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Author: Humphries, John Eric

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1.	Borghans, Lex Golsteyn, Bart H.H. Heckman, James J. Humphries, John Eric
1.	Identification Problems in Personality Psychology Personality and Individual Differences 51,3 (August 2011): 315-320: Also: http://www.sciencedirect.com/science/article/pii/S0191886911001504 Cohort(s): NLSY79 Publisher: Elsevier Keyword(s): Achievement; Armed Forces Qualifications Test (AFQT); Cross-national Analysis; I.Q.; Intelligence Tests; Rosenberg Self-Esteem Scale (RSES) (see Self-Esteem); Rotter Scale (see Locus of Control) This paper discusses and illustrates identification problems in personality psychology. The measures used by psychologists to infer traits are based on behaviors, broadly defined. These behaviors are produced from multiple traits interacting with incentives in situations. In general, measures are determined by these multiple traits and do not identify any particular trait unless incentives and other traits are controlled for. Using two data sets, we show, that substantial portions of the variance in achievement test scores and grades, which are often used as measures of cognition, are explained by personality variables.
	Bibliography Citation Borghans, Lex, Bart H.H. Golsteyn, James J. Heckman and John Eric Humphries. "Identification Problems in Personality Psychology ." Personality and Individual Differences 51,3 (August 2011): 315-320:.

2.	Borghans, Lex Golsteyn, Bart H.H. Heckman, James J. Humphries, John Eric
2.	What Grades and Achievement Tests Measure IZA Discussion Paper No. 10356, Institute for the Study of Labor (IZA), November 2016. Also: http://www.iza.org/en/webcontent/publications/papers/viewAbstract?dp_id=10356 Cohort(s): NLSY79 Publisher: Institute for the Study of Labor (IZA) Keyword(s): Armed Forces Qualifications Test (AFQT); British Cohort Study (BCS); CESD (Depression Scale); Cross-national Analysis; Grade Point Average (GPA)/Grades; Health/Health Status/SF-12 Scale; I.Q.; Mid-Life in the United States (MIDUS); Test Scores/Test theory/IRT; Voting Behavior Permission to reprint the abstract has not been received from the publisher. Intelligence quotient (IQ), grades, and scores on achievement tests are widely used as measures of cognition, yet the correlations among them are far from perfect. This paper uses a variety of data sets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively more important in predicting scores on achievement tests. Personality is generally more predictive than IQ of a variety of important life outcomes. Both grades and achievement tests are substantially better predictors of important life outcomes than IQ. The reason is that both capture personality traits that have independent predictive power beyond that of IQ.
	Bibliography Citation Borghans, Lex, Bart H.H. Golsteyn, James J. Heckman and John Eric Humphries. "What Grades and Achievement Tests Measure." IZA Discussion Paper No. 10356, Institute for the Study of Labor (IZA), November 2016.

3.	Heckman, James J. Humphries, John Eric Mader, Nicholas S.
3.	The GED IZA Discussion Paper No. 4975, Institute for the Study of Labor (IZA), May 2010. Also: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1631110& Cohort(s): NLSY79, NLSY97 Publisher: Institute for the Study of Labor (IZA) Keyword(s): Dropouts; Educational Returns; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; High School Dropouts; Labor Market Outcomes; Schooling, Post-secondary; Tests and Testing; Wage Growth Permission to reprint the abstract has not been received from the publisher. The General Educational Development (GED) credential is issued on the basis of an eight hour subject-based test. The test claims to establish equivalence between dropouts and traditional high school graduates, opening the door to college and positions in the labor market. In 2008 alone, almost 500,000 dropouts passed the test, amounting to 12% of all high school credentials issued in that year. This chapter reviews the academic literature on the GED, which finds minimal value of the certificate in terms of labor market outcomes and that only a few individuals successfully use it as a path to obtain post-secondary credentials. Although the GED establishes cognitive equivalence on one measure of scholastic aptitude, recipients still face limited opportunity due to deficits in noncognitive skills such as persistence, motivation and reliability. The literature finds that the GED testing program distorts social statistics on high school completion rates, minority graduation gaps, and sources of wage growth. Recent work demonstrates that, through its availability and low cost, the GED also induces some students to drop out of school. The GED program is unique to the United States and Canada, but provides policy insight relevant to any nation's educational context.
	Bibliography Citation Heckman, James J., John Eric Humphries and Nicholas S. Mader. "The GED." IZA Discussion Paper No. 4975, Institute for the Study of Labor (IZA), May 2010.

4.	Heckman, James J. Humphries, John Eric Mader, Nicholas S.
4.	The GED NBER Working Paper No. 16064, National Bureau of Economic Research, June 2010. Also: http://www.nber.org/papers/w16064.pdf Cohort(s): NLSY79, NLSY97 Publisher: National Bureau of Economic Research (NBER) Keyword(s): Dropouts; Educational Returns; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; High School Dropouts; Labor Market Outcomes; Wage Growth The General Educational Development (GED) credential is issued on the basis of an eight hour subject-based test. The test claims to establish equivalence between dropouts and traditional high school graduates, opening the door to college and positions in the labor market. In 2008 alone, almost 500,000 dropouts passed the test, amounting to 12% of all high school credentials issued in that year. This chapter reviews the academic literature on the GED, which finds minimal value of the certificate in terms of labor market outcomes and that only a few individuals successfully use it as a path to obtain post-secondary credentials. Although the GED establishes cognitive equivalence on one measure of scholastic aptitude, recipients still face limited opportunity due to deficits in noncognitive skills such as persistence, motivation and reliability. The literature finds that the GED testing program distorts social statistics on high school completion rates, minority graduation gaps, and sources of wage growth. Recent work demonstrates that, through its availability and low cost, the GED also induces some students to drop out of school. The GED program is unique to the United States and Canada, but provides policy insight relevant to any nation's educational context.
	Bibliography Citation Heckman, James J., John Eric Humphries and Nicholas S. Mader. "The GED." NBER Working Paper No. 16064, National Bureau of Economic Research, June 2010.

5.	Heckman, James J. Humphries, John Eric Urzua, Sergio Veramendi, Gregory
5.	The Effects of Educational Choices on Labor Market, Health, and Social Outcomes Working Paper No. 2011-002, Human Capital and Ecnomic Opportunity Working Group, Economic Research Center, University of Chicago, October 2011 Cohort(s): NLSY79 Publisher: University of Chicago Keyword(s): Adolescent Behavior; Armed Services Vocational Aptitude Battery (ASVAB); Behavior, Antisocial; Body Mass Index (BMI); CESD (Depression Scale); Cognitive Ability; Divorce; Educational Aspirations/Expectations; Educational Attainment; Health, Mental/Psychological; Health/Health Status/SF-12 Scale; Labor Market Outcomes; Pearlin Mastery Scale; Rosenberg Self-Esteem Scale (RSES) (see Self-Esteem); School Performance; Welfare Permission to reprint the abstract has not been received from the publisher. Using a sequential model of educational choices, we investigate the effect of educational choices on labor market, health, and social outcomes. Unobserved endowments drive the correlations in unobservables across choice and outcome equations. We proxy these endowments with numerous measurements and account for measurement error in the proxies. For each schooling level, we estimate outcomes for labor market, health, and social outcome. This allows us to generate counter-factual outcomes for dynamic choices and a variety of policy and treatment effects. In our framework, responses to treatment vary among observationally identical persons and agents may select into the treatment on the basis of their responses. We find important effects of early cognitive and socio-emotional abilities on schooling choices, labor market outcomes, adult health, and social outcomes. Education at most levels causally produces gains on labor market, health, and social outcomes. We estimate the distribution of responses to education and find substantial heterogeneity on which agents act.
	Bibliography Citation Heckman, James J., John Eric Humphries, Sergio Urzua and Gregory Veramendi. "The Effects of Educational Choices on Labor Market, Health, and Social Outcomes." Working Paper No. 2011-002, Human Capital and Ecnomic Opportunity Working Group, Economic Research Center, University of Chicago, October 2011.

6.	Heckman, James J. Humphries, John Eric Veramendi, Gregory
6.	Returns to Education: The Causal Effects of Education on Earnings, Health and Smoking IZA Discussion Paper No. 9957, Institute for the Study of Labor (IZA), May 2016. Also: http://ftp.iza.org/dp9957.pdf Cohort(s): NLSY79 Publisher: Institute for the Study of Labor (IZA) Keyword(s): Earnings; Educational Returns; Health/Health Status/SF-12 Scale; Skills; Smoking (see Cigarette Use) Permission to reprint the abstract has not been received from the publisher. This paper estimates returns to education using a dynamic model of educational choice that synthesizes approaches in the structural dynamic discrete choice literature with approaches used in the reduced form treatment effect literature. It is an empirically robust middle ground between the two approaches which estimates economically interpretable and policy-relevant dynamic treatment effects that account for heterogeneity in cognitive and non-cognitive skills and the continuation values of educational choices. Graduating college is not a wise choice for all. Ability bias is a major component of observed educational differentials. For some, there are substantial causal effects of education at all stages of schooling.
	Bibliography Citation Heckman, James J., John Eric Humphries and Gregory Veramendi. "Returns to Education: The Causal Effects of Education on Earnings, Health and Smoking." IZA Discussion Paper No. 9957, Institute for the Study of Labor (IZA), May 2016.

7.	Heckman, James J. Humphries, John Eric Veramendi, Gregory
7.	The Non-Market Benefits of Education and Ability NBER Working Paper No. 23896, National Bureau of Economic Research, October 2017. Also: http://www.nber.org/papers/w23896 Cohort(s): NLSY79 Publisher: National Bureau of Economic Research (NBER) Keyword(s): Cognitive Ability; Depression (see also CESD); Educational Returns; Incarceration/Jail; Self-Esteem; Trust; Voting Behavior; Welfare This paper analyzes the non-market benefits of education and ability. Using a dynamic model of educational choice we estimate returns to education that account for selection bias and sorting on gains. We investigate a range of non-market outcomes including incarceration, mental health, voter participation, trust, and participation in welfare. We find distinct patterns of returns that depend on the levels of schooling and ability. Unlike the monetary benefits of education, the benefits to education for many non-market outcomes are greater for low-ability persons. College graduation decreases welfare use, lowers depression, and raises self-esteem more for less-able individuals.
	Bibliography Citation Heckman, James J., John Eric Humphries and Gregory Veramendi. "The Non-Market Benefits of Education and Ability." NBER Working Paper No. 23896, National Bureau of Economic Research, October 2017.

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