Filtering by
- All Subjects: Education
- Creators: Department of Finance
Though about 75 percent of American waste is recyclable, only 30 percent of it is actually recycled and less than ten percent of plastics disposed of in the United States in 2015 were recycled. A statistic like this demonstrates the immense need to increase recycling rates in order to move towards cultivating a circular economy and benefiting the environment. With Arizona State University’s (ASU) extensive population of on-campus students and faculty, our team was determined to create a solution that would increase recycling rates. After conducting initial market research, our team incentives or education. We conducted market research through student surveys to determine the level of knowledge of our target audience and barriers to entry for local recycling and composting resources. Further, we gained insight into the medium of recycling and sustainability programs they would be interested in participating in. Overall, the results of our surveys demonstrated that a majority of students were interested in participating in these programs, if they were not already involved, and most students on-campus already had access to these resources. Despite having access to these sustainable practices, we identified a knowledge gap between students and their information on how to properly execute sustainable practices such as composting and recycling. In order to address this audience, our team created Circulearning, an educational program that aims to bridge the gap of knowledge and address immediate concerns regarding circular economy topics. By engaging audiences through our quick, accessible educational modules and teaching them about circular practices, we aim to inspire everyone to implement these practices into their own lives. Though our team began the initiative with a focus on implementing these practices solely to ASU campus, we decided to expand our target audience to implement educational programs at all levels after discovering the interest and need for this resource in our community. Our team is extremely excited that our Circulearning educational modules have been shared with a broad audience including students at Mesa Skyline High School, ASU students, and additional connections outside of ASU. With Circulearning, we will educate and inspire people of all ages to live more sustainably and better the environment in which we live.
The academic environment has historically been somewhat slow to implement and adopt new technologies. However, developments in video games have created an opportunity for students to learn new skills and topics through nontraditional mediums of education. The disruption caused by the COVID-19 pandemic further highlighted the need for flexible learning opportunities. Joystick Education is our approach to addressing this need. Through online, game-based tutoring and a database of video games with high educational value, Joystick Education creates a learning environment that is effective, fun, and engaging for students. We analyzed popular, mainstream video games for educational content and selected nine games that teach concepts like history, biology, or physics while playing the game. Through promotion on social media, we generated buzz around our website which led to 103 unique visitors over our first month online and two customers requesting to book our tutoring service. We are confident that given more time to grow, Joystick Education can generate profit and become a successful business.
Data Sources: I use the Healthcare Cost and Utilization Project’s Nationwide Inpatient Sample (NIS) from 2000 to 2011. The NIS is a 20% sample of all inpatient claims. The Manhattan Institute supplied data on the availability of health savings accounts in each state. State PTR implementation dates were gathered by Hans Christensen, Eric Floyd, and Mark Maffett of University of Chicago’s Booth School of Business by contacting the health department, hospital association, or website controller in each state.
Study Design: The NIS data was collapsed by procedure, hospital, and year providing averages for the dependent variable, Cost, and a host of covariates. Cost is a product of Total Charges within the NIS and the hospital’s Cost to Charge ratio. A new binary variable, PTR, was defined as ‘0’ if the year was strictly less than the disclosure website’s implementation date, ‘1’ for afterwards, and missing for the year of implementation. Then, using multivariate OLS regression with fixed effect modeling, the change in cost from before to after the year of implementation is estimated.
Principal Findings: The analysis estimates the effect of PTR to decrease the average cost per procedure by 7%. Specifications identify within state, within hospital, and within procedure variation, and reports that 78% of the cost decrease is due to within-hospital, within-procedure price discounts. An additional model includes the interaction of PTR with the prevalence of health savings accounts (hereafter, HSAs) and procedure electivity. The results show that PTR lowers costs by an additional 3 percent with each additional 10 percentage point increase in the availability of HSAs. In contrast, the cost reductions from PTR were much smaller for procedures more frequently coded as elective.
Conclusions: The study concludes price transparency regulations can lead to a decrease in a procedure’s costs on average, primarily through price discounts and slightly through lower cost procedures, but not due to patients moving to cheaper hospitals. This implies that hospitals are taking initiative and lowering prices as the competition’s prices become publically available suggesting that hospitals – not patients – are the biggest users of price transparency websites. Hospitals are also finding some ways to provide cheaper alternatives to more expensive procedures. State regulators should evaluate if a better metric other than charge prices, such as expected out-of-pocket payments, would evoke greater patient participation. Furthermore, states with higher prevalence of HSAs experience greater effects of PTR as expected since patients with HSAs have greater incentives to lower their costs. Patients should expect a shift towards plans that offer these types of savings accounts since they’ve shown to have a reduction of health costs on average per procedure in states with higher prevalence of HSAs.
Therefore, many different resources and intervention programs are designed to help prevent
at-risk students from dropping out and making sure they graduate on time - typically within four
years. However, one extremely underutilized but highly effective resource for intervention is
peer tutoring. Peer tutoring is a well-known method of active learning within the classroom
where students assist one another, but it is rarely used systematically as a way to support at-risk
students with the goal of increasing academic performance to decrease the number of dropouts.
This thesis and creative project takes a look at the inception, development, and growth of
PeerSquared, Inc., a Delaware Public Benefit Corporation, founded by chief executive officer,
Michael Wang, on his journey to help Arizona high schools build and scale sustainable and
systematically-integrated, 1-on-1, peer-to-peer tutoring programs. This paper will account
Michael’s motivation for this mission and the growth of PeerSquared from its inception in
November 2018 up to August 2020. For context, the COVID-19 pandemic began noticeably
impacting Arizona in late-March 2020 when schools decided to not resume in-person school in
favor of distance learning resulting in a necessary pivot for PeerSquared.
Chandler Unified School District (CUSD), a large school system in Arizona that serves 45,000 students from preschool through high school, has been unable to escape similar structural and frictional inequities within its schools. One instance of a racially charged student performance at Santan Middle School motivated CUSD to take a more immediate look at equity in the district. It is during this response that our team of New Venture Group consultants engaged with Matt Strom, Assistant Superintendent of CUSD, in analyzing the important question of “how CUSD can take steps towards closing equity gaps within the district?”
CUSD defines an equity gap as any difference in student opportunity, achievement, discipline, attendance, etc. contributable to a student’s ethnicity, gender, or socioeconomic status. Currently, certain student populations in CUSD perform vastly different academically and receive different opportunities within schools, but as was our problem statement, CUSD is aiming to reduce (and eventually close) these gaps.
Our team approached this problem in three phases: (1) diagnosis, (2) solution creation, and (3) prevention. In phase one, we created a dashboard to help principals easily and visually identify gaps by toggling parameters on the dashboard. Phase two focused on the generation of recommendations for closing gaps. To achieve this goal, a knowledge of successful gap-closing strategies will be paired with the dashboard. In our final phase, the team of consultants created a principal scorecard to ensure equity remains a priority for principals.