Behrman, Jere R
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Publication In-law Resources and Distribution Within Marriage(1998-09-01) Behrman, Jere R; Rosenzweig, Mark R.There has been increased attention in recent years to decision-making within the context of multi-member households in which individual members differ in their preferences. Two implications of various alternative specifications of the non-unitary household framework that highlight optimization by individuals have received particular attention and have important implications for the design and consequences of programs that seek to influence resource allocations via income transfers. The first is that the distribution of resources within the household may depend on who in the household receives income transfers. Recent changes in family welfare rules in England, which mandated a shift in the payments of family allowances to married couples from husbands to wives, is an example of a social policy attentive to the proposition that households engage in non-unitary decision-making (Lundberg, Pollak and Wales (1997)).Publication Social Science Methods for Twins Data: Integrating Causality, Endowments and Heritability(2010-01-01) Kohler, Hans-Peter; Behrman, Jere R; Schnittker, JasonTwins have been extensively used in both economic and behavioral genetics to investigate the role of genetic endowments on a broad range of social, demographic and economic outcomes. However, the focus in these two literatures has been distinct: the economic literature has been primarily concerned with the need to control for unobserved endowments—including as an im¬portant subset, genetic endowments—in analyses that attempt to establish the impact of one vari¬able, often schooling, on a variety of economic, demographic and health outcomes. Behavioral genetic analyses have mostly been concerned with decomposing the variation in the outcomes of interest into genetic, shared environmental and non-shared environmental components, with recent multivariate analyses investigating the contributions of genes and the environment to the correlation and causation between variables. Despite the fact that twins studies and the recogni¬tion of the role of endowments are central to both of these literatures, they have mostly evolved independently. In this paper we develop formally the relationship between the economic and behavioral genetic approaches to the analyses of twins, and we develop an integrative approach that combines the identification of causal effects, which dominates the economic literature, with the decomposition of variances and covariances into genetic and environmental factors that is the primary goal of behavioral genetic approaches. We apply this new integrative approach to an illustrative investigation of the impact of schooling on several demographic outcomes such as fertility and nuptiality and health.Publication Intergenerational Transmission of Poverty and Inequality: Young Lives(2013-06-30) Behrman, Jere R.; Crookston, Benjamin T.; Dearden, Kirk; Duc, Le Thuc; Fernald, Lia C. H.; Mani, Subha; Stein, Aryeh D.; Schott, WhitneyParents play major roles in determining the human capital of children, and thus the income of children when they become adults. Models of investments in children’s human capital posit that these investments are determined by parental resources (financial and human capital) and child endowments within particular market and policy environments. Many empirical studies are consistent with significant associations between parental resources and investments in their children. And there is considerable emphasis in the scholarly and the policy literatures on the degree of intergenerational mobility and the intergenerational transmission of economic opportunities, and therefore the intergenerational transmission of poverty – or of affluence. Therefore policies or other developments that affect the extent of poverty and/or inequality in the parents’ generation are likely to have impacts on the extent of poverty and/or inequality in the children’s generation. However the extent of these intergenerational effects is an empirical question that this paper explores using the Young Lives data to estimate intergenerational associations between parental resources and investments in human capital of children and then, under the assumption that these associations reflect causal effects, to simulate what impacts changes in poverty and inequality in the parents’ generation have on poverty and inequality in the children’s generation. The results suggest that reductions in poverty and in inequality in the parents’ generation reduce poverty and inequality in the children’s generation some, but not much.Publication The Economic Rationale for Investing in Stunting Reduction(2013-09-15) Hoddinott, John; Alderman, Harold; Behrman, Jere R.; Haddad, Lawrence; Horton, SusanThis paper outlines the economic rationale for investments that reduce stunting. We present a framework that illustrates the functional consequences of stunting in the 1000 days after conception throughout the life cycle: from childhood through to old age. We summarize the key empirical literature around each of the links in the life cycle, highlighting gaps in knowledge where they exist. We construct credible estimates of benefit-cost ratios for a plausible set of nutritional interventions to reduce stunting. There are considerable challenges in doing so that we document. We assume an uplift in income of 11 percent due to the prevention of one fifth of stunting and a 5% discount rate of future benefit streams. Our estimates of the country-specific benefit: cost ratios for investments that reduce stunting in 17 high-burden countries range from 3.6 (DRC) to 48 (Indonesia) with a median value of 18(Bangladesh). Mindful that these results hinge on a number of assumptions, they compare favourably with other investments for which public funds compete.Publication How Early Nutrition and Foundational Cognitive Skills Interconnect? Evidence from Two Developing Countries(2022-12-16) Sánchez, Alan; Favara, Marta; Sheridan, Margaret; Behrman, Jere RWe use unique data collected in Ethiopia and Peru as part of the Young Lives Study to investigate the relationship between early undernutrition and four foundational cognitive skills, the first two of which measure executive functioning: working memory, inhibitory control, long-term memory, and implicit learning. We exploit the rich longitudinal data available to control for potential confounders at the household level and for time-invariant community characteristics. We also exploit the availability of data for paired-siblings to obtain household fixed-effects estimates. Overall, we find robust evidence that stunting is negatively related with the development of executive functions, predicting reductions in working memory and inhibitory control by 12.6% and 5.8% of a standard deviation. Our results shed light on the mechanisms that explain the relationship between early nutrition and school achievement tests suggesting that good nutrition is an important determinant of children’s learning capacities.Publication Math Skills and Market and Non-market Outcomes: Evidence From an Amazonian Society(2013-01-01) Undurraga, Eduardo A.; Behrman, Jere R.; Grigorenko, Elena L.; Schultz, Alan; Yiu, Julie; Godoy, Ricardo A.Research in industrial nations suggests that formal math skills are associated with improvements in market and non-market outcomes. But do these associations also hold in a highly autarkic setting with a limited formal labor market? We examined this question using observational annual panel data (2008 and 2009) from 1,121 adults in a native Amazonian society of forager-farmers in Bolivia (Tsimane’). Formal math skills were associated with an increase in wealth in durable market goods and in total wealth between data collection rounds, and with improved indicators of own reported mental health and child health. These associations did not vary significantly by people’s Spanish skills or proximity to town. We conclude that the positive association between math skills and market and non-market outcomes extends beyond industrial nations to even highly autarkic settings.Publication Schooling has Smaller or Insignificant Effects on Adult Health in the US than Suggested by Cross-Sectional Associations: New Estimates Using Relatively Large Samples of Identical Twins(2013-12-09) Behrman, Jere R.; Amin, Vikesh; Kohler, Hans-PeterAdult health outcomes and health behaviors generally are strongly associated with schooling attainment. But such associations do not necessarily imply that schooling has causal effects on health outcomes and behaviors of the magnitudes of the associations. Schooling may be proxying for unobserved factors that are related to genetics and family background. Recently several studies have used within-identical (monozygotic, MZ) twins methods to control for those unobserved factors that are shared completely by identical twins. Estimates based on relatively small samples for the US, as well as some larger samples for other countries, suggest that causal impacts of schooling on health outcomes and behaviors are insignificant or much smaller than suggested by cross-sectional associations. This study contributes new estimates of cross-sectional associations and within-MZ causal effects of twins using three relatively large US samples: Mid-Atlantic Twin Registry, Minnesota Twin Registry and NAS-NRC Twin Registry of WWII Military Veterans. The estimates suggest that schooling is significantly associated with numerous health outcomes and behaviors in the US. However if within-MZ twins estimators are used to control for unobserved factors, there is no causal relationship between schooling and better health behaviors. There is some evidence that more schooling causally affects self-reported health and overweight status, net of unobservable cofounders, though not to the extent that cross-sectional associations suggest. Finally, spousal schooling is associated with better health outcomes and behaviors, but there is no evidence of any causal effect.Publication Does Increasing Women's Schooling Raise the Schooling of the Next Generation?(2002-03-01) Behrman, Jere R.; Rosenzweig, Mark R.Publication What Determines Adult Cognitive Skills? Impacts of Pre-Schooling, Schooling and Post-Schooling Experiences in Guatemala(2006-04-01) Behrman, Jere R; Hoddinott, John; Maluccio, John A; Soler-Hampejsek, Erica; Behrman, Emily L; Martorell, Reynaldo; Ramirez-Zea, Manuel; Stein, Aryeh DMost investigations of the importance of and the determinants of adult cognitive skills assume that (a) they are produced primarily by schooling and (b) schooling is statistically predetermined. But these assumptions may lead to misleading inferences about impacts of schooling and of pre-schooling and post-schooling experiences on adult cognitive skills. This study uses an unusually rich longitudinal data set collected over 35 years in Guatemala to investigate production functions for adult (i) reading-comprehension and (ii) non-verbal cognitive skills as dependent on behaviorally-determined pre-schooling, schooling and post-schooling experiences. Major results are: (1) Schooling has significant and substantial impact on adult reading comprehension (but not on adult non-verbal cognitive skills) —but estimates of this impact are biased upwards substantially if there is not control for behavioral determinants of schooling in the presence of persistent unobserved factors such as genetic endowments and/or if family background factors that appear to be correlated with genetic endowments are included among the first-stage instruments. (2) Both pre-schooling and post-schooling experiences have substantial significant impacts on one or both of the adult cognitive skill measures that tend to be underestimated if these pre- and post-schooling experiences are treated as statistically predetermined—in contrast to the upward bias for schooling, which suggests that the underlying physical and job-related components of genetic endowments are negatively correlated with those for cognitive skills. (3) The failure in most studies to incorporate pre- and post-schooling experiences in the analysis of adult cognitive skills or outcomes affected by adult skills is likely to lead to misleading over-emphasis on schooling relative to these pre-and post-schooling experiences. (4) Gender differences in the coefficients of the adult cognitive skills production functions are not significant, suggesting that most of the fairly substantial differences in adult cognitive skills favoring males on average originate from gender differences in completed grades of schooling and in experience in skilled jobs favoring males. These four sets of findings are of substantial interest in themselves. But they also have important implications for broader literatures, pointing to limitations in the cross-country growth literature of using schooling of adults to represent human capital, supporting hypotheses about the importance of childhood nutrition and work complexity in explaining the “Flynn effect” of substantial increases in measured cognitive skills over time, and questioning the interpretation of studies that report productivity impacts of cognitive skills without controlling for the endogeneity of such skills.Publication Social Protection and Foundational Cognitive Skills During Adolescence: Evidence from a Large Public Works Programme(2022-09-09) Freund, Richard; Favara, Marta; Porter, Catherine; Behrman, Jere RMany low- and middle-income countries have introduced Public Works Programmes (PWPs) to fight poverty. PWPs provide temporary cash-for-work opportunities to boost poor households’ incomes and to provide better infrastructure to local communities. While PWPs do not target children directly, the increased demand for adult labour may affect children’s development through increasing households’ incomes and changing household members’ time uses. This paper expands on a multidimensional literature showing the relationship between early life circumstances and learning outcomes and provides the first evidence that children from families who benefit from PWPs show increased foundational cognitive skills (FCS). We focus on four child FCS: inhibitory control, working memory, long-term memory, and implicit learning. Our results, based on unique tablet-based data collected as part of a 20-year longitudinal survey, show positive associations of family participation in the Productive Safety Net Programme (PSNP) in Ethiopia during childhood on long-term memory and implicit learning, with weaker evidence for working memory. These associations appear to be strongest for children whose households were still PSNP participants in the year of data collection. We find suggestive evidence that, the association with implicit learning may be operating through children’s time reallocation away from unpaid labour responsibilities, while the association with long-term memory may be due to the programme’s success in remediating nutritional deficits caused by early life rainfall shocks. Our results suggest that policy interventions such as PWPs may be able to mitigate the effects of early poverty on cognitive skills formation and thereby improve children’s potential future outcomes.