برچسب: solutions

  • How AI Solutions Drive Business Growth


    How AI Solutions Drive Business Growth And Ensure A Competitive Advantage—Infographic

    In today’s fast-paced digital economy, businesses must innovate continuously to stay ahead. Artificial Intelligence (AI) is no longer just a buzzword—it’s a strategic asset that drives meaningful growth and long-term competitiveness. Let’s see how AI solutions can transform businesses.

    6 Ways AI Solutions Make Your Business Stand Out

    1. Streamlining Operations

    AI automates repetitive and time-consuming tasks, improving operational efficiency and reducing human error. From intelligent process automation to predictive maintenance, AI helps businesses cut costs and optimize workflows, freeing up resources to focus on core activities.

    2. Enhancing Customer Experience

    AI-powered chatbots, recommendation engines, and sentiment analysis tools enable personalized, real-time interactions. Through data-driven engagement strategies, businesses can better understand customer needs, improve satisfaction, and build loyalty.

    3. Enabling Smarter Decision-Making

    AI analyzes massive amounts of data at speed and scale, offering actionable insights and predictions. With machine learning algorithms and advanced analytics, companies can make faster, smarter, and more informed decisions, transforming data into a strategic asset.

    4. Accelerating Innovation

    AI solutions unlock new possibilities for product development and market expansion. From designing smart products to enabling faster R&D, AI empowers businesses to innovate faster, adapt to changing market demands, and stay ahead of the curve.

    5. Gaining Competitive Intelligence

    AI solutions can monitor market trends, competitor strategies, and consumer behavior in real time. With these insights, companies can anticipate shifts, seize opportunities, and make proactive moves to outpace competitors.

    6. Scaling with Agility

    AI solutions grow with your business. Cloud-based AI platforms and scalable models ensure you can expand capabilities without heavy infrastructure costs. Whether you’re a startup or an enterprise, AI allows you to scale with confidence.



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  • California college students find creative solutions to manage graduation costs

    California college students find creative solutions to manage graduation costs


    Students from Cal Poly San Luis Obispo’s Green Campus team promote the university’s graduation gown reuse program. Students who borrow regalia from the program can return it in bins after the ceremony or return it by mail.

    . Cal Poly/Courtesy

    As college students across the state prepare to graduate, they are sometimes surprised by the costs associated with this rite of passage.

    Besides the cost of regalia, graduating at Cal Poly San Luis Obispo also requires a $120 commencement fee, charged for each Cal Poly degree or credential program. Students at California State University, Dominguez Hills, will pay a $90 graduation application fee.

    The cost to apply to graduate at San Diego State University is $112, while students at California State University, Fullerton, pay $115. 

    CSU spokesperson Amy Bentley-Smith explained that each Cal State campus “sets its graduation fee. The fee covers the evaluation process to determine if the student has fulfilled the course requirements to earn a degree and graduate, as well as costs associated with the printing and mailing of the diploma.” 

    Added Bentley-Smith, “Portions of the fees can go to support putting on commencement, but it’s not the primary purpose of the fee.” 

    Beyond the fees, every student who wants to participate in the ceremony itself — commonly referred to as “walking” — is required to wear the campus’ approved regalia. 

    For example, at San Jose State University, where there is no graduation application fee, the SJSU university store sells its most basic regalia packs — cap, gown, degree-colored tassel, stole (also called a sash) and souvenir tassel — for $131.50. 

    The cost and one-time use for most students of this graduation attire — those with careers in academia often use regalia again —  has spurred grassroots solutions to pop up across Cal State campuses. 

    With its simple all-black gown and cap requirement, CSU Dominguez Hills makes it easy for undergraduate students to opt out of purchasing their regalia from the student bookstore, with Amazon.com and third-party sellers a more popular option. It’s easy to find black caps and gowns online for $20.

    Students also turn to Reddit and other social media platforms to find alumni and peers offering used caps and gowns at discounted prices or even for free.

    “It just doesn’t make sense,” said Kenneth Lopez, a graduating senior majoring in business administration. “How is it that Amazon (is) selling it for cheaper and we’re getting maybe double or triple that (cost)?” 

    Lopez said that one way to defray these costs comes from the Latino Student Business Association, or LSBA, which is among several CSU Dominguez Hills organizations working to help students save money by partnering with local businesses such as Chick-fil-A, Panda Express and Shakey’s Pizza.

    Lopez explained that the Latino Student Business Association, where he is the vice president of finance, reached out to local businesses all over Carson to set up fundraisers. The money, raised from a percentage of product sales, was put toward graduation stoles — a sash typically in the school’s colors with embroidery of the school’s name and year of graduation, costing about $50 — to give seniors a personal memento of their achievements. 

    Sonoma State University does not charge students a fee to graduate. The commencement gear, required for the ceremony, is sold through outside vendors, with a basic bachelor’s degree cap and gown set costing $95. 

    Aurelio Aguilar, a graduating senior at Sonoma State majoring in communications, found a more affordable alternative through the campus store: renting regalia. While it’s not well-advertised, he explained, he was able to rent the gear. “It came out to about $80 for the cap and gown, and the (tassel) they gave us for the top of the cap.” 

    At Cal Poly San Luis Obispo, one grassroots program aims to fight the problem head-on. The university’s Grad Gown Reuse program has gained in popularity, offering students a sustainable solution to the one-time-purchase model. 

    Started in 2022, the program allows students to donate their graduation gowns instead of having them hang in their closets collecting dust.

    Carina Ballek is a senior environmental earth and soil science major at Cal Poly and is also an intern with the Green Campus team at Cal Poly. Ballek and her team worked with Cal Poly’s Educational Opportunity Program to kick-start the program, receiving a donation of 90 gowns. 

    “Our gowns are so popular that they are signed out in two days,” Ballek said, highlighting the need for more donations. 

    “There has been more demand than there is supply,” said Amy Unruh, a sustainability and waste specialist within Cal Poly’s energy utilities and sustainability department. She believes that getting the word out could help draw in more donations. 

    Since the program’s start, hundreds of students have benefited from reusing regalia. Logistically speaking, the Gown Reuse program sets up a table outside of commencement so graduates can easily drop off their gowns directly after the ceremony. Recent graduates can also drop off their gowns at the office of sustainability, or mail them in.

    “It’s important because, on a sustainability level, we’re saving lots of gowns from going to landfills,” Ballek said. She also noted that “graduates don’t have their full-time jobs yet and would rather not spend $90-$100 on a gown.”

    San Diego State University student Maren Hawkins, a journalism media studies major, estimated that regalia cost was “$135 or $145, and buying it (meant) not buy(ing) food for two weeks.” 

    Added Hawkins, “I’ve talked to other students about how … it’s unreasonable, the amount of money we have to put in to graduate.”

    Instead, Hawkins turned to people whom she could rely on: alumni friends.

    “I was embarrassed to ask my friends to borrow their (cap and gown),” Hawkins said. “We’d never talked about not being able to afford graduation. Now, I’m grateful that I’m not spending this money on it, because I know they’d sit in my closet for the rest of my life.”

    The only item Hawkins purchased was her stole for $35. 

    Another San Diego State student, interdisciplinary studies major Lizeth Garcia, felt similarly. She and her housemate, Abigail Polack, found ways to avoid the costs.

    Garcia and Polack worked at San Diego State’s Aztec Market since junior year, and both continued working there because students who work for Aztec Shops can apply to receive free regalia.

    “Might as well keep working there so they can pay for my (regalia),” Garcia said. She said that free regalia was her primary reason for working, adding, “We already knew that we had to pay for graduation.”

    At Cal State Fullerton, a program to help students with regalia costs comes from a partnership between Basic Needs Services and Titan Shops. 

    Created in 2022, Cal State Fullerton’s Academic Regalia Support provides regalia to students experiencing “recent unanticipated hardship,” according to Victoria Ajemian, director of Basic Needs Services..

    The program offers 100 bachelor’s degree regalia sets that students register to reserve starting in April. Not all of the requests are filled due to high volume and limited supplies.

    Business administration major Tiffany Lo’s friend, Azurine Chang, applied. “She barely got it last month,” Lo said.

    Lo didn’t need the program herself — she’d gotten regalia from alumni. “There was no question when I asked,” Lo said. “They’re like, ‘Hey, you can have it — it’s collecting dust in my closet.’” Lo, who is saving money to study abroad, only purchased the CSUF stole.

    Lo also directed friends to Facebook Marketplace, where she saw offers for regalia from past years for $35 — tassel and all.

    “My friend didn’t buy the tassel for 2025,” Lo said. “She was like, ‘Hey, I’m gonna just use the 2024 tassel. No one’s gonna notice when we’re all gonna go walk.’”

    Layla Bakhshandeh is a graduating senior at Cal Poly San Luis Obispo, majoring in journalism and graphic communication; Marc Duran is a graduating senior at Sonoma State University, majoring in communications; Stephinie Phan is a graduating senior at California State University, Dominguez Hills, majoring in journalism; and Joshua Silla is a graduating senior at San Diego State University, majoring in journalism and media studies. All are members of EdSource’s California Student Journalism Corps.





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  • Look for solutions beyond school grounds to address youth homicides

    Look for solutions beyond school grounds to address youth homicides


    Eight-foot gates surround Del Sol High School in Oxnard in 2023.

    Credit: Julie Leopo / EdSource

    The shooting in September at Apalachee High School in Georgia, which left two students and two teachers dead and nine people wounded, was the latest in a line of multiple-casualty shootings at schools in the United States.

    Given the incredible suffering and loss of life resulting from these tragic events, they understandably generate considerable media attention and public concern over the safety of students and staff. Schools should be safe places for children and adults to come to each day without the threat of violence.

    But, despite the attention generated by high-casualty school shootings, the data indicate something very surprising. For nearly 30 years — approximately 98-99% of all homicides of school-aged youth (generally youth between the ages of 5 and 18) have occurred outside of schools.

    It’s important for California policymakers and school leaders to understand the data so that they can best protect our youth. One injury or death caused by violence in the school setting is already too much, but let’s dig into the data a bit more to get a better sense of what’s going on.

    The graph below shows the total homicides on school grounds using the School-Associated Violent Death Surveillance System (SAVD-SS) and the total number of homicides of school aged youth using the National Vital Statistics System (NVSS) from academic year 1992-93 to 2019-20, in four year increments.

    As we can see in the graph, school-related homicides have hovered between 1% and 2% of the total number of homicides of school-aged youth for these four-year increments.

    How we got the data

    We examined data routinely compiled by the U.S. Department of Education’s National Center for Education Statistics (NCES) for their periodic reports on school safety. Homicides and suicides that occur on school grounds are tracked by the Centers for Disease Control and Prevention’s (CDC) School-Associated Violent Death Surveillance System (SAVD-SS).

    The CDC’s survey tracks homicides and suicides that that occur on school grounds during normal operating hours, as well as those that might have taken place on the bus to and from school or at school events after hours (e.g., football games). The CDC’s National Vital Statistics System (NVSS) shows the total number of homicides of school-aged youth. Comparing the two datasets enables us to determine the proportion of homicides that occur on school grounds versus total homicides for school-aged youth (which would include those at school and those outside of schools).

    Even for periods in which high casualty events in schools are included (such as the tragedies in Colorado, Connecticut and Florida in 1999, 2012 and 2018 respectively), the proportion of school-related homicides did not reach 2% of all homicides of school-aged youth.

    An additional year, 2020-21, is now available from the U.S. Department of Education. Those data indicate there were 11 homicides of school-aged youth at school in 2020-21. This was a period in which many schools moved to a virtual learning environment due to Covid-19.  

    However, 2020-21 was one of the worst years ever for total homicides of school-aged youth: 2,436 young people were murdered. For this single year, homicides of school-aged youth at school represented less than one-half of one percent (0.45%) of total homicides of school-aged youth.

    These data do not give us the full picture. For example, they do not reveal anything about preceding factors that may have led to the homicide: An altercation that occurred in school may have spilled over to a homicide that occurred later on the street. In such cases, although the homicide would not be captured by the school homicide survey, the school was very much related to what happened.

    What should these data inspire us to do?

    Yes, we absolutely must protect children— and staff — in school. Parents entrust their children to educators. In no way do we want to minimize the pain and suffering caused by a shooting such as what occurred at Apalachee High School, or other communities around the nation.

    However, given that the vast majority of homicides of school-aged children do not occur in school — but in the home, on the streets and at other venues — a comprehensive approach to protecting children from violence is needed. If we truly care about children, we’ve got to do a lot more.

    School and Community Strategies for Youth Violence Prevention

    What about our educators and school leaders in California? We recommend that they advocate for evidence-based approaches in the community to help address factors contributing to youth violence in the home and neighborhoods where the majority of homicides of school-aged youth occur.

    And given that the average child spends about 18,000 hours in school, they are often the most likely place for prevention and intervention programs. These need to be comprehensive and evidence-based to provide our youth with the skills they need to cope in and out of school environments. 

    For California state policymakers, we recommend that they balance the policy focus on evidence-based school safety measures with appropriate investments in evidence-based social services, mental health support, and violence prevention programs that reach into the heart of our communities.

    At all levels, we need to inform policies with comprehensive data to guide policy use and evaluation to understand how such investments are faring in reality compared with their design and initial promise.

    It is the rare educator, policymaker, parent or police officer who doesn’t care about children. But while caring is necessary, it is insufficient. These data should provoke us to do more to protect children everywhere. Yes, that means in school. But just as importantly, we need to do more to protect them in their homes and the communities in which they live.

    A version of this article was previously published by the University of Oregon’s HEDCO Institute on Oct. 3, 2024.

    •••

    Anthony Petrosino serves as director of the WestEd Justice and Prevention Research Center. He is also an Affiliated Faculty and Senior Research Fellow at George Mason University’s Center for Evidence-Based Crime Policy.

    Ericka Muñoz is a research associate at WestEd’s Justice and Prevention Research Center and is currently pursuing graduate studies in the Criminology, Law & Society program at the University of California Irvine. 

    The opinions expressed in this commentary represent those of the authors. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • California’s chronic literacy crisis requires solutions drawn from research

    California’s chronic literacy crisis requires solutions drawn from research


    Third graders read along as teacher Patty Lopez reads a text about plastic straws aloud.

    Credit: Zaidee Stavely / EdSource

    A few years ago, I met a first-grade English learner in a bilingual program who was learning to read in Spanish. The student, who I’ll call Elena, and her mother were from Guatemala. Elena’s mother only had a second-grade education, but she knew that one facet of Elena’s education was the gateway to all future opportunities: learning to read. 

    Elena had started school late, and her mother was taking no chances. She worked with Elena to teach her some basics — how letters formed syllables and syllables formed words. Elena was able to read by the end of first grade, but the outcome could have been very different without her mother’s efforts. Whether she knew it or not, what Elena’s mother taught Elena aligns with decades of reading research on how the brain learns to read — regardless of native language.  

    Unfortunately, most children from low-income communities like Elena’s do not share her story. Millions of California students fail to make adequate progress in reading. Today, only one-third of economically disadvantaged Latino students and one-fourth of economically disadvantaged African American students meet or exceed grade-level standards in English language arts. This is not because they are incapable of learning, but largely because they are not taught using effective practices supported by a broad consensus of reading researchers and experts.

    These practices include a strong emphasis on foundational literacy skills, typically known as phonics and decoding, and an emphasis on developing language, comprehension and knowledge.

    But foundational literacy skills are not given enough attention in California, leaving too many students with a weak or nonexistent foundation for literacy development and academic success.

    Literacy achievement in California is alarming. Fewer than half of California students meet or exceed grade-level standards in English language arts. For decades, California students have been either smack in the middle or, more often, trailing national reading achievement. In the most recent national assessments, California’s fourth-grade students’ scores were below 36 other states in reading proficiency. And, according to research from the Stanford Education Data Archive, California has one of the largest gaps in fourth-grade reading proficiency between low-income and non-low-income students in the nation.

    The real-world consequences of poor literacy skills are devastating for both individuals and society as a whole:

    Our state has invested millions of dollars in literacy over the past decade, but we are still not seeing an adequate return. This is, in part, because much of the policy to date has consisted of mixed and confusing recommendations from the state. We have failed to put into practice the best knowledge we have about promoting literacy development. 

    Meanwhile, states like Mississippi have gone from significantly below average in reading proficiency and among the worst in the nation to significantly above the national average and one of the most improved, after passing comprehensive early literacy policies that align with reading research. The average low-income California fourth grader is a full year behind their counterpart in Mississippi

    California now has the potential to make similar progress and take a positive step forward if elected leaders in Sacramento choose to vote for Assembly Bill 1121. The bill could help align decades of interdisciplinary reading research with reading instruction by providing paid professional development for elementary school educators in more effective literacy practices and requiring school districts and charter schools to adopt English language instructional materials from a new State Board of Education list aligned with evidence-based means of teaching literacy (identified in current law). 

    For too long, we’ve debated whether reading should be taught as decoding, emphasizing phonics (letters, sounds), or as meaning-based, emphasizing “whole language” or so-called “balanced literacy.” In reality, decoding, language comprehension skills, and knowledge development are all necessary to achieve reading success

    Even with advanced language skills and vast knowledge, you can’t be a successful reader if you can’t pull words off a page quickly, effortlessly and accurately. Similarly, you can’t be a successful reader if you lack the language and knowledge to make sense of words. 

    AB 1121 will help move us toward a more comprehensive approach to reading instruction, emphasizing the importance of developing the neural pathways between sounds, letters, and meaning that are necessary for the brain to learn to read. 

    Building these pathways is essential for those learning in any language. Research around the world demonstrates there are many commonalities in learning and teaching to read in any language, whether it’s a language one already knows or is simultaneously learning. English learners have much to gain from implementing known effective approaches to teaching reading, which include what Elena’s mother did instinctively to help her build a strong foundation of literacy.

    In the Information Age, reading is the gateway to all future opportunities. Our students don’t have time to waste while we, the adults they’ve entrusted with their education, continue to fight fruitless “reading wars.” If we care about our children’s futures, and our state’s, we must push for effective reading instruction in all classrooms by passing AB 1121.

    •••

    Claude Goldenberg, a former first grade and junior high teacher, is Nomellini & Olivier Professor of Education, emeritus, at Stanford University. His areas of expertise are literacy education and English language learners.

    The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Pandemic-era push to ‘build solutions’ must continue, panel says

    Pandemic-era push to ‘build solutions’ must continue, panel says


    https://www.youtube.com/watch?v=nemKlBPWB2E

    The Covid-19 pandemic, which first shuttered schools five years ago, disrupted learning, disengaged students and harmed their mental health, amplifying the long-standing inequalities in their achievement.  

    Recovering from the effects of the pandemic has proven difficult for most California schools, and the challenges that defy easy fixes, such as chronic absenteeism, require partnerships with families, community members and organizations to develop support systems that will focus on student academic success, as well as a willingness to analyze and change those approaches, according to panelists at EdSource’s Thursday roundtable, “Five years after Covid: Innovations that are driving results.”

    “The pandemic showed us that schools are so much more than just places to teach our students in the classroom,” said Lorena Solorio, associate director of the Care Corps Program at Rocketship Public Schools, a group of TK-5 charter schools, mostly in East San Jose, that enlisted care coordinators during the pandemic. “We have to support our students and their families to get them to school, but also that they’re prepared to learn because our students can’t learn if they’re coming to school hungry.”

    While the pandemic is mostly defined by the personal loss and academic setbacks that most experienced, it presented opportunities for some communities to become creative and innovative in igniting change to improve the conditions that the pandemic magnified. 

    The policy and advocacy work of Oakland REACH, for instance, wasn’t improving student outcomes before the pandemic. The pandemic became an opportunity for the parent advocacy group to “build the solution around education that we really know that our families wanted and needed,” co-founder and CEO Lakisha Young, a panelist, said. 

    Oakland REACH created a virtual family hub that trained parents and caregivers to tutor their children in early literacy — “a model that takes parents off the sidelines and to the front lines in an academic way.” 

    “Parents set the tone for how kids decide they want to engage in education,” Young said. 

    After five weeks of remote learning with the virtual hub, long before anyone realized school closures would last for at least a year, students in grades K-2 saw significant gains, as 60% improved by two or more reading levels and 30% increased by three or more reading levels on Oakland Unified’s assessment.

    Since the return to in-person learning, REACH has partnered with the school district to train parents, caregivers, and community members to go into classrooms as tutors teaching reading and math. 

    Rocketship Public Schools was inspired at the height of the pandemic to work directly with families and connect them with resources and services through care coordinators in all of its charter schools, according to Solorio. 

    The care coordinators, for example, connected families struggling with housing with community partners and hosted on-campus resource fairs and health, vision and dental screenings, referring students for additional services, as necessary, and allowing them to “show up and learn in the classroom,” Solorio said. 

    Today, the coordinators’ roles have expanded to help school leaders address chronic absenteeism. 

    “Helping support a culture of learning, a culture of coming to school is important,” Solorio said about coordinators helping families, “whether it’s changing mindsets or it’s driving out core root causes of some of these obstacles.” 

    Finding, providing and sustaining innovation

    Districts have used one-time pandemic relief funding and/or their own resources to address the persistent challenges facing students during and since the pandemic, including the fact that California schools have more staff now than at any time in history. 

    Federal pandemic relief and recovery funds from the state put California’s spending at over $18,000 per student, said panelist Marguerite Roza, director of the Edunomics Lab, an education finance research center based at Georgetown University. 

    “While the state was seeing some growth in scores earlier in 2014, 2016, there’s some decline during the pandemic,” she said. “But the part that frustrates us, I think, is the continued decline, on average, even after these investments were happening.”

    The high spending and low test scores make the state one of the nation’s worst in its “returns on investments,” the Edunomics Lab found. 

    There are districts, such as Compton and Milpitas Unified, that defy the average and show a rapid recovery for their students, Roza said. 

    Now, billions in pandemic-era funding have expired. California districts still have $6 billion in state funding to replace the federal relief, but as the Edunomics research shows, the spending alone won’t address student success. From now on, schools must know when to change their approach, panelists said. 

    Compton Unified exemplifies the importance of doubling down on a strategy that works. Compton Unified Superintendent Darin Brawley said that consistently assessing student performance to determine the academic strategies that schools use has led to the district being No. 1 in California in terms of growth in English and math test scores.

    “We’re measuring everything,” including graduation rates, core graduation requirements and chronic absenteeism rates that are also improving, Brawley said.  “It’s all about data: reflecting on that data, coming together as teams to reflect on how each individual school is doing, receiving that feedback.” 

    The common characteristic of districts nationwide that beat the odds for their kids, Roza said, is “they really focused on reading and math.” 

    Roza attributed the reading and math focus of Oakland REACH to its success. 

    Although the group will soon end its partnership with the district, Oakland Unified can continue the approach Oakland REACH started, much like 12 Denver schools recently did by replicating the model.

    “REACH exists out of a problem,” Young said about not knowing if the literacy and math it brought into the homes of low-income families would work, at first. Whether we think something is good or not, let’s test it. We cannot be so vulnerable to system disruption. When we’re vulnerable to disruption, our families are vulnerable to disruption.”

    Panelists echoed the importance of finding a method that works — and being unafraid to try things. 

    “If it doesn’t work, you’ve got to try something else, including nontraditional strategies,” especially in addressing attendance, Roza said. “I think we hear from district leaders all the time: ‘I would love to do these great ideas, but we can’t because dot, dot…”

    It’s that fear that leads to the status quo, Brawley said. 

    Cheryl Jordan, superintendent at Milpitas Unified, which developed an Innovation Campus that offers students real-world work and life experiences through internships, apprenticeships and project-based learning, said that it is only through looking at the opportunities that a crisis provides that schools and districts can “develop something that’s better and meets the needs of our learners in a way that is innovative and really excels them to become the leaders and creators of the future.” 





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