In writing for The New York Times in January 2010, Brooks described Israel as "an astonishing success story".  He wrote that "Jews are a famously accomplished group," who, because they were "forced to give up farming in the Middle Ages... have been living off their wits ever since".  In Brooks' view, "Israel's technological success is the fruition of the Zionist dream. The country was not founded so stray settlers could sit among thousands of angry Palestinians in Hebron . It was founded so Jews would have a safe place to come together and create things for the world."  
It cuts against the received wisdom of pedagogical and political fashion, but regardless of where one attends school, if we are serious about breaking down the social barriers to upward mobility, there should be far more similarities than differences in education in the United States, at least at the K–8 level. The promise of preparing children for academic achievement and upward mobility depends upon a base level of language proficiency. Foundational knowledge across the curriculum not only sets the stage for further independent exploration, it provides the basis for language proficiency—for communication, collaboration, and cooperation between and among disparate people.