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Jere R. Behrman, University of Pennsylvania John Hoddinott, IFPRI John A. Maluccio, IFPRI

The Impact of Experimental Nutritional Interventions on Education into Adulthood in Rural Guatemala: Preliminary Longitudinal Analysis. Jere R. Behrman, University of Pennsylvania John Hoddinott, IFPRI John A. Maluccio, IFPRI Reynaldo Martorell, Emory University Agnes Quisumbing, IFPRI

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Jere R. Behrman, University of Pennsylvania John Hoddinott, IFPRI John A. Maluccio, IFPRI

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  1. The Impact of Experimental Nutritional Interventions on Education into Adulthood in Rural Guatemala: Preliminary Longitudinal Analysis Jere R. Behrman, University of Pennsylvania John Hoddinott, IFPRI John A. Maluccio, IFPRI Reynaldo Martorell, Emory University Agnes Quisumbing, IFPRI Aryeh D. Stein, Emory University Second Meeting of the Social Policy Monitoring Network Health and Nutrition November 6-7, 2003 Sheraton Rio Hotel & Towers, Rio de Janeiro, Brazil

  2. Introduction • Education “matters”; it has both intrinsic and instrumental value • The existing literature on the determinants of educational attainments is unsatisfactory in several respects: • They use a limited set of educational outcomes • Analyses limited to school-aged populations cannot look at long-term outcomes; • Analyses of adult attainments have limited data on childhood conditions • Econometric analyses make strong assumptions to justify use of OLS-type estimators • Most analyses neglect the cumulative nature of human capital formation, for example the links between determinants of nutritional status and subsequent schooling outcomes

  3. Introduction, cont’d • This paper presents PRELIMINARY results that attempt to redress these weaknesses by using data: • From a randomized community-level nutrition intervention in rural Guatemala of children aged 0-15 in 1969-77 COMBINED with • Data on parental and household characteristics at the time of the intervention AND • Anthropological/historical data on school quality and “shocks” during and after the intervention AND • An ONGOING re-survey of these individuals, now aged 25-40, with a variety of education-related outcomes

  4. Methods Estimate the following reduced form model: Eia =f(Nai , Ni , Mi , Cfi , Cvi , Fi , Uia) Where: Eia is education outcome Nai is access to Atole nutritional supplement between ages 6-24 months Ni is control for cohort effect Mi is individual’s characteristics (age, sex) Cfi is community fixed effect Cvi is time varying community shocks Fi fixed family background characteristics Uia is disturbance term

  5. Methods, cont’d Given their distributions, we use the following estimators when examining the determinants of the following outcomes: • Ever enrolled in formal schooling (probit) • Ever passed the first grade of formal schooling (probit) • Formal schooling completed by age 13 (ordered probit) • Highest completed grade of (formal and informal) schooling (ordered probit) • Educational achievement test results (literacy, vocabulary comprehension) in adulthood (ordered probit) • Raven’s test results in adulthood (OLS)

  6. Probit for being in sample: Selected Coefficient Estimates

  7. Figure 1 – Formal grades completed by age 13 (913 observations)

  8. Probit results (marginal effects) for attending school(t statistics in parentheses)

  9. Figure 2 – All grades completed (913 observations)

  10. Ordered probit results for grade attainment (t statistics in parentheses)

  11. Figure 3 – SIA test score – sum of vocabulary and comprehension scores (895 observations)

  12. Figure 4 – Ravens test score (874 observations)

  13. Ordered probits for Inter-American Reading testOLS for Raven’s Progressive Matrices(t statistics in parentheses)

  14. Conclusions • There are significantly positive and fairly substantial effects of the Atole supplement, received at age 6-24 months on educational outcomes measured 27-32 years later. • These effects are larger in wealthier households, but somewhat lower when mothers have more schooling • Transitory shocks (not reported in this presentation, but discussed in the paper) also affect these outcomes • These results are PRELIMINARY as data collection is ongoing

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