The Economics and Econometrics of Gene–Environment Interplay
讨论了如何估计基因（先天）与环境（后天）的相互作用，并以入学年龄对教育成就遗传倾向的调节效应为例，说明基因-环境研究有助于评估政策干预对不同人群的异质性影响。
Abstract We discuss how to estimate the interplay between genes (nature) and environments (nurture), with an empirical illustration of the moderating effect of school starting age on one’s genetic predisposition towards educational attainment. We argue that gene–environment (G×E) studies can be instrumental for (i) assessing treatment effect heterogeneity, (ii) testing theoretical predictions, and (iii) uncovering mechanisms, thereby improving understanding of how (policy) interventions affect population subgroups. Empirically, we find that being old-for-grade and having a higher genetic propensity for education benefits children on assessment tests as they progress through school. In this setting, families appear to increase genetic inequalities while schools seem to reduce them.