Quality Expenditures and Human Capital
In the literature on the quantity and quality of children (Becker and Lewis 1973; Willis 1973), all expenditures on children are combined and treated as investments in child quality. In a later literature, all parental expenditures on children are viewed as raising future earning prospects for children which is the operational definition of quality (Becker and Barro 1988). Our approach here differs from this tradition. We suggest that some expenditures on children have mainly consumption value for those children and yield vicarious consumption value for the parents, while others augment the children’s human capital (H). Specifically, we treat public and private expenditures on health care and on education as human capital investment, and treat all other kinds of expenditures on children, such as food, clothing, entertainment, and housing as consumption.
The extended theoretical treatment of investment in child quality (e.g., Willis 1973; Becker and Lewis 1973) views quality as produced by inputs of time and market goods and services. It would certainly be desirable to include parental time inputs in the production of human capital, but National Transfer Accounts, our data source, do not include time use and so we are not able to do so. Furthermore, the literature on investment in education emphasizes the opportunity costs of the children who stay in school to receive further education, and often this is the only cost of education that is considered when private returns to schooling are estimated. These opportunity costs are certainly relevant, but for now, we have included only direct costs in our measure.
Increased investment in human capital can take place at the extensive margin by raising enrollment rates, which implies higher opportunity costs as in the traditional analysis. However, it can also take place at the intensive margin through greater expenditures per year of education, through variations in class size, complementary equipment, hours of education per day, or teacher quality, and pay rate. In East Asia, much of the private spending appears to be of this sort, as children are sent to cram schools or tutors, after the public school education is completed for the day. Such increased expenditures do not necessarily have an opportunity cost of the sort measured in traditional studies, and the increase in years of schooling would underestimate the increase in human capital investment. In Europe, on the other hand, education through apprenticeship may entail low costs and little lost time in the labor force.
Cross-National Estimates of Human Capital Spending in Relation to Fertility
The National Transfer Accounts (NTA) project provides the requisite data on age patterns of human capital investments per child and labor income for nineteen economies, rich and poor: the US, Japan, Taiwan, S. Korea, Thailand, Indonesia, India, Philippines, Brazil, Chile, Mexico, Costa Rica, Uruguay, France, Sweden, Finland, Austria, Slovenia, and Hungary. Data are for various dates between 1994 and 2004. See Lee et al (2008) and Mason et al (2009). More detailed information is available at www.ntaccounts.org.
For each country, we have age-specific data on public and private spending per child for education and health. We sum spending per child on education across ages 0 to 26, separately for public and private. We do similarly for health care, but this time, limit the age range to 0–17. These are synthetic cohort estimates. We also have data on labor income by age, and we have calculated average values for ages 30–49, ages chosen to avoid effects of educational enrollment and early retirement on labor income. The data are averaged across all members of the population at each age, whether in the labor force or not, and include both males and females. They include fringe benefits and self-employment income, and estimates for unpaid family labor which is very important in poor countries. We express human capital expenditures relative to the average labor income. In terms of the theoretical model presented above, our human capital measure is essentially H/W, the average child’s human capital claim on labor income. This is our basic estimate of human capital investment. For fertility, we take the average total fertility rate (F) for the most recent five-year interval preceding the H-NTA survey date, using United Nations quinquennial data. The total fertility rate is also a synthetic cohort measure.
Mean, minimum, and maximum values of H/W, and its components are reported for the 19 economies for which NTA estimates were available. On average, 3.7 times the value of one year of prime age (30–49) adult labor is invested in human capital per child over the (synthetic) childhood. On average, over 80% of that investment is in education whereas 20% is in health spending. Public spending is much greater than private, especially for education (see Table 1).
Table 1 Human capital spending and components, recent years, countries for which National Transfer Account estimates are available
Figure 1 plots the natural log of H/W expenditures (that is, public and private, health and education, summed over the childhood ages indicated above) per child relative to labor income on the vertical axis, against the log of the Total Fertility Rate on the horizontal axis. The corresponding descriptive regression is
$$ \begin{gathered} { \ln }\left( {{\text{H}}/{\text{W}}}\right)\; = \; {1. 9 2\;-\; 1.0 5}^{\ast}{\text{ ln}}\left({\text{F}} \right),{\text{ R}}^{ 2} \; = \;. 6 2 4\hfill \\\ \quad\qquad \, \left( {. 1 4} \right)\, \left( { 7. 3} \right) \hfill\\\end{gathered} $$
where the values in parentheses are t-statistics. An elasticity of −1.0 would imply that a constant share of labor income is spent on human capital investments regardless of how many children couples have, so that a country with a TFR (F) of 3 would spend one third as much per child relative to labor income as a country with a TFR (F) of 1. The point estimate for the elasticity is −1.05, which is not significantly different than −1.0.
Further analysis not detailed here indicates that this association results primarily from variations in public spending on education, and therefore it would not be apparent in micro-level analyses within countries. Heavy spending on private education is limited to Asia, where three countries spend more on private than on public. In Europe, all six NTA countries spend at least 7.5 times as much on public as on private, while none of the non-European NTA countries rely so heavily on the public sector. There is also evidence of substitution between public and private spending on education across NTA countries.
How the Empirical Pattern is Related to the Quantity–Quality Tradeoff Model
Consider Fig. 1 in light of the standard quantity-quality tradeoff theory. If preferences are homothetic, Fig. 1 represents a meta budget constraint for the quantity-quality tradeoff, i.e., the quantity–quality choice point for any country will fall somewhere on this line. Homothetic preferences imply that the share of income devoted to human capital spending (HF/W) is constant.Footnote 1 If so, then \( \ln ({{HF} \mathord{\left/ {\vphantom {{HF} W}} \right. \kern-\nulldelimiterspace} W}) = \ln (\gamma ) \) where γ is the share of income devoted to human capital spending. Rearranging the terms, we have \( \ln ({H \mathord{\left/ {\vphantom {H W}} \right. \kern-\nulldelimiterspace} W}) = \ln (\gamma ) - \ln F. \) Given that the coefficient of ln F is not significantly different than −1 this is essentially the relationship plotted in Fig. 1.
An alternative but essentially equivalent approach is to consider whether the share of income devoted to human capital spending changes with income. When we do this, we find (t-statistics in parentheses):
$$ \begin{gathered} { \ln }\left( {{\text{HF}}/{\text{W}}} \right)= 0. 5 7 + 0. 1 4 {\text{ ln}}\left( {\text{W}} \right)\quad{\text{ R}}^{ 2} = . 1 5\hfill \\\ \quad \qquad \, \left( {0. 7 5}\right) \left( { 1. 7 5} \right) \hfill \\\end{gathered} $$
The coefficient of ln(W) is insignificantly different than 0. Thus, we interpret Fig. 1 as a budget constraint common to the 19 NTA countries.
The empirical exploration uses average labor income for those aged 30–49, rather than per capita income. A couple’s life time labor income in a synthetic cohort sense is approximately 80 times this average, reflecting 40 years each of labor income for husband and wife. If labor income is two thirds of total income Y then Y is roughly 120 times average labor income. The constant in the regression, 1.92, estimates ln(γ). Therefore γ is about 6.8, and the share of HK expenditures out of labor income is roughly 8.5% or 1/12 (= 6.8/80) of life time labor income, or 5.7% of total income.
The standard theory suggests that as income rises, fertility falls and investments in human capital rise, due to the interaction of quantity and quality in the budget constraint and the greater pure income elasticity of quality than of quantity. However, within the framework of the theory, there are a number of other factors that may influence the choice of fertility versus HK along the budget constraint. These include cultural differences in valuation of numbers versus quality; differences in the relative price of parental consumption, px and human capital, pq; the changing availability of new parental consumption goods; differences in child survival; differences in the rate of return to education or in older age survival probabilities may influence choices. The model can be expanded to include a fixed price of number of children, pn, not shown in the equations above (see Becker 1991). Examples are financial incentives or disincentives for child bearing such as family allowances in Europe or the fines of the one child policy in China. The availability of contraceptives can also be interpreted as influencing the price of numbers of children.
For all these reasons and more, countries move along the meta tradeoff line that represents the quantity–quality tradeoff. In general, we know that over the demographic transition countries move from low F and high H to high F and low H. Our purpose here is not to identify the exogenous changes that are responsible for that transition. Our purpose is to show that the economic implications of low F can not be considered usefully without simultaneously considering that high H accompanies low F.
Returns to Human Capital
The literature on the returns to health investment is relatively under-developed as compared with the returns to education. Analysis of historical evidence leads Fogel to conclude that nutrition and health have played a very important role in development (Fogel 1997). Many studies of contemporary developing countries support this view (Barro 1989; Bloom and Canning 2001; World Health Organization, C. o. M. a. H 2001; Kelley and Schmidt 2007). On the other hand, Acemoglu and Johnson argue that the importance of health to development is overstated (Acemoglu and Johnson 2007). In contrast with the literature on education, the literature on health provides little guidance about the rates of return to education. Note also that health is a much smaller component of human capital investment than is education.
For these reasons, we rely on the large empirical literature that assesses the individual and aggregate returns to investment in education. Most of the literature estimates private rates of return to education based primarily on the opportunity cost of the time of the student who invests in an incremental year of education, although sometimes tuition costs are also included. Card (1999) provides an analytic overview of this literature and reviews many instrumental variable (IV) studies, finding that in general, the IV studies report even higher rates of return to education than do the ordinary least squares studies, with a broad range centering about 8% per year. Heckman et al (2008) estimates rates of return for the US based on extended Mincer-type regressions allowing for various complications, and also including tuition, but without IV to deal with the endogeneity of schooling. They report rates of return in the range of 10–15% or higher for the contemporary US (for a college degree, given that one already has a high school degree).
For our purposes, this literature has two main problems: it focuses exclusively on the extensive margin of years of schooling (as opposed to increased investment at a given age) and it focuses exclusively on private rates of return rather than including social rates of return, which could be higher (due to externalities) or lower (due to inclusion of direct costs).
Another literature assesses the effect of education on per capita income or income growth rates at the aggregate level. These estimates should reflect both full costs of education and spillover effects. One approach treats human capital in a way similar to capital, as a factor of production for which output elasticities can be estimated. Studies taking this approach sometimes report similar estimated elasticities of output with respect to labor, human capital, and capital (e.g., Mankiw et al. 1992). Another approach views human capital as raising the rate at which technological changes can be adopted. Thus, human capital is said to raise the growth rate of output rather than its level (Nelson and Phelps 1966).
The earning functions fit on individual data are generally specified in semi-logarithmic form, which suggests that the underlying function linking the wage w to years of schooling has the form: \( w = e^{\psi E} \) where \( \psi \), is the rate of return to years of education E. This suggests that human capital in relation to schooling level also has this form. Cross-national estimates of aggregate production functions including human capital as an input, from this perspective, should have the form \( Y = AK^{\alpha } (HL)^{1 - \alpha } = AK^{\alpha } (e^{\psi E} L)^{1 - \alpha } , \) where L is the labor force and HL is, therefore, the total amount of human capital given (this approach is taken from Jones 2002, and Hall and Jones 1999).
However, this is not the form that these cross-national regressions take. Instead, variables like median years of schooling completed or proportions enrolled in secondary education are used to measure human capital (Mankiw et al. 1992; Barro and Sala-i-Martin 2004, p. 524). The difference is important. Under the exponential version, the human capital increment associated with the 15th year of schooling is four or five times larger than that associated with the first year of schooling, when ψ = .1. (Note also that our measure of human capital is conceptually closer to that in Klenow and Rodriguez-Clare (1997) than to Mankiw et al (1992), because just as the former, ours reflects all levels of education and not just secondary).
The following analysis shows that if we take into account the time costs of schooling at the aggregate level, then the micro approach described above implies aggregate level output elasticities that are in the neighborhood of one third. E is both the years of education acquired, and the years spent acquiring it. Suppose that absent education, there are T potential years of work, so that actual years worked is (T – E). If N is the number of potential workers, then L = N(T − E)/T is labor supplied in a stationary population. Assume that our HK expenditure measure is proportional to E, with a scaling factor absorbed in A. Substituting into (0.4), taking the derivative with respect to E, and simplifying, we find
$$ {\frac{{{{dY} \mathord{\left/ {\vphantom {{dY} Y}} \right. \kern-\nulldelimiterspace} Y}}}{dE}} = \left( {1\; - \;\alpha } \right)\left( {\psi \; - \;{\frac{1}{T\; - \;E}}} \right) $$
(19)
Evaluating this at \( \psi = .1, \)
T = 55, E = 10, and α = 2/3, we find that increasing the average education of the working age population by one year, from 10 years to 11 years, would raise GDP by about .05 if \( \psi = .1, \) .03 if \( \psi = .07 \)and .08 if \( \psi = .14. \)
Mankiw et al (1992) found roughly equal coefficients for capital, human capital, and raw labor. Based on this specification, we have
$$ {\frac{{{{dY} \mathord{\left/ {\vphantom {{dY} Y}} \right. \kern-\nulldelimiterspace} Y}}}{dE}} = {\frac{1}{3E}} $$
(20)
Evaluating again at E = 10, this gives .033, which is reasonably close to the .05 or .03 we derived above, but rather different than the .08. This exercise suggests that after translation, the micro estimates and the macro estimates yield reasonably consistent results. Our baseline assumption will be that the elasticity of output with respect to human capital is .33, which is consistent with a micro level elasticity \( \psi = .07, \) which is lower than Card’s estimate and only about half of Heckman’s. We also report results for aggregate elasticities of .16 and .50, to reflect the great uncertainty.
Summary of Estimates and Qualitative Implications
The empirical study of others and the analysis of NTA data described above yield estimates of the key parameters of the model presented in section II. The values, given in Table 2 below, are used in the simulation exercises reported in the next section. They can also be used to reach certain qualitative conclusions based on the analysis presented above. The important parameters are the elasticity of wages with respect to education (0.33) and the elasticity of quality, i.e., human capital spending, with respect to quantity (−1.1). Given these parameters,
Table 2 Parameter values and sources
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Lower fertility is associated with higher wages in the next period.
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Lower fertility is associated with higher wages in equilibrium.
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The growth of total wages is essentially not associated with fertility.
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The consumption ratio is independent of fertility, and thus consumption will grow at the same rate as total wages.
These are not intended as causal statements. They are descriptive statements about the aggregate patterns we should observe given a tradeoff between fertility and human capital investment, on the one hand, and the effect of human capital investment on productivity on the other.