Jake Marold, Team “A+Bay”, at Triangle Startup Weekend: Education.

Jake Marold is a remarkable young man with a big dream. He sees that students fall behind and lose the incentive to try harder. He would like to see the surrounding environments of students to provide the incentives that have more-than-emblematic value, and re-create a more tangible relationship between academic effort and lifetime achievement.

A problem has arisen, structurally. The involved entities would all love for commercial and quantitative benefit to arise, but all have disincentives to participate. Ultimately, there is a gap that must be addressed: Achievement Validation handled by a grades-receiving third party.

Coordination of all team tasks narrowed  the venue that I could reach under the time limit!

There is an Abay.co site, I believe, but I have been unable to access it. As soon as someone gets me to it, I am happy to copy this over, but A+bay may be presenting in minutes for all I know. Hopefully you linked here from edulaunch.co.

Please pardon my handwriting. I was furiously scribbling away for 30 minutes in the hallway of Hunt Library on North Carolina State University’s Centennial Campus.

the problem

recognition of the problem to solve: underachievement

A. schools, students, vendors create burden on the schools and the merchants are asked to deliver sufficient value to the student in order to create the workflow value from the student to the school to commensurately increase. The student benefits, but the schools and the merchant are asked to undertake significant burdens.

A. schools, students, vendors create burden on the schools and the merchants are asked to deliver sufficient value to the student in order to create the workflow value from the student to the school to commensurately increase. The student benefits, but the schools and the merchant are asked to undertake significant burdens.

merchants burdened with student-validation service.

B. addition of a grade-receiving service. The student has the burden of obtaining and delivering his grades to the third party, and the third party delivers identifying criteria to the vendor. The vendor then conveys the item to the student. The merchant risks the complexity of dealing with the third party, and the student’s incentive to participate is based upon the student’s initiative to create the opportunity for a discount by paying the third party. The student has to believe that he will get the discount paid-for. The merchant has to believe that participating will result in significantly more foot-traffic than the one student, on the basis that the student will bring other students/ people that will NOT qualify for the discount.

Realizations:  1. If school validates: school must believe that their efforts as to all students will result in significant benefit to the disadvantaged students sufficient to overcome the costs of the validation. The merchant will only relay benefit to the students in as much as they participate, honoring the school's effort, limited by the ability of the translation of grades to result in reliable identifying criteria. Validation is necessary in order to justify the school's burden. The school wages the benefit of the cost/benefit. 2. If the student bears the burden of delivering the grade to the third-party service, then they must purchase validation on behalf of themselves. Without the school, the student attempts to purchase their own discount, and must obtain and deliver their grades to the service to get it. The burden- lies on each student individually.  Validation becomes the threshold overall cost, before vendors' own particular  discount-costs.

Realizations:
1. If school validates: school must believe that their efforts as to all students will result in significant benefit to the disadvantaged students sufficient to overcome the costs of the validation. The merchant will only relay benefit to the students in as much as they participate, honoring the school’s effort, limited by the ability of the translation of grades to result in reliable identifying criteria. Validation is necessary in order to justify the school’s burden. The school wages the benefit of the cost/benefit.
2. If the student bears the burden of delivering the grade to the third-party service, then they must purchase validation on behalf of themselves. Without the school, the student attempts to purchase their own discount, and must obtain and deliver their grades to the service to get it. The burden- lies on each student individually.
Validation becomes the threshold overall cost, before vendors’ own particular discount-costs.

C. Parents are (generally) the source of student funds. Parents may have disproportionate interest in student- performance relative to a student that is underperforming. Their cost-benefit analysis does not just weigh the discount-value versus the cost of participation, but also includes into the analysis the parent's desire for the student to reach higher  achievement, a concern that the student may lack. So the parent may be invited to participate in the student's discount/ item by the student having the incentive to report grades to the parent in order for the parent to pay for the validation. That interaction encourages parent-child interaction/ involvement/ awareness of performance in order to provide the student with the mechanism which obtains the student the discount, and alleviates the student to provide the funds. The student may provide the grades, but if involvement is fostered, perhaps both grades and value could be relayed through the parent to the validation service.

C. Parents are (generally) the source of student funds. Parents may have disproportionate interest in student- performance relative to a student that is underperforming. Their cost-benefit analysis does not just weigh the discount-value versus the cost of participation, but also includes into the analysis the parent’s desire for the student to reach higher achievement, a concern that the student may lack. So the parent may be invited to participate in the student’s discount/ item by the student having the incentive to report grades to the parent in order for the parent to pay for the validation. That interaction encourages parent-child interaction/ involvement/ awareness of performance in order to provide the student with the mechanism which obtains the student the discount, and alleviates the student to provide the funds. The student may provide the grades, but if involvement is fostered, perhaps both grades and value could be relayed through the parent to the validation service.

conclusion. go to edulaunch.co

Conclusion: In any of the models discussed above, there must be a third-party validation service to bear the burden of bridging the gap between schools and vendors. Neither the schools nor the vendors are willing to do it, but both are willing to receive the plausible, though not certain, benefits of higher scores and more arriving customers.
Jake Marold’s goal requires your help to bridge that gap. Head over to edulaunch.co to contribute to his efforts to provide underperforming students with a tangible incentive and to foster parental involvement in the educations of their student-children.

http://www.edulaunch.co