School dropouts and conditional cash transfers: evidence from a randomized controlled trial in rural China's junior high schools.

Recent anecdotal reports suggest that dropout rates may be higher and actually increasing over time in poor rural areas. There are many reasons not to be surprised that there is a dropout problem, given the fact that China has a high level of poverty among the rural population, a highly competitive education system and rapidly increasing wages for unskilled workers. The overall goal of this study is to examine if there is a dropout problem in rural China and to explore the effectiveness that a Conditional Cash Transfer (CCT) program could have on dropouts (and mechanism by which the CCT might affect drop outs). To meet this objective, we conducted a randomized controlled trial (RCT) of a CCT using a sample of 300 junior high school students in a nationally-designated poor county in Northwest China. Using our data, we found that the annual dropout rate in the study county was high, about 7.0%. We find, however, that a CCT program reduces drop outs by 60%; the dropout rate is 13.3% in the control group and 5.3 % in the treatment group. The program is most effective in the case of girls, younger students and the poorest performing students.

Do Poor Students Benefit from China’s Merger Program? Transfer Path and Educational Performance.

Aiming to provide better education facilities and improve the educational attainment of poor rural students, China’s government has been merging remote rural primary schools to centralized village, town, or county schools since the late 1990s. To accompany the policy, boarding facilities have been constructed that allow (mandate) primary school-aged children to live at school rather than at home. More generally, there also have been efforts to improve rural schools, especially those in counties and towns. Unfortunately, little empirical work has been available to evaluate the impact of the new merger and investment programs on the educational performance of students. Drawing on a unique dataset that records both the path by which students navigate their primary school years (i.e., which different types of schools did students attend) as well as math test scores in three poverty-stricken counties, we use descriptive statistics and multivariate analysis (both OLS and covariate matching) to analyze the relationship between different transfer paths and student educational performance. This allows us to examine the costs and benefits of the school merger and investment programs. The results of the analysis show that students who attend county schools perform systematically better than those attend village or town schools. However, completing primary school in town schools seems to have no effect on students’ academic performance. Surprisingly, starting primary education in a teaching point does not hurt rural students; on the contrary, it increases their test scores in some cases. Finally, in terms of the boarding effect, the neutral estimate in OLS and the negative estimate in covariate matching results confirm that boarding at school does not help the students; in some cases it may even reduce their academic performance.

School Dropouts and Conditional Cash Transfers: Evidence from a Randomized Controlled Trial in Rural China’s Junior High Schools.

Recent anecdotal reports suggest that dropout rates may be higher and actually increasing over time in poor rural areas. There are many reasons not to be surprised that there is a dropout problem, given the fact that China has a high level of poverty among the rural population, a highly competitive education system and rapidly increasing wages for unskilled workers. The overall goal of this study is to examine if there is a dropout problem in rural China and to explore the effectiveness that a Conditional Cash Transfer (CCT) program could have on dropouts (and mechanism by which the CCT might affect drop outs). To meet this objective, we conducted a randomized controlled trial (RCT) of a CCT using a sample of 300 junior high school students in a nationally-designated poor county in Northwest China. Using our data, we found that the annual dropout rate in the study county was high, about 7%. We find, however, that a CCT program reduces drop outs by 60%; the dropout rate is 13.3% in the control group and 5.3 % in the treatment group. The program is most effective in the case of girls, younger students and the poorest performing students.

Assortative Mixing Equilibria in Social Network Games

It is known that individuals in social networks tend to exhibit homophily (a.k.a. assortative mixing) in their social ties, which implies that they prefer bonding with others of their own kind. But what are the reasons for this phenomenon? Is it that such relations are more convenient and easier to maintain? Or are there also some more tangible benefits to be gained from this collective behaviour? The current work takes a game-theoretic perspective on this phenomenon, and studies the conditions under which different assortative mixing strategies lead to equilibrium in an evolving social network. We focus on a biased preferential attachment model where the strategy of each group (e.g., political or social minority) determines the level of bias of its members toward other group members and non-members. Our first result is that if the utility function that the group attempts to maximize is the degree centrality of the group, interpreted as the sum of degrees of the group members in the network, then the only strategy achieving Nash equilibrium is a perfect homophily, which implies that cooperation with other groups is harmful to this utility function. A second, and perhaps more surprising, result is that if a reward for inter-group cooperation is added to the utility function (e.g., externally enforced by an authority as a regulation), then there are only two possible equilibria, namely, perfect homophily or perfect heterophily, and it is possible to characterize their feasibility spaces. Interestingly, these results hold regardless of the minority-majority ratio in the population. We believe that these results, as well as the game-theoretic perspective presented herein, may contribute to a better understanding of the forces that shape the groups and communities of our society

Shoshonitic enclaves in the high Sr/Y Nyemo pluton, southern Tibet: Implications for Oligocene magma mixing and the onset of extension of the southern Lhasa terrane

Post-collisional potassic and high Sr/Y magmatism in the Lhasa terrane provides critical constraints on the timing and mechanism of subduction of Indian lithosphere and its role in the uplift of the Tibetan Plateau. Here, we report whole-rock geochemistry, mineral geochemistry, zircon U Pb ages, and in situ zircon Hf isotope ratios for the Nyemo pluton, a representative example of such magmatism. The Nyemo pluton is composed of high Sr/Y host rocks and coeval shoshonitic mafic microgranular enclaves (MMEs). Whole-rock compositions of the host rocks and MMEs form linear trends in Harker diagrams, consistent with modification of both end-members by magma mixing. Although the main high Sr/Y phase of the pluton formed by partial melting of the lower crust of the thickened Lhasa terrane, the MMEs display abnormally enriched light rare earth elements, low whole-rock ε_(Nd)(t) and low zircon ε_(Hf)(t) that suggest derivation from low degree melting of hydrous and enriched mantle. Based on the occurrence of shoshonitic magma and high La/Yb and high Sr/Y with adakitic affinity host rocks around 30 Ma, the Nyemo pluton is best explained as a record of onset of extension that resulted from convective removal of the mantle lithosphere beneath Tibet in the Oligocene

Magmatic record of India-Asia collision

This work was financially co-supported by Chinese Academy of Sciences (XDB03010301) and other Chinese funding agencies (Project 973: 2011CB403102 and 2015CB452604; NSFC projects: 41225006, 41273044, and 41472061).New geochronological and geochemical data on magmatic activity from the India-Asia collision zone enables recognition of a distinct magmatic flare-up event that we ascribe to slab breakoff. This tie-point in the collisional record can be used to back-date to the time of initial impingement of the Indian continent with the Asian margin. Continental arc magmatism in southern Tibet during 80-40 Ma migrated from south to north and then back to south with significant mantle input at 70-43 Ma. A pronounced flare up in magmatic intensity (including ignimbrite and mafic rock) at ca. 52-51 Ma corresponds to a sudden decrease in the India-Asia convergence rate. Geological and geochemical data are consistent with mantle input controlled by slab rollback from ca. 70 Ma and slab breakoff at ca. 53 Ma. We propose that the slowdown of the Indian plate at ca. 51 Ma is largely the consequence of slab breakoff of the subducting Neo-Tethyan oceanic lithosphere, rather than the onset of the India-Asia collision as traditionally interpreted, implying that the initial India-Asia collision commenced earlier, likely at ca. 55 Ma.Peer reviewe

Transfer Paths and Academic Performance: The Primary School Merger Program in China

In the late 1990s and early 2000s, China's Ministry of Education embarked on an ambitious program of elementary school mergers by shutting down small village schools and opening up larger centralized schools in towns and county seats. The goal of the program was to improve the teacher and building resources in an attempt to raise the human capital of students in poor rural areas, although it was recognized that students would lose the opportunity to learn in the settings of their own familiar villages. Because of the increased distances to the new centralized schools, the merger program also entailed building boarding facilities and encouraging or mandating that students live at school during the week away from their family. Given the magnitude of the program and the obvious mix of benefits and costs that such a program entails there has been surprisingly little effort to evaluate the impact of creating a new system that transfers students from school to school during their elementary school period of education and, in some cases, making student live in boarding facilities at school. In this paper, our overall goal is to examine the impact of the Rural Primary School Merger Program on academic perfirmance of students using a dataset from a survey that we designed to reflect transfer paths and boarding statuses of students. We use OLS and Propensity Score Matching approaches and demonstrate that there is a large 'resource effect' (that is, an effect that appears to be associated with the better facilities and higher quality of teachers in the town and county schools) that appears to be associated with the transfers of students from less centralized schools (such as, village schools) to more centralized schools. Boarding, however, is shown to have negative impacts on academic perfirmance. However, students who transfer to county school benefit from the transfer no matter where they start and whether they board or not