of socialized to resist, that they might not hear anything else that you’re going to say. So maybe start talking about, more generally, human interest, maybe talk about fiscal impact, and then you can sort of lead into those other issues, um, that might have been more sensitive before you built on that report. Just, and in terms of providing information that helps them feel confident taking action, give them data that they know the sample size is big enough. You know you’re not going to put a whole literature review in there, but you can signal things like a wide body of research also finds that this policy matters, um, you know, or study after study shows that if you do X, Y will happen. Um, you don’t have to do a full lit review to signal that they can feel confident that if they take this policy action, there’s going to be an outcome at the end that they expect.

And then, last but not least, um, propose with that solution is, and Shannon alluded to this when she did her overview. What is that concrete action step that they can take? Is it expanding a program? Is it making a budgetary change? Is it funding, um, additional health care services? Make it clear what the ask is in your writing and what the outcome is going. And so with that, I am going to turn it over to Paola to give you some specifics about how to write a brief working in those cases that I’ve talked about in terms of adding some more.

Paola Scommegna: Thanks, Beth. What I’m going to do is share some very specific techniques, um, that we use at PRB so you can recognize them and really understand the reading, the reasons behind them. And the first thing I want to share is it’s crucial to understand the, the differences between academic and journalistic writing. Academic writing, um, builds to a conclusion, starts with background, findings, and the conclusion is at the end. Next slide. But journalistic writing turns that format on its head. It’s called the inverted pyramid, and the most important information is shared first. Generally, that’s the conclusion. And then additional evidence and background comes later. And this format is used in newspapers, but also in writing for the web and policy memos. And this is what people are very used to reading. So as you begin writing for non-scientists and are aiming to communicate in a non-technical way, I would almost I would encourage you to go sit in a different desk or have a picture of your audience there so that you can think of this totally different way of communicating. And next slide. Oops.

Beth Jarosz: But I apologize. I have no idea what just happened to my computer.

Paola Scommegna: All right, well, the next one is, is on, um, writing headlines, and, um, let’s see if we can get to it. There. There we go. Okay, so these are some tips on writing headlines. It’s the first thing that you’ll do, and what we suggest is you state the main finding clearly like a newspaper headline. You may describe the action needed. You may aim for about 20 words, and it must have a verb. So, next slide, will give you some examples. And, and these examples are from recent population research. And what I’ve done is I’ve highlighted some of the verbs in red.

So you can see that these have verbs, and there’s action here. The first one: U.S. Teenage Births Hit Record Lows and Could Drop Further if Contraceptives Were More Accessible. It outlines the findings of the research, and it also implies the implications of the research. The next one was on, um, describes a natural experiment: When High Schools Moved Start Times to After 8:30 a.m., Attendance and Test Scores Rose. Um. I, very. The main message is right there. The third one is, um, looks at some pilot studies or small-scale research on, um, and the finding is: Taxes and Health Warning Labels on Sugary Beverages May Help Limit Consumption and Improve Health.

Um, next slide. And so the next thing we suggest is you begin writing with a summary of the main message. Now, Shannon shared how you can break that into three bullet points. Um, and, and, and that works quite well. And what we suggest is try to get it in the first paragraph. Um, clearly state the main problem or issue. Summarize your main research findings. Name the implications for policymakers and these three things together. Answer what we call with each other the “so what?” question. Why should people care about your research? Why should they be interested in what you found?

Um, next slide. So, this is some research out of Penn State that does that in the first two sentences. Um, the main finding of the research is the first section. The first sentence, Children in households that receive federal rental assistance are healthier and miss less school due to illness than those whose households are waiting for help. The research is summarized there. The second sentence, however: Up to 75% of renters who need federal housing assistance, including public housing or rental vouchers, don’t receive it. So the problem, the issue, the why people should care, is right there in the second sentence.

Next slide. So, here are some style tips to keep in mind. We talked about jargon with Beth, that, be conversational, and one way to do that is once you’ve written something, is to read it out loud and make sure it sounds like how you speak. The second thing is to define acronyms and technical terms. For example, if you write on the EitC, you need to say “earned income tax credit,” and then in, include a few words to explain what that is: lower, middle and lower income workers tax bills. Um, and that’s certainly how you would talk with someone who isn’t familiar with the acronyms that you use often.

Third, um, write in first person. I. I did this. We investigated this. And that will help you use active voice rather than passive voice. So, you would say, “we surveyed a representative sample,” rather than “a representative sample was surveyed.” And the reason we’re so fussy about passive voice is that it’s not conversational. It takes all the action out and the actor is unclear. And so it’s something we strive to avoid in the, the things we publish.

Finally, insert citations as numbered end notes. You saw that in the pieces Shannon shared with you, and you’ll see it in the pieces on the PRB website as well.

Next slide. Um, subheads. What are they, and why use them? Um, they’re descriptive phrases with a verb, and they’re really important. They break up the text. Highlight the main points for a reader who’s skimming, and research shows that many of us are skimming, particularly when we’re reading online. It. They reinforce the main message and they provide signposting. They signal to the reader what to expect in the text in the following section.

So, next slide. So what I did here was I pulled some subheads out of a brief so you could see them separate from the text that follows them, and can see how they summarize the main messages. Um, and this piece was on parental incarceration and its impacts. Parental Incarceration Is Widespread and Taking a Severe Toll on Children’s Lives. When a Parent Is Incarcerated, Children Are More Likely to Develop Behavior Problems, Face Homelessness, and Experience Harsh Parenting. Those are the research findings, in brief. The third subhead, um, points toward the action. The policy implications: Screen Students for Parental Incarceration, Rethink Sentencing Policies. So, it’s a succinct way to communicate your, your findings and, and the main message of a piece and keep the reader going through your piece, even if they have a tendency to skim. Um.

Next slide. And now, um, finally, I have some advice on data and graphics from PB. We find that bar charts and maps are much better than tables. We aim for no more than 8 to 10 data points. The title should be non-technical and have a verb like a headline. Xs and Y axes is clearly labeled. Use whole numbers if possible. And next is a sample of a PRB figure in PRB style. And the first thing I want you to see is that the, the main title is in more conversational, less technical style. Female, White, and Highly Educated Older Adults Were Most Likely to Feel Lonelier During the Pandemic. But below it, we include a much more technically accurate description for people who might want to know more specific things. So that is there, too. Um, the, um, numbers are whole numbers. The axes are labeled. And look what we’ve done here with the colors. They are designed to help you, uh, help a reader look at what we want them to focus on. So the first two bars are age, the second two in another color or gender. The third are, um, race/ethnicity, and the fourth are related to education. So, the colors work to focus the communication as well. So, I’ll stop here and pass it over to Mark.

Mark Mather: Right. Thank you, Paola. I wanted to end just by talking a little bit about how PRB can help, what we’re, what we’re trying to do to, um, help you write your own research briefs. And so the last thing I wanted to mention in this, uh, in today’s presentation is that we have a, a new research brief series with the Association of Population Centers where we’re helping researchers. Uh, well, there’s two different options. Uh, one is that you draft a research brief, and we can assist at PRB with editing and production of that brief. Or if you prefer, we can draft a brief, a research brief on your behalf. The, um, we’re aiming for, for about a thousand words for these briefs, which is pretty typical. Uh, we try to include some simple interactive charts, and we’ll publish these, uh, materials on previous websites and share them through social media. And Lillian, you can see, just put in a link in the chat here. So this is where you can find a sample template that’s available. It shows you, uh, the basic structure for one of these briefs and as well as provide an example. And then there’s also a short online form that you can fill out if you would like to have assistance. Lillian, just put that in the chat as well. If you don’t want to fill out the form, you don’t have to. You can just send us an email and we’ll be sure to respond to you. Um, there’s no cost to you for this work. The only requirement is that the topic really needs to be related to demography and/or reproductive health and population health topics.

So, in the next slide, I just wanted to provide a list of some of the new and forthcoming research briefs that we have at PRB. The first three are currently available on our website, whereas the other, I guess five of them, are currently in production. So those have been drafted and they’re in the process of being copyedited. And just so you know, it does take a little bit of time to produce these. There’s a, you know, we want to make sure we get the data right. So there’s a fair amount of back and forth with the researcher. And then it goes to our communications team for copyediting. So, the whole process can take, um, sometimes 5 or 6 weeks, sometimes a little bit longer than that depending on people’s schedules. And you can see that these briefs are on a wide range of topics. Um, we’ve got briefs on, recent briefs on marriage, child care, coastal hazards, and gender norms.

And then I thought I’d end the next slide. Just, um. I think there’s one slide before this one. Beth. There is not. So yeah, you can just go to the next slide. But I don’t know what happened to this, the intervening slide. But, um, I thought I’d end with this because, um, this is an example where PRB wrote a research brief and, um, it ended up being picked up for a maternal mortality awareness campaign last year. And it’s, it’s, so it started with a research brief that Paola had written, and we’re really proud of this one, because it took a lot of work to, um, to work with the advocates who were organizing this campaign. There was a lot of back and forth to make sure that they were representing the NICHD-funded research. So we wanted to make sure that everything was, was accurate. Um, and, you know, not everything that we publish gets a lot of attention. But if you keep working at this, you’ll find that, um, you can have an impact. And again, um, Lillian has just shared the link to this, uh, this brief and the related materials on our website, and I think I will stop there, and we can open it up for questions.

Diana Elliott, moderator: Right. Um, so. Just to remember, as part of the Q&A, um, we’re going to ask people to use the raise hand feature and then to jump in and ask their questions when they have them. Um, raise hand feature is at the bottom as part of the reactions, um, tab at the bottom of Zoom. Um, but we have a couple of, of questions that have come in. Oh, great. Alex, Kaylee, I see your questions. I’m going to ask the ones in the chat, and then we’ll turn to Alex and then Kaylee for their questions. So, we had one question come in through the chat, which is, what is the optimal timing for composing and publishing a research brief to mitigate potential copyright issues with journal article publication. Anyone want to jump in and, and speak to that one?

Shannon Monnat: I can, um. I suppose because we publish these briefs all the time, we don’t have any problems with, with copyright, um, concerns. And this is because you’re not actually reproducing the journal article. You’re summarizing the findings from that paper, if you have one. Um, and you are not copying and pasting the figures, for example, from the article, you know, we’re reproducing the figures to be more inclined for a public audience anyway, it’s your work. So there’s no, there are no copyright infringement concerns in terms of the best timing. If these are briefs that you want to pair up with an academic journal article, and for example, you want to link the journal article into the brief which, which I would recommend, um, I would suggest drafting the brief after you’ve gotten a revise and resubmit on your paper, or it’s pretty clear that it’s going to be accepted. Maybe you’ve gotten a conditional acceptance to have it ready to go so that once the, you know, you’re sending the proofs back to the journal, um, you have this brief done, and all you’re really waiting for at that point is the link from the journal article that you can embed into the brief. But if for some reason you don’t do that, that’s not to say that you can’t publish a brief after the article is already out. Um, this happens a lot with our authors, where they have an article that’s come out, they decide they want to write a brief. It’s targeted to a different audience. So it’s not like you’re missing out on anything if you don’t have the brief done right away. That’s, that’s my $0.02 on that.

Diana Elliott, moderator: Thanks, Shannon. Um, I’ll jump to the next question, um, which is, what platforms have you been most successful with reaching different audiences?

Beth Jarosz: I can, I can probably take a first crack at that. And I think we all probably have different perspectives. Um. I have found two things to be particularly helpful. One is social media, I’m assuming this is social media platforms, um, X before it became a terrible place to be. It was very effective for communicating with journalists and sharing information out. Um, I also am in the, the sort of unique position of I regularly present work to elected officials because of some work I do here in California. So I’ve got, like, a very direct line here that I don’t think counts. Um, but LinkedIn, weirdly, can be a good place because you’ve got an audience that is, uh, sort of issue focused, can be a really good platform to share. Um, and outside of that, one-on-one communications, you know that nothing—I know we’re talking about writing for these audiences, but, but nothing really beats building a relationship with whether it’s a policymaker. And again, I kind of mentioned this in the beginning to think about how to engage policymakers early on. If what you really want to do is policy change, start building those relationships, personal relationships, early on. Same thing goes with journalists that nothing beats knowing the person on the other end of the email.

Diana Elliott, moderator: Anyone else want to chime in on that one?

Shannon Monnat: Our briefs are indexed in Google, and I presume yours are as well. And actually, most of our hits come from that, from people doing Google searches. So we, we, we post the briefs and all the outlets that Beth mentioned. And, you know, we’ll get hits on those once in a while. Um, but when you look at the, the download statistics, most of it is from people doing Google searches because those terms kind of pop up at the top. Um, so, you know, just making sure you’re publishing with a brief series that does index on Google is a good strategy.

Mark Mather: I’ll just add, it’s, it’s good to have some, it’s okay to publish these in PDF format. But um, if you do that, it’s also good to have the short blurb so that people can find it easily, so they don’t have to take that extra step of opening up a PDF. I mean, that’s what social media is all about to you want to get people to see it first, and then if they if you get their interest, then they might click to see the whole thing in a PDF format. But as a general rule, we do now publish all of our briefs in HTML format so that they’re easier to search and easier to find.

Diana Elliott, moderator: Right. I think I’ll switch to, uh, folks with their raised hands. Alex, do you want to chime in and ask your question?

Alex: Sure. Hi everyone, thanks for holding this webinar. It’s been great so far. My question is related to, I think the question was just answered, but I wanted to know basically like, you write a brief, how does it get into the hands of a journalist or, or one of these people? And I understand there’s these research series, but do you contact journalists as well? Obviously, like you use your social media presence, but are there any other tricks to kind of get it in front of people? Um, and, and yeah.

Diana Elliott, moderator: Paola, I wonder if you have some thoughts on this.

Paola Scommegna: Um, it really helps that they’re, um, indexed in Google so that when a journalist is writing on your topic and they do a search, they find you. But I also follow who’s writing about the things I’m writing about in, um, in the national media. And I will send them something, um, through the, the addresses they provide, say, the aging reporter at the New York Times. I, I do send them things. Yeah. Usually, I’ll compliment them on something they’ve written and then saying, you might be interested in this.

Beth Jarosz: So excellent strategy. The only thing I would add to that is that if there’s a particular writer who you really hope will take up the article, if you can send them an early draft before it’s live and they feel like they have an exclusive, they’re more likely to respond favorably.

Diana Elliott, moderator: Not always a guarantee that they will write, though, and sometimes that’s very disappointing. Um, but they’re also, they’ve got other competing demands or editors who have opinions as well. So, um. Anyone else want to chime in to that or should I switch to Kaylee? All right. Let me switch to Kaylee’s question. Kaylee, do you want to chime in? And I’m sorry if I’m not pronouncing your name correctly.

Kaylee: Nope. That was spot on. Um, thank you all for your presentations today. It’s been incredibly helpful. I’ve just been taking notes frantically. So, my question is, um, pretty demography specific, but one of the things that I would love to hear about your experiences with or best practices is in terms of, um, when you’re trying to express uncertainty with your results. So, I’m thinking about, in the case of, for example, like demographic forecasting, um, or modeling in that way where, you know, you might have a point estimate, but what you really want to convey is like, here’s the possible range of outcomes. Um, how do you ,how do you manage the, the balance between like being honest to what your results are actually telling you versus wanting to tell this compelling story?

Beth Jarosz: This is, I, this is what I do all the time. So a, a big piece of my work is, is doing forecasting work for regional governments in California and um. I would say, where I started my career, point estimates were the only thing that people wanted to talk about. And now, particularly in the post-COVID context, there’s an appetite and an interest for having uncertainty ranges. Um, and I have had no problem just being really clear about that. Like, here’s the point estimate we’re going to use. And then here’s how widely it might diverge at the end. And um, really appreciated and no challenges with, um, sort of understanding among that policy audience.

Diana Elliott, moderator: Shannon, do you have anything to add based on your experience?

Shannon Monnat: Um, there, there’s a sociologist who wrote a journal article a few years ago with the title that said “eff nuance.” And the point was like, you’re going to get your point across much more clearly if you provide, you know, like not all kinds of little ifs, ands, or buts about what you’re trying to present, but you just say it straight. Um, having said that, I agree with Beth that it’s perfectly reasonable to just provide a range to say, you know, like our estimates suggest this is going to be the number. But because this type of projection can be uncertain, the range might be between x and x. And just say it like that. But what I would avoid is, um, all kinds of details that are things like, well, under this conditions, this thing happens, but only for this group and only on like Mondays. Right. So, um, then you have way too much detail and nobody really knows what to do about it.

Beth Jarosz: Yes to all of that.

Diana Elliott, moderator: Do we have any other questions from the audience? I don’t see any other raised hands. Um, and there was another question that was asked, but I believe it was already answered through the course. Yeah. Winnie, would you like to go ahead and ask your question?

Winnie: Yes. Thank you. So I wanted to know, can I, can a policy brief be publicly based on someone else’s research and not necessarily my own?

Mark Mather: Wait, you’re talking about, um, summarizing someone else’s research in a brief.

Winnie: That’s right. So, uh, without necessarily being the first author or whatever, like, you just find an interesting research and then you want to turn it into a book.

Mark Mather: Yeah, absolutely. I think it’s, it’s good to, um, you know, the first thing you would do is probably just reach out to that person to let them know that you’re starting this process and because they will be important, uh, an important reviewer, we always send out our we we’re always writing briefs based on other people’s research. And, um, we send it out to them to make sure that we’re getting it right. And they like they also like to have, uh, they like to know when it, when it’s being published to so that, uh, in case somebody does come across that they’re not kind of taken by surprise when they get a call, um, that they, you know, a journalist just found this, this brief, and they want to talk to somebody about it.

Winnie: Great. Thank you.

Diana Elliott, moderator: Jan [German pronunciation]. It’s good to see you.

Jan: Good to see you, too. Thanks for the great presentations. Um, I was wondering if any of you had any, any experience with using a, AI to get a policy brief started, and if that is helpful.

Shannon Monnat: No, but that’s a great idea. I think I am. Part of me wonders. You know what I would spit back if you put in, you know, the abstract of a journal article and said, please simplify this using non-technical language. It might spit back something that could get you started. Um, and then once you’re started, it’s easier to, to proceed because it would probably identify what the most important parts of that abstract were for you. It’s worth giving it a shot.

Mark Mather: I agree. And there is one of our colleagues at PRB is using, I think it’s called a PDF or something, where you can upload a paper and ask it to pull out the key points. You can query AI for whatever you want to know about that paper. And I do think in some years’ time, you know, this business of writing my technical research briefs, we might be out of business when AI becomes much better at this. For the time being, I don’t think there, the, you know, I think that people can still tell the difference between one of Paola’s briefs and something that ChatGPT created, but who knows in ten years.

Diana Elliott, moderator: I still think there’s going to be a place for people, technical people, to review things. Well, I hold on to that, that hope for the future. Um, so, uh, I wonder if we have any other questions. Um. If not, I’d like to just sort of turn it back to the panel, and we’ve heard a few, I’d like to leave this on an uplifting note, right. We’ve heard a few, sort of tales, of success stories. I’m wondering if, if people want to chime in with some other success stories, to kind of inspire folks to write their first policy brief.

Beth Jarosz: You want that from the panelists? Or do you want anyone who’s participating to also share if they’re interested? Right, I think.

Diana Elliott, moderator: Yeah, I was thinking of the panelists, but yeah, we can absolutely open it up if if other people have success stories.

Beth Jarosz: Um, I would say in this sort of relates to the forecast question that was asked earlier. Uh, there, I wrote a brief about population decline, um, in the United States, that population growth has slowed dramatically in the wake of the pandemic, um, had been slowing leading up to that. And, you know, new Census Bureau projections show that we’re going to reach an inflection point at some point, certainly in the next several decades, if not in the next couple. So, I wrote a blog summarizing that, and a, a journalist from The Economist reached out and said, hey, I saw this blog you wrote. Would you be willing to talk about population change? So, it’s that, um, not every article you write, not every blog, not every policy brief, not every research brief is going to get picked up, but it’s having that sort of base of articles that are out there that gets you into the universe of the journalists that might be interested or the policymakers going to be interested. And then that builds. Now that journalist knows that, you know, I’m a resource for issues about population change and, and may come back to that again, you know, a year from.

Diana Elliott, moderator: And you developed a budding relationship with that journalist too, which is also really helpful. So, when Beth has something new out, she’ll send it to that journalist. And, and it helps. Um, Shannon, you had some great success stories. Not many people get to travel to such fabulous places because of their research. Um, I’m wondering if you have anything else to share on that front.

Shannon Monnat: This is the reason I keep writing briefs. I’m like, who’s going to send me on a trip next? Oh, it’s, uh, it’s so random, you know, like, I, I, um, I probably shouldn’t say it’s the reason I keep writing briefs. Because you shouldn’t write the briefs to get this kind of attention, because most often it doesn’t happen that way. So this idea that you’re building up this portfolio, that you become the go to person on this topic, that’s more likely to happen if your research is out there in the public, easily findable, not behind a paywall. When a reporter is looking for someone who’s an expert on X, you know, population projections for Beth or, you know, rural mortality. And in my case, they’re going to be more likely to find me through a brief than through a, through a journal article. And then these kinds of things happen, which can be exciting. And then you have to start saying no to things.

Mark Mather: I was just going to quickly use Paola again as an example because she, she drafted an article, I think it was 2019, Paola, the one on measuring longevity. So it’s pre-COVID, and it’s just an example of uh, if you, if you just keep producing these things, some of them will become very, uh, widely used. So when COVID, uh, happened the following year, that article started to get a ton of attention and ended up with several hundred thousand views in the first six months of 2020. So, um, so sometimes you might not get attention when you write the brief, but when certain current event, uh, policy, you know, issue comes around, it will start to get attention.

Paola Scommegna: And Mark, I was thinking of something you worked on a related to the burden renters feel or experience, and you gave data for every state, I think. And the governor of New York kept mentioning it, it just keeps turning up. Um, so there’s something you did a while back that’s driving policy.

Diana Elliott, moderator: Right. Um, hopefully that gives a little bit of inspiration for everyone on the call to ,to write, um, a policy brief, whether using AI or not. We support this completely. Um, and we can’t wait to read your briefs or to help you out with that, as Mark referenced before. So, just a reminder that this webinar has been recorded and there are slides and that link for the recording will be sent out afterwards. And I want to just thank everyone who participated who chimed in. Special thanks to Mark, Shannon, Beth, and Paola, um, for their terrific presentations and we look forward to being in touch.

Ugandan women walking and cheering

Localizing WHO Guidelines on Self-Care: A Practical Guide From Uganda

This how-to guide documents Uganda’s approach to developing and testing a self-care guideline, and illuminates a five-phase process that may be helpful for other countries looking to nationalize the WHO guideline.

PROPEL Health

In 2020, Uganda began the process of developing a national self-care guideline for sexual and reproductive health and rights. The guideline was based on the World Health Organization (WHO)’s guideline on self-care, released in June 2019 and revised in 2022.

Uganda’s process to develop and test this guideline, led by the Ministry of Health, an expert panel, and a national consultant from Samasha Medical Foundation, was effective in creating a policy tailored to the Ugandan context. The innovative approach also included pilot testing the draft guideline at the subnational level to inform revisions before national launch and scale-up.

Under USAID’s PROPEL Health project, PRB partnered with Samasha Medical Foundation to create a how-to guide based on this work. “Localizing WHO Guidelines on Self-Care: A Practical Guide From Uganda” documents Uganda’s approach and illuminates a five-phase guideline development process that may be helpful for other countries looking to nationalize the WHO guideline. For each phase, the guide shares the purpose and objectives, Uganda’s experience, lessons learned, and suggested activities and tools.

Learn more about PROPEL Health

Doctor talks to mixed race mother and child.

Family-Centered Care Matters for Kids With Special Needs, but Many Families Report Challenges With Providers

Families with limited resources or inconsistent insurance are more likely to face hurdles, new study finds.

Children and youth with special health care needs (CYSHCN) who receive family-centered care generally have better health outcomes, research shows. When health care providers engage and prioritize the needs of the family, CYSHCN enjoy better overall health; better access to coordinated, ongoing, comprehensive health care within a medical home; fewer emergency department visits; and fewer unmet health needs.

Yet in the United States, CYSHCN families from disadvantaged groups face barriers to receiving high-quality family-centered care, according to a new analysis of national survey data by Paul Morgan, now at the University at Albany, SUNY, and colleagues at Penn State University and SRI International.1

The researchers assessed family-centered care by measuring the extent to which doctors or other health providers:

  • Spent enough time with the child.
  • Listened carefully.
  • Showed sensitivity to the family’s values and customs.
  • Provided the family with specific information they need concerning the child.
  • Helped the family feel like a partner in the child’s care.

Data were from the 2016–2019 National Survey of Children’s Health (NSCH), which uses a five-question screener to identify CYSHCN.

The study focused on the quality of care received by CYSHCN families in visits to health professionals in the previous year and controlled for potentially confounding factors including children’s general health status and the severity of their impairments.

Socioeconomic Background Is Tied to the Quality of Family-Centered Care

Morgan and colleagues found that some CYSHCN families report greater barriers to receiving high-quality family-centered health care, including:

  • Families without consistent health insurance coverage.
  • Poor and lower-income families.
  • Single-parent families.
  • Families who usually receive care in a clinic or health center, emergency room, or other setting outside a doctor’s office.
  • Families of children with autism spectrum disorders, anxiety, or depression.

By contrast, families of CYSHCN with asthma—the most commonly reported special health care need—were significantly more likely to receive family-centered care than families of CYSHCN without asthma.

The results did not show consistent racial/ethnic disparities across all the measures of family-centered care—a finding that surprised the researchers. However, families of Black and Hispanic CYSHCN reported that providers spent relatively less time with their children compared with families of white CYSHCN. Families of Hispanic CYSHCN also said that providers showed less sensitivity to their family’s culture and customs.

A Targeted Approach Could Help Improve Care

Evidence from the study suggests that socioeconomic factors, rather than race or ethnicity, are central drivers of disparities in family-centered care among CYSHCN in the United States. To address these disparities, policies and systems of care serving these young people and their families can adopt comprehensive, coordinated approaches to increase provider-family engagement, cultural responsiveness, and shared decision-making, the authors noted.

To help particularly vulnerable CYSHCN families, targeted actions should focus on care provided in emergency departments, community clinics/health centers, and other non-office settings, and on providers caring for children with autism spectrum disorders or internalizing disorders, the authors suggested.


This article was produced under a grant from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). The work of researchers from Penn State University was highlighted.

 

References

  1. Paul L. Morgan et al., “Disparities in Family-Centered Care Among U.S. Children and Youth With Special Health Care Needs,” The Journal of Pediatrics 253 (2023): 297-303.e6.
01-24-Aging-Fact-Sheet-j

Fact Sheet: Aging in the United States

The current growth of the population ages 65 and older, driven by the large baby boom generation—those born between 1946 and 1964—is unprecedented in U.S. history.

This aging of the U.S. population has brought both challenges and opportunities to the economy, infrastructure, and institutions.

Demographic Shifts

The number of Americans ages 65 and older is projected to increase from 58 million in 2022 to 82 million by 2050 (a 47% increase), and the 65-and-older age group’s share of the total population is projected to rise from 17% to 23%.1

The U.S population is older today than it has ever been. Between 1980 and 2022, the median age of the population increased from 30.0 to 38.9, but one-third (17) of states in the country had a median age above 40 in 2022, with Maine (44.8) and New Hampshire (43.3) at the top of the list.2

The older population is becoming more racially and ethnically diverse. Between 2022 and 2050 the share of the older population that identifies as non-Hispanic white is projected to drop from 75% to 60%.3

The rising diversity among older Americans can’t match the rapidly changing racial/ethnic composition of those under age 18, creating a diversity gap between generations. In 2022, fewer than half of children ages 0 to 17 (49%) were non-Hispanic white.4 But research shows that there is fluidity in how people identify with racial/ethnic categories: Mixed-race Americans (particularly mixed Hispanic and white) increasingly see themselves as part of the white majority.5

Positive Developments

Education levels are increasing. Among people ages 65 and older in 1965, only 5% had completed four years of college or more. By 2023, this share had risen to 33%.6

Older adults are working longer. By 2022, 24% of men and about 15% of women ages 65 and older were in the labor force. These levels are projected to rise further by 2032, to 25% for men and 17% for women.7

The poverty rate for Americans ages 65 and older has dropped sharply during the past 50 years, from nearly 30% in 1966 to 10% today.8 The Census Bureau’s Supplemental Poverty Measure, which accounts for non-cash benefits, tax credits, and medical expenses, shows that 14% of older Americans lived in poverty in 2022.9

More older adults can meet their daily care needs. Older adults are functioning better on their own, and a shrinking share are living in nursing homes and assisted living settings than a decade ago. Home modifications and assistive devices such as walkers have helped older Americans maintain their independence.10

Challenges

Gains in life expectancy recently stalled. U.S. life expectancy at birth declined by 2.4 years between 2019 and 2021.11 The drop in life expectancy was driven largely by the COVID-19 pandemic, but deaths from drug overdoses, heart disease, chronic liver disease and cirrhosis, and suicide also played a role.12 Life expectancy rebounded slightly in 2022, to 77.5 years, but not enough to offset the decline during the pandemic.

Obesity prevalence among older Americans has increased at an alarming rate. In a single generation—between 1988-1994 and 2015-2018—the share of U.S. adults ages 65 and older with obesity nearly doubled, increasing from 22% to 40%.13

Wide economic disparities are found across different population subgroups. Among adults ages 65 and older, 17% and 18% of those identifying as Latino and African American, respectively, lived in poverty in 2022—more than twice the rate of those who identified as non-Hispanic white (8%).14

More older adults are divorced compared with previous generations. The share of divorced women ages 65 and older increased from 3% in 1980 to 15% in 2023, and for men from 4% to 12% during the same period.15

More older women are living alone. Over one-fourth (27%) of women ages 65 to 74 lived alone in 2023. This share jumped to 39% among women ages 75 to 84, and to 50% among women ages 85 and older.16

Older Americans face a caregiving gap, especially those with lower incomes and dementia.17 Demand for elder care is expected to increase sharply with a rise in the number of Americans living with Alzheimer’s disease, which could more than double by 2050 to 13 million, from 6 million today.18

Social Security and Medicare expenditures will increase from a combined 9.1% of gross domestic product in 2023 to 11.5% by 2035 because of the large share of older adults.19

Federal budget cuts and tax increases may be inevitable as more members of the large baby boom cohort reach retirement age and become eligible for entitlement programs. Policymakers can invest resources today to reduce poverty and improve the economic outlook for workers. These investments can increase young workers’ future productive capacity and help offset the costs of an aging population.

 


 

References

[1] U.S. Census Bureau, 2023 National Population Projections Tables: Main Series.

[2] U.S. Census Bureau, “America Is Getting Older,” June 22, 2023; and U.S. Census Bureau, 1980 Census of Population, Volume 1, Characteristics of the Population (PC80-1).

[3] U.S. Census Bureau, Projected Population by Single Year of Age, Sex, Race, and Hispanic Origin for the United States: 2022 to 2100.

[4] U.S. Census Bureau, Projected Population by Single Year of Age, Sex, Race, and Hispanic Origin for the United States: 2022 to 2100.

[5] Richard Alba, “What Majority-Minority Society? A Critical Analysis of the Census Bureau’s Projections of America’s Demographic Future,” Socius 4, no. 1 (2018).

[6] PRB analysis of data from the U.S. Census Bureau, Current Population Survey.

[7] U.S. Bureau of Labor Statistics, Civilian labor force by age, sex, race, and ethnicity, 2002, 2012, 2022, and projected 2032.

[8] Emily A. Schrider and John Creamer, “Poverty in the United States: 2022,” Table A-1. People in Poverty by Selected Characteristics: 2021 and 2022, Report no. P60-280, U.S. Census Bureau, Sept. 12, 2023.

[9] Schrider and Creamer, “Poverty in the United States: 2022,” Table B-2. Number and Percentage of People in Poverty Using the Supplemental Poverty Measure by Age, Race, and Hispanic Origin: 2009 to 2022, Report no. P60-280, U.S. Census Bureau, Sept. 12, 2023.

[10] Vicki A. Freedman, Jennifer C. Cornman, and Judith D. Kasper, National Health and Aging Trends Study: Trends Dashboards (2021).

[11] U.S. Centers for Disease Control and Prevention, “National Center for Health Statistics, Life Expectancy Increases, However Suicides Up in 2022,” Nov. 29, 2023.

[12] U.S. Centers for Disease Control and Prevention, “Life Expectancy in the U.S. Dropped for the Second Year in a Row in 2021,” Aug. 31, 2022.

[13] U.S. Centers for Disease Control and Prevention, National Center for Health Statistics, National Health and Nutrition Examination Survey.

[14] U.S. Census Bureau, Poverty Status of People by Age, Race, and Hispanic Origin: 1959 to 2022.

[15] PRB analysis of data from the U.S. Census Bureau, Current Population Survey.

[16] PRB analysis of data from the U.S. Census Bureau, Current Population Survey.

[17] Paola Scommegna and Morgan Sherburne, “Vulnerable Older Americans Aren’t Getting Adequate Care—Even With Paid Caregivers or Grown Children,” Population Reference Bureau, Oct. 19, 2022.

[18] Alzheimer’s Association. “2023 Alzheimer’s Disease Facts and Figures,” Alzheimer’s & Dementia 19, no. 4 (2023).

[19] Social Security Administration, Summary of the 2023 Annual Reports.