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Teaching Resources Library

Case studies.

The teaching business case studies available here are narratives that facilitate class discussion about a particular business or management issue. Teaching cases are meant to spur debate among students rather than promote a particular point of view or steer students in a specific direction.  Some of the case studies in this collection highlight the decision-making process in a business or management setting. Other cases are descriptive or demonstrative in nature, showcasing something that has happened or is happening in a particular business or management environment. Whether decision-based or demonstrative, case studies give students the chance to be in the shoes of a protagonist. With the help of context and detailed data, students can analyze what they would and would not do in a particular situation, why, and how.

Case Studies By Category

Uncover Your Future: 10 Business Programs for High School Students in 2024

By Surya Ramanathan

Johns Hopkins University, B.S. in Applied Mathematics and Statistics, B.S. in Economics, and M.S. in Applied Economics

6 minute read

High school is the perfect time to explore your interests and dive into the fascinating realm of business. Business research programs not only empower you to hone your critical thinking and problem-solving skills but also provide you with a glimpse into the dynamic world of commerce. Here, we’ll explore the top 10 business programs for high school students that can pave the way for your future success.

Benefits of Research

When people think of research, the first place they typically go to is STEM. However, research in business can provide you with many benefits. Here are a few:

1. Interdisciplinary Learning: Business research often involves drawing upon knowledge from various fields, including economics, psychology sociology, and technology. By participating in business research, high school students gain exposure to interdisciplinary learning, enhancing their ability to connect concepts and think critically across diverse domains. 

2. Problem-Solving in Real-World Scenarios: Business research often tackles real-world problems faced by companies and organizations. High school students engaging in such research learn to identify, analyze, and propose solutions to complex issues, fostering their problem-solving abilities within the context of practical applications. 

3. Enhanced Communication Skills: Participating in business research often involves presenting findings and insights to peers, professors, and mentors. This experience helps students greatly in cultivating their communication skills, allowing them to articulate ideas effectively and efficiently. 

4. Global Awareness and Cultural Sensitivity: Many business research opportunities have a global perspective, exposing students to international business dynamics and cultural nuances. Understanding diverse business practices and cultural sensitivities prepares students to work effectively in a globalized world.

5. Leadership and Teamwork Development: Business research projects tend to require collaboration and teamwork. High school students learn to work together and leverage each other’s strengths, developing leadership skills by taking initiative and guiding the project toward its goals. 

Best Business Programs for High School Students Looking to Stand Out

1. wharton school of business - pre-college program.

Hosting Institution : Wharton School of Business at the University of Pennsylvania

Cost : Varies by program, financial aid available

Format : In-person or online

Application Deadline : Rolling admissions, varies by program

Wharton School of Business offers an immersive pre-college program designed to transform your perspective towards business. Engage with experienced faculty and peers while further exploring business strategies, entrepreneurship, and leadership. This in-person experience equips students with valuable insights and skills for a successful future in the dynamic business world. The program offers a variety of courses, projects, and networking opportunities, providing a preview of the academic rigor and excitement that awaits at the University of Pennsylvania's business school.

2. MIT LaunchX High School Entrepreneurship Program

Hosting Institution : Massachusetts Institute of Technology (MIT)

Cost : $5,000-$10,000

Format : Hybrid

Application Deadline : November, January, and April rounds

Step into the innovation hub of Massachusetts Institute of Technology (MIT) with LaunchX, a high school entrepreneurship program. Combining online instruction with in-person components, this hybrid program empowers students aspiring to be entrepreneurs to develop their startup ventures. Students take part in hands-on learning and mentorship, and collaborate with like-minded peers, all while gaining a profound understanding of the entrepreneurial ecosystem. Dive into the world of startups, innovation, and business strategies, laying the foundation for your future endeavors as a successful entrepreneur.

3. Stanford Pre-Collegiate Studies - Pre-Collegiate Summer Institutes

Hosting Institution : Stanford University

Cost : $3,050

Format : Online

Application Deadline : Rolling, typically in the fall

Stanford University's Economics and Business Academy offers an enlightening online experience for high school students. Delve into economics, finance, marketing, and entrepreneurship through dynamic courses and interactive discussions. Engage with a diverse community of students, led by experienced instructors, as you explore real-world case studies and refine your understanding of business concepts. This virtual venture offers a glimpse into the intellectual vigor and academic excellence that Stanford University is renowned for, setting you on a path to navigate the intricate world of business.

4. Columbia University - Residential Summer

Hosting Institution : Columbia University

Cost : $12,449

Format : In-person

Application Deadline : March 1, 2024 

Discover the world of business at Columbia University's Residential Summer Program. Immerse yourself in a vibrant academic environment, absorbing knowledge from distinguished faculty and industry experts. This in-person program introduces high school students to the fundamental principles of finance, marketing, and entrepreneurship. Students participate in thought-provoking discussions, collaborative projects, and networking opportunities, gaining valuable insights that will shape their future as business leaders.

5. Harvard Business School - Business and Leadership Pre-College Program

Hosting Institution : Harvard Business School

Cost : $5,550

Application Deadline : January - April 2024

Partake in Harvard’s Business and Leadership High School Program, an in-person initiative by Harvard Business School, providing a window into the world of business. Students sit in Harvard classrooms and complete real-world case studies and collaborative projects designed to deepen their understanding of essential business concepts. Students also get to interact with a global community of learners, guided by experienced faculty, and gain insights into economics, financial accounting, and business analytics. This venture prepares you for the challenges and opportunities that await in the ever-evolving business landscape.

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6. Georgetown University - Hoya Summer

Hosting Institution : Georgetown University

Cost : Depends on the length of the program

Application Deadline : Spring

Enrich your understanding of business, finance, marketing, and entrepreneurship at Georgetown University's Hoya Summer. Students immerse themselves in this in-person program, attending engaging lectures and workshops led by experienced faculty. By collaborating with like-minded peers, participating in team projects, and gaining hands-on experience, students get to broaden their perspective on the business world. This program offers a glimpse into college life and equips you with the knowledge and skills necessary to excel in the competitive business environment.

7. Yale Young Global Scholars - Business, Law, and Politics

Hosting Institution : Yale 

Cost : $6,500

Application Deadline : November - January

Enroll in the esteemed Yale Young Global Scholars Program, focusing on Business, Law, and Politics. Students get an in-person experience at Yale University, where they’ll explore the intricate intersections of business, law, and politics. Students take part in seminars, workshops, and discussions led by Yale faculty, gaining profound insights into the critical role business plays in shaping the world. This program offers a glimpse into academic excellence and equips you with a broader understanding of the global implications of business decisions.

8. Babson College - Summer Study for High School Students

Hosting Institution : Babson College

Cost : $5,995

Application Deadline : Mid-March

Embark on a transformative journey at Babson College's Summer Study, an enriching in-person experience. Here, students delve into entrepreneurship, business leadership, and innovation, exploring various facets of the business world. Students also get to partake in interactive workshops, and group projects, and connect with faculty and fellow participants, all while immersing themselves  in the academic rigor that Babson College is renowned for. This program offers a glimpse into college life and a taste of the entrepreneurial spirit, equipping you with the skills to excel in the competitive business landscape.

9. Kelley Business School - Business is Global Summer Program

Hosting Institution : Indiana University Kelley Business School

Cost : $1,900

Application Deadline : Mid-April

Dive into the realm of international business with the Business is Global Program by Kelley School of Business. Here, students explore global management, finance, and marketing and engage in interactive lectures, team projects, and gain exposure to the global marketplace. This program equips you with the knowledge and skills essential to thrive in an interconnected and globalized business landscape.

10. Polygence - Business Research

Hosting Institution : Polygence

Cost : $2,695

Application Deadline : Varies depending on the round

Embark on an enriching journey of academic exploration and intellectual growth with the Polygence Research Program. Tailored for high school students, this program offers a unique and personalized research experience that aligns with your specific interests and passions. Through dedicated research mentorship and guidance , you'll delve into a chosen area of study within the realm of business.

Participating in business research as a high school student can be a transformative experience. Not only do you expand your knowledge and skills, but you also set the stage for a successful future in the world of commerce. Choose the program that aligns with your interests, and unlock the door to a world of possibilities in business and entrepreneurship!

Related Content:

20 Business, Economics, and Finance Research and Passion Project Ideas for High School Students

Top 10 Business Summer Research Opportunities for High School Students in 2023

Unleashing Potential: Top Business Competitions for High School Students

10 Business Internship Opportunities for High School Students

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Extracurriculars.

15 Business Competitions for High School Students

What’s covered:, why should you enter an investing competition, how do business competitions affect my admissions chances.

Whether you dream of being a billionaire businessman like Mark Cuban, an investment icon like Warren Buffet, or a founder who’s focused on giving back like Hamdi Ulukaya, the creator and CEO of Chobani, entering a business competition for high schoolers is often a great first step toward a successful enterprise.

Business competitions are a great opportunity to show off your entrepreneurial spirit while gaining a deeper understanding of the challenges of starting and running a business. Business competitions allow you to highlight in-demand skills like idea generation, creative thinking, leadership, and communication. They also give you a chance to learn about building a business and to test your ideas in a relatively risk-free environment—after all, there is no capital or investment to lose. 

Many business competitions will also connect you with real-life professionals and college business school faculty. This creates both the chance for mentorship and the foundation of a business network that can serve you both inside and outside of the classroom—it can help with everything from gaining college admission to getting a business off the ground. 

Business competitions for high schoolers also often provide winners with monetary awards or scholarships which are beneficial for keeping the cost of college down—something every aspiring business person can appreciate. 

1. Conrad Challenge

Date(s): 2023 dates announced in August Type: Global 

This business challenge tasks students between ages 13 and 18 to apply science and technology to solve global issues, create a pitch, and build a business plan. Participants work in teams of two to five students to compete in four traditional categories and one special category that changes annually. The four traditional categories are:

• Aerospace and aviation 
• Cyber technology and security 
• Energy and environment 
• Health and Nutrition 

The 2021/2022 special category was “re-purposed farmlands and alternative uses of tobacco (and its by-products)”. 

2. Blue Ocean High School Entrepreneur Pitch Competition

Date(s): 2/18/22 Type: Global 

The Blue Ocean High School Entrepreneur Pitch Competition is one of the world’s most prestigious business competitions for high school students. Participants can work alone or in teams of up to five to generate an innovative product or service that the world needs and pitch it in a maximum five-minute-long video. 

3. Youth Citizen Entrepreneurship Competition

Date(s): 4/1/22-9/15/22

Type: Global

Individuals between the ages of 13 and 29 are invited to participate in this business competition focused on using entrepreneurship to solve global issues. Participants are challenged to create or implement an idea, project, concept, solution, or initiative with a societal impact that addresses one of the United Nations’ 17 Sustainable Development Goals . 

4. Wharton Global High School Investment Competition

Dates: 9/22-4/23

The Wharton Global High School Investment Competition is a highly regarded business competition for high schoolers and is open to students in grades nine through 12. Participants are required to examine a case study of a potential client and create a portfolio that meets their long-term goals using $100,000 in hypothetical funds. Unlike investment competitions that select winners based on the performance of their portfolio, Wharton Global High School Investment Competition winners are chosen based on the strength and articulation of their investment strategy. 

5. Global Youth Entrepreneurship Challenge (GYEC)

Date(s): 5/28/21

The GYEC is a 12-hour, online, worldwide business competition for high school students ages 14 through 19. Participants work in teams of up to eight students—each ideally possessing broad and complementary skill sets—to solve a significant global problem using an innovative and sustainable enterprise idea. Winning teams will receive a trophy along with an award certificate.

6. GENIUS Olympiad Business 

Date(s): 4/18/22-6/18/22

Participants in the GENIUS Olympiad compete in numerous categories (including business) focused on environmental issues. Students can compete in one of two business tracks: entrepreneurship or social responsibility. Both tracks require the participant to deliver a presentation as if they were making a real pitch for funding—dressing in formal business attire and including an accompanying PowerPoint presentation.

7. Diamond Challenge   

Date(s): 1/7/21-4/23/22

Type: National 

This well-known high school business competition is an initiative of Horn Entrepreneurship

at the University of Delaware. The challenge features two tracks for participants to compete, business innovation and social innovation. Both tracks require participants to work in teams of two to four students, to submit a concept narrative, and provide a pitch deck. Diamond Challenge offers substantial awards to its winners—first place takes home $11,000, second place $7,500, and third place $3,750. 

8. Pirates Pitch Competition for High School Students  

Date(s): 9/22-11/22

This Pirates Pitch Competition for High School Students is provided by Seton Hall University and is aimed at teaching high schoolers the basics of entrepreneurship and idea generation. To enter the competition, participants must submit a business idea in 350 words or less. Finalists will need to pitch their idea to judges in a live virtual event. Competition winners receive both a cash prize and a generous scholarship to Seton Hall.

9. Yale DHSRI High School Investment Competition

Dates: 2/22-4/22

The Yale DHSRI High School Investment Competition is hosted by the Dwight Hall Socially Responsible Investment Fund at Yale University, the nation’s oldest undergraduate-run socially responsible investment fund. Competing in teams of two or four students, high schoolers (students in grades nine through 12 are eligible to participate) build a portfolio using $100,000 in virtual funds and ultimately submit a final investment report that outlines their strategy, learning process, and environmental, social, and corporate governance (ESG) themes. 

10. DECA Challenges

Dates: Varies 

For three-quarters of a century, DECA has been helping to prepare future entrepreneurs and leaders in marketing, finance, and hospitality. DECA has more than 3,000 high school chapters and 175,000 members. Throughout the year, DECA issues many challenges to its members, many of which are business focused and require participants to demonstrate specific skills and knowledge.  

11. tecBRIDGE High School Business Plan Competition 

Dates: 3/18/22-4/21/22 

STEAM (science, technology, engineering, art, and math)-based business is at the heart of the tecBridge High School Business Plan Competition. Participants are expected to create sustainable and scalable concepts, answer a series of questions, and deliver a ten-minute-long presentation. Students are also expected to demonstrate creativity, critical thinking, and top-notch presentation skills.

12. The Big Idea Competition 

Date(s): 10/31/22-12/7/22

Young entrepreneurs are challenged to think of ways to make the world a better place to live by using business to implement change in this high school business competition. The competition is open to all high school students and requires them to submit a 1,075-word description of their business idea. Nearly $35,000 in prizes are awarded annually, including a $1,000 first prize. 

13. High School Utah Entrepreneur Challenge (HSUEC)

Date(s): 2/21/21-3/26/22

Type: State

Utah high school students ages 14 to 18 can show off their entrepreneurial spirit and innovative ideas in this business competition. Students are encouraged to form teams of up to five students to compete in the HSUEC and are required to submit a business proposal that details:

• the opportunity or problem the business/product addresses
• the solution or improvement the business/product provides
• the market the business/product competes in, its target customer, and what sets it apart from the competition 

Participants must also submit a prototype in any medium of what their idea, product, or service will look like. 

14. West Virginia High School Business Plan Competition 

Date(s): 11/12/22-4/6/22 

The West Virginia High School Business Plan Competition is open to West Virginia students in grades nine through 12. The competition is aimed at helping high schoolers learn how to move a business idea from conception to action. Participants can compete either as an individual or in teams of up to four people. Submissions to the contest are in the form of a maximum 90-second YouTube video that addresses three key points:

• the business product or service
• the problem or opportunity and why is it a problem or opportunity 
• the customer and how the product/service solves their problem

15. Wisconsin High School Business Model Competition

Date(s): 4/20/22 – 5/21/22 

This awesome business competition—open to high school sophomores, juniors, and seniors—is presented by the University of Wisconsin Oshkosh’s Alta Resources Center for Entrepreneurship and Innovation. Students can compete alone or in teams of up to three and are asked to present an idea or solution to a problem that could lead to a business. Finalists will need to deliver a four-minute-long pitch to a panel of judges. Prizes include cash awards as well as scholarships to UW Oshkosh.  

Business competitions can have varying levels of influence on your odds of getting accepted into college. Everything from the prestige of the competition to where you are placed to the value a college places on extracurricular activities like business competitions can impact the weight they’re given by an admissions office.

The four tiers of extracurricular activities are useful for better understanding how colleges consider your activities outside of the classroom. Top-tier activities (those in tiers one and two) include participation in the most well-thought-of and distinguished competitions. Winning or placing highly in a top-tier competition can significantly improve your admissions odds. Less prominent and lesser-known competitions fall into tiers three and four. Lower-tiered activities don’t hold the same sway over admissions offices and have less effect on admissions chances. 

Interested in learning how your participation in a business competition influences your odds of getting into your dream school? CollegeVine can help! Our free chancing calculator considers factors such as grades, test scores, and extracurriculars to estimate your odds of getting into hundreds of colleges and universities while also providing insight into how to improve your profile.

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Organized as a consortium of 25-plus state education departments and other educational organizations, MBA Research has been working to help educators prepare students for careers in business for more than 50 years.

Our extensive experience and close connections with the business community allow us to offer unparalleled expertise, giving teachers the ability to deliver the best education possible and students the opportunity to succeed in the business field.

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Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

• How can we limit food waste in the cafeteria?
• How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
• How can we improve school attendance?
• How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

• The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
• Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
• The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
• The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

A Virtual Case Competition for Ambitious High School Students

HCGCC 2024 pre-registration is open!

Registration fee is only $7.5USD when you pre-register.

WHAT IS A CASE COMPETITION?

Step into the shoes of a CEO or consultant and help a top global business tackle its challenges.

Each team has a set amount of time to develop a strategy to address the key issues and present it to a team of judges who will then determine the winner.

80+ Countries

Develop industry-ready skills.

The perfect stepping-stone to a career in any industry around the world.

Special Prizes

Exclusive prizes up for grabs, a total of $4000 usd and us $18,000 usd in education consulting prizes is available to win earn impactful work experience programs with industry leaders., no barriers to entry, hcgcc is 100% virtual, easy to join and accessible for all skill levels. workshops for participants are available from top industry executives., timeline for hcgcc 2024.

15th:  Early bird registration opens

(US $10 USD per student.)

14th:  Early bird registration closes

15th:  Regular registration opens (US $15 USD per student.)

11th:  Registration closes

12th :  Team registration opens & Bootcamps open

16th: Team registration closes

25th: Regional case announcement.  Teams receive regional case via email, and have one week to submit solutions. Slide decks must be created in Google Slides and submitted in PDF format. Find more information here.

30th:  Regional case submission (PDF)

8th:  Regional qualifiers announcement. 50 teams (5 regions with 10 teams per region) advance to next stage.

12th:  Video pitch submission. All team members must speak and be visible in video. Video must not exceed 5 minutes. Click here to learn more.

18th​:  Regional winners. 10 teams (top 2 teams per region) advance to global finals.

19th:  Global Case announcement

HCGCC will share guidelines for presentations and additional finals round information with finalists.

22nd:  Global Case submission

23rd:   Global Case Live Pitch. Global final presentations will take place during the virtual event.

28th:   GLOBAL WINNERS ANNOUNCED! Global winners will receive amazing prizes including the working experience program, Crimson credit, and cash.

WHAT ARE PAST CONTESTANTS SAYING?

"Try your best, the best way to succeed is to know your content and be confident.”

“Make sure you are confident in knowing all of your strategies! Work with your team in all aspects and research in depth!”

“Start your pitchdeck early or exactly when they send out the prompt to maximize your time. Also be sure to practice the Q&A session before the real pitch.”

HCGCC 2023 Winners - 1st Place

"More than a business case competition, HCGCC joins finance, design, creativity, and business sense into a unique chance of showing your knowledge. Be complete, and learn everything."

-Sons of Real

HCGCC 2023 Winners - 2nd Place

This competition was extremely enlightening and one which we highly recommend all to join. The interesting case studies provided allowed us to truly understand the risks which businesses face, and to develop potential solutions. We did feel quite young, going into this competition with a limited understanding of the business world, however, we did not let this stop us!

After using research and our problem-solving skills, we proposed innovative ideas, analyzed graphs and statistics, and worked on our identification of weaknesses and threats, all while working collaboratively. Our advice to future participants is to read the case given carefully, and use creative and critical thinking to truly comprehend what is asked of you to find effective solutions.’

-Team ALPHA

HCGCC 2023 Winners - 3rd Place

REQUIREMENTS:

1) Each team must have 2-4 students, but we highly recommend at least 3!

2) All participants must be aged 13-18 and currently enrolled high school, OR have already graduated but not yet started university.

3) No prior business or economics experience necessary! Join us no matter your experience. We have the tools to help you succeed.

"CASE COMPETITION HAS BEEN REALLY LIFE-CHANGING FOR ME BECAUSE IT TAUGHT ME THAT I NEED TO PURSUE BUSINESS, AND I'M SUITABLE FOR IT. I WHOLEHEARTEDLY RECOMMEND EVERY STUDENT TO PARTICIPATE!”

— Ahad, 2020 Case Competition Winner

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The Harvard Crimson , the nation's oldest continuously published daily college newspaper, was founded in 1873 and incorporated in 1967. The newspaper traces its history to the first issue of “The Magenta,” published on Jan. 24, 1873, and changed its name to “The Crimson” to reflect the new color of the College on May 21, 1875. The Crimson has a rich tradition of journalistic integrity and counts among its ranks of editorship some of America's greatest journalists. Over 25 Crimson alumni have won the Pulitzer Prize; many of their portraits line the walls of The Crimson.

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• Boston University Libraries

Business Case Studies

Open access cases.

• Getting Started
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• Diverse Business Cases
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• Case Analysis
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A number of universities and organizations provide access to free business case studies.  Below are some of the best known sources.

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• Last Updated: Nov 17, 2023 12:09 PM
• URL: https://library.bu.edu/business-case-studies

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Case method teaching has been the core pedagogy at Harvard Business School (HBS) for decades, favored by students and teachers alike. Building on this record of success, HBS Professor David Moss in 2013 introduced a case method course called History of American Democracy, developed mainly for undergraduates. The course quickly became one of the highest-rated classes at Harvard College. Students described the teaching method as highly engaging and credited it with helping them to learn and retain course material more effectively. Many also reported that taking the course had inspired them to become more civically engaged. As one Harvard student put it, “If this class didn’t make every student in it a better citizen, I don’t know what class would.”

As excitement about the course and the case method began to spread, Professor Moss was approached by high school teachers looking to try the cases with their students. This led a handful of high schools to experiment with Moss’s cases in the 2014-15 school year.

In response to positive feedback from this 2014-15 trial, formal pilot programs were launched during the 2015-16 and 2016-17 academic years to test the effectiveness and appeal of the case method in a high school setting. The first pilot included 21 teachers and reached a total of approximately 500 students, while the second pilot engaged an additional 49 teachers, reaching approximately 2,000 students in total. Together, the two pilots involved teachers from 10 states, representing urban, suburban, and rural communities, as well as public, private, and charter schools. Participating teachers came to HBS for a multi-day workshop to kick off each program, and they agreed to teach approximately four cases to their high school classes during the school year. Teachers typically allotted 3-5 class sessions to each case; and because each case replaced existing material in U.S. history, government, and civics courses, teachers found they could substitute cases without altering their normal teaching schedules.

The pilots yielded very strong results. In formal surveys, both students and teachers indicated that the case method was a highly effective teaching approach that increased student energy and engagement in a diverse array of history, civics, and government classrooms. Many students expressed a clear preference for the case method over traditional teaching approaches and textbook readings. Teachers also discovered that the case method, when combined with the proper scaffolding, can make material written for a college audience accessible to students at all reading levels. Recognizing that the pilots had demonstrated proof of concept, the Case Method Project significantly expanded its cohort of partners for the 2017-18 academic year.

Today the Case Method Project is working with teachers in more than 800 schools in 48 states and the District of Columbia. It is accelerating its efforts by developing new cases and additional supporting materials, increasing the availability of teacher workshops , and enhancing support for the over 1000 teachers currently participating in the program. While the majority of teachers are adding cases to existing curricula, a growing number of instructors are now developing and implementing full semester or year-long civics courses comprised entirely of History of American Democracy cases.

For more information on participating in future workshops or bringing the Case Method to your school or district, please contact our team.

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High School Students Business Competition

The School of Management's (SOM) facilitates direct engagement with companies so that students can easily learn to resolve real-world business problems. The High School Students Business Competition allows high school (junior and senior) students to interact with top-level company leadership and to address emerging issues faced by companies inside and outside their business environment. High school students, as a team, involve in a competition to work with their fellow students to resolve identified challenges written in a case study format over the period of 4 weeks. Ultimately, the leading teams present their findings and recommendations to the company executives.

The following are the experiential education outcomes high school student teams achieve by participating in the High School Students Business Competition:

• Understand business and management cases prevalent in the participating company;
• Apply and enhance problem-solving, communication and team-building skills; and
• Develop and/or strengthen networking skills with business leaders and New York Tech faculty members.

Main Activities of High School Students Business Competition

• Develop and present a case study (describing company operations and issues) to interested high school students;
• Answer students' questions by the competition coordinator, the Director of Experiential Education, and company leaders;
• Coordinate student presentations to a judging panel (comprising of faculty members); and
• Coordinate corporate leaders assessing the significance of teams' ideas at the presentation and select the top three highly performing student teams.

Performance Assessment

A judging panel of faculty members and company leaders assess and rank all team presentations.

All students will receive a certificate of participation based on their request. The participating company may provide cash prizes and/or internship opportunities to the select high school student(s).

Examples of Previous Competitions:

• Farmingdale High School, Farmingdale, N.Y. ( Absolutely Mario Italian Restaurant Case , Blink Fitness Farmingdale Case )
• Albertus Magnus High School, Bardonia, N.Y. ( Retro Fitness New City Case , Generation Iron Personal Training Case )
• Westbury High School, Westbury, NY ( Blink Fitness Case )
• Wantagh High School, Wantagh, NY ( Absolutely Mario Italian Restaurant Case )
• William Floyd High School, Mastic Beach, NY ( Strong Island Boxing Case )
• Massapequa High School, Massapequa, NY ( Rumble Boxing Case )
• Harborfields High School, Greenlawn, NY ( Sprinkle Me Desserts Case )
• Baldwin High School, Baldwin, NY ( Synergy Fitness Case )

If you would like us to organize this competition for your high school students, please contact:

Wenyao Hu, Ph.D., CFA Assistant Professor of Finance ---> [email protected]

By continuing to use the website, you consent to analytics tracking per NYIT's Privacy Statement Accept Cookies

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Ivey High School Case Competitions

Celebrating 100 years of leadership, the Ivey Business School is widely considered the top business school in Canada and among the best in the world. Ivey’s Honors Business Administration Program gives students the unmatched combination of academic excellence and outstanding opportunity. Ivey students are well-rounded individuals, with strong extracurricular involvement, proven leadership skills and outstanding achievements.

What is the “Case” Method of Learning?

In the case method which Ivey uses for teaching, students are given a case describing a real-world situation in which some type of business problem is being faced. Based on the information provided to them, students must decide what they would do if they were faced with the situation, and what their action plan would be to implement the solution.

Inside the classroom, reviewing a case involves a lot of participation from students. There are no clear-cut answers to cases, so there is thorough discussion of all factors that should be considered in making a decision.

How does the case competition work?

In the Spring of 2023, we hosted our first in-person competitions since 2019. These case competitions are for high school students living within Canada, specifically targeted towards students in grades 10 through 12. Students will apply as individuals and will be placed on teams with other students from different high schools. These are one day events. Students will be required to submit an application and will hear back from our team if they are accepted to the event. Preference will be made for students who have never attended.

Registration for all Spring 2024 case competitions is now closed. Thank-you to West Point Grey Academy (Vancouver) and Webber Academy (Calgary) for graciously hosting our Spring 2024 competitions. Thank-you to all of the participants, student volunteers and teachers who supported in these events – they were a huge success! Future case competition details will be posted on our events webpage and updates can be found on this webpage.

Who are we looking for?

Students at Ivey come from many different academic fields of study – prior business knowledge is not a requirement! We are looking for motivated individuals who are interested in exploring business . Our case competitions are intended to be a learning experience and an opportunity to network with other students interested in business. Registrants should be high achievers, team players, and involved in extracurricular activities.

Are you a high school teacher or guidance counsellor?

Please email Nicole Jesko, HBA Recruiting Associate ( [email protected] ) to be added to our teacher/ GC mailing list which includes updates on events like the case competition

Case Competition Participant Eligibility

• Canadian high school students in grades 10 through 12

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Business school teaching case study: can green hydrogen’s potential be realised?

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Jennifer Howard-Grenville and Ujjwal Pandey

Roula Khalaf, Editor of the FT, selects her favourite stories in this weekly newsletter.

Hydrogen is often hyped as the “Swiss army knife” of the energy transition because of its potential versatility in decarbonising fossil fuel-intensive energy production and industries. Making use of that versatility, however, will require hydrogen producers and distributors to cut costs, manage technology risks, and obtain support from policymakers.

To cut carbon dioxide emissions, hydrogen production must shift from its current reliance on fossil fuels. The most common method yields “grey hydrogen”, made from natural gas but without emissions capture. “Blue hydrogen,” which is also made from natural gas but with the associated carbon emissions captured and stored, is favourable.

But “green hydrogen” uses renewable energy sources, including wind and solar, to split water into hydrogen and oxygen via electrolysis. And, because there are no carbon emissions during production or combustion, green hydrogen can help to decarbonise energy generation as well as industry sectors — such as steel, chemicals and transport — that rely heavily on fossil fuels.

Ultimately, though, the promise of green hydrogen will hinge on how businesses and policymakers weigh several questions, trade-offs, and potential long-term consequences. We know from previous innovations that progress can be far from straightforward.

Wind power, for example, is a mature renewable energy technology and a key enabler in green hydrogen production, but it suffers vulnerabilities on several fronts. Even Denmark’s Ørsted — the world’s largest developer of offshore wind power and a beacon for renewable energy — recently said it was struggling to deliver new offshore wind projects profitably in the UK.

Generally, the challenge arises from interdependencies between macroeconomic conditions — such as energy costs and interest rates — and business decision-making around investments. In the case of Ørsted, it said the escalating costs of turbines, labour, and financing have exceeded the inflation-linked fixed price for electricity set by regulators.

Business leaders will also need to steer through uncertainties — such as market demand, technological risks, regulatory ambiguity, and investment risks — as they seek to incorporate green hydrogen.

Test yourself

This is the third in a series of monthly business school-style teaching case studies devoted to responsible-business dilemmas faced by organisations. Read the piece and FT articles suggested at the end before considering the questions raised.

About the authors: Jennifer Howard-Grenville is Diageo professor of organisation studies at Cambridge Judge Business School; Ujjwal Pandey is an MBA candidate at Cambridge Judge and a former consultant at McKinsey.

The series forms part of a wide-ranging collection of FT ‘instant teaching case studies ’ that explore business challenges.

Two factors could help business leaders gain more clarity.

The first factor will be where, and how quickly, costs fall and enable the necessary increase to large-scale production. For instance, the cost of the electrolysers needed to split water into hydrogen and oxygen remains high because levels of production are too low. These costs and slow progress in expanding the availability and affordability of renewable energy sources have made green hydrogen much more expensive than grey hydrogen, so far — currently, two to three times the cost.

The FT’s Lex column calculated last year that a net zero energy system would create global demand for hydrogen of 500mn tonnes, annually, by 2050 — which would require an investment of $20tn. However, only $29bn had been committed by potential investors, Lex noted, despite some 1,000 new projects being announced globally and estimated to require total investment of $320bn.

Solar power faced similar challenges a decade ago. Thanks to low-cost manufacturing in China and supportive government policies, the sector has grown and is, within a very few years , expected to surpass gas-fired power plant installed capacity, globally. Green hydrogen requires a similar concerted effort. With the right policies and technological improvements, the cost of green hydrogen could fall below the cost of grey hydrogen in the next decade, enabling widespread adoption of the former.

Countries around the world are introducing new and varied incentives to address this gap between the expected demand and supply of green hydrogen. In Canada, for instance, Belgium’s Tree Energy Solutions plans to build a $4bn plant in Quebec, to produce synthetic natural gas from green hydrogen and captured carbon, attracted partly by a C$17.7bn ($12.8bn) tax credit and the availability of hydropower.

Such moves sound like good news for champions of green hydrogen, but companies still need to manage the short-term risks from potential policy and energy price swings. The US Inflation Reduction Act, which offers tax credits of up to $3 per kilogramme for producing low-carbon hydrogen, has already brought in limits , and may not survive a change of government.

Against such a backdrop, how should companies such as Hystar — a Norwegian maker of electrolysers already looking to expand capacity from 50 megawatts to 4 gigawatts a year in Europe — decide where and when to open a North American production facility?

The second factor that will shape hydrogen’s future is how and where it is adopted across different industries. Will it be central to the energy sector, where it can be used to produce synthetic fuels, or to help store the energy generated by intermittent renewables, such as wind and solar? Or will it find its best use in hard-to-abate sectors — so-called because cutting their fossil fuel use, and their CO₂ emissions, is difficult — such as aviation and steelmaking?

Steel producers are already seeking to pivot to hydrogen, both as an energy source and to replace the use of coal in reducing iron ore. In a bold development in Sweden, H2 Green Steel says it plans to decarbonise by incorporating hydrogen in both these ways, targeting 2.5mn tonnes of green steel production annually .

Meanwhile, the global aviation industry is exploring the use of hydrogen to replace petroleum-based aviation fuels and in fuel cell technologies that transform hydrogen into electricity. In January 2023, for instance, Anglo-US start-up ZeroAvia conducted a successful test flight of a hydrogen fuel cell-powered aircraft.

The path to widespread adoption, and the transformation required for hydrogen’s range of potential applications, will rely heavily on who invests, where and how. Backers have to be willing to pay a higher initial price to secure and build a green hydrogen supply in the early phases of their investment.

It will also depend on how other technologies evolve. No industry is looking only to green hydrogen to achieve their decarbonisation aims. Other, more mature technologies — such as battery storage for renewable energy — may instead dominate, leaving green hydrogen to fulfil niche applications that can bear high costs.

As with any transition, there will be unintended consequences. Natural resources (sun, wind, hydropower) and other assets (storage, distribution, shipping) that support the green hydrogen economy are unevenly distributed around the globe. There will be new exporters — countries with abundant renewables in the form of sun, wind or hydropower, such as Australia or some African countries — and new importers, such as Germany, with existing industry that relies on hydrogen but has relatively low levels of renewable energy sourced domestically.

How will the associated social and environmental costs be borne, and how will the economic and development benefits be shared? Tackling climate change through decarbonisation is urgent and essential, but there are also trade-offs and long-term consequences to the choices made today.

Questions for discussion

Lex in depth: the staggering cost of a green hydrogen economy

How Germany’s steelmakers plan to go green

Hydrogen-electric aircraft start-up secures UK Infrastructure Bank backing

Aviation start-ups test potential of green hydrogen

Consider these questions:

Are the trajectories for cost/scale-up of other renewable energy technologies (eg solar, wind) applicable to green hydrogen? Are there features of the current economic, policy, and business landscape that point to certain directions for green hydrogen’s development and application?

Take the perspective of someone from a key industry that is part of, or will be affected by, the development of green hydrogen. How should you think about the technology and business opportunities and risks in the near term, and longer term? How might you retain flexibility while still participating in these key shifts?

Solving one problem often creates or obscures new ones. For example, many technologies that decarbonise (such as electric vehicles) have other impacts (such as heavy reliance on certain minerals and materials). How should those participating in the emerging green hydrogen economy anticipate, and address, potential environmental and social impacts? Can we learn from energy transitions of the past?

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This listing contains abstracts and ordering information for case studies written and published by faculty at Stanford GSB.

Publicly available cases in this collection are distributed by Harvard Business Publishing and The Case Centre .

Stanford case studies with diverse protagonists, along with case studies that build “equity fluency” by focusing on DEI-related issues and opportunities are listed in the Case Compendium developed by the Center for Equity, Gender and Leadership at the Berkeley Haas School of Business.

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Polpharma Group: Transformation Through Innovation

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ClearMetal, a supply chain software-as-a-service startup, exemplifies the challenges of innovating in the global container shipping industry. Under CEO Adam Compain, the company developed a solution to reduce the costly repositioning of empty shipping…

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Defy, Inc. developed individual safety software solutions for highly automated aircraft operation through its FlySafe modular platform. Defy’s cofounders saw great potential in flying drones to solve the last-mile problem in deliveries. In addition to…

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Nuveen and ecozen solutions: valuing a private equity impact investment.

In December 2021, Rekha Unnithan, CFA, received a cold outreach from Devendra Gupta, co-founder and CEO of Ecozen Solutions (“Ecozen”), an agriculture-focused cleantech business based in Pune, a major technology and manufacturing hub in India. Founded in…

APA Technologies

APA Technologies, a startup in the trucking industry, faced a significant challenge with its innovative product, the Tyro - an automatic tire inflation device. Founders Brad Miller and Jeffrey Howell, Stanford mechanical engineering students, developed…

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Senaca East Africa, aka Sentry & Patrols, is a Kenya-based security guard firm founded in 2002 by John Kipkorir, a longtime member of the Kenyan police. At the time, there were only a few well-known Kenyan-owned security companies, and crime was rising…

Jason Scott: Creating a Dream Job to Find and Fund Entrepreneurs Across the Globe

Jason Scott’s superpower had always been his ability to connect people and ideas across industries, sectors, and geographies. After graduating from Stanford GSB, he pursued his professional North Star of finding the best entrepreneurs in the world and…

Impact Engine: Measuring Impact Across Investment Stages

Senaca east africa (b): a family security business grapples with expansion, senaca east africa (c): a family security business grapples with expansion, the ai academy: leveraging education in ai to unlock tajikistan’s economic potential.

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Local high school student wins $750 in business pitch competition

Nichole Stanford, EastIdahoNews.com

REXBURG – A Madison High School junior earned the top prize at a business pitch competition Monday night.

Seventeen-year-old Lachlyn Golder was awarded $750 at the first-ever Madison High Business Pitch Night. Lachlyn’s Closet — which she launched in October — finds old quilts and blankets from thrift stores, estate sales and garage sales and transforms them into hoodies and crew necks.

She’s planning to use the money to buy a better sewing machine and a serger to reduce the time she spends on each item.

Lachlyn is already making money with the venture and thought it would be a good fit for the competition.

“I took (business and entrepreneurship classes) and I guess it payed off,” Lachlyn tells EastIdahoNews.com. “This is something I’m super passionate about and I would love to continue to do. Having all of these mentors has helped so much.”

Skies & Shine, a newly created airplane cleaning and detail business, took second place and won the $250 prize. All the contestants received $100, thanks to a last minute donation from Circle of Love, a bridal shop in Rexburg.

All the prize money was donated by Kettle Embroidery and Crispy Cone.

RELATED | ‘Shark Tank’ winner hosting business pitch competition in Rexburg Monday

Jennifer Barzee organized the event. She’s a business teacher and advisor for Business Professionals of America, a national club that’s available to students at Madison High School. Barzee got the idea for this competition while she was working with a group of local business leaders.

She wanted to know how to teach students to be successful in the real world.

Lachlyn is one of five students who participated in the event.

“I’ve had so many people explain to me what being a business owner is and how to (get everything off the ground and make it profitable). I wouldn’t have been able to do it without so much help. Mrs. Barzee was such a big help,” says Lachlyn.

“Shark Tank” winner Jeremy Carlson hosted the pitch competition. Between 75 and 80 people attended and Barzee is pleased with the response.

She’s planning to make it an annual event and invite other schools to participate. More information is available on the competition’s website .

SUBMIT A CORRECTION

U.S. News & World Report names Ohio's top 25 high schools. Which ones made the list?

U.S. News & World Report has released its ranking of the country's top high schools, and over 700 Ohio schools made the rankings.

To determine its top schools , U.S. News & World Report pulled information from statewide standardized testing results, graduation rates, College Board and International Baccalaureate exam data and the U.S. Department of Education's Common Core of Data.

In its review of about 25,000 public schools, 705 Ohio schools made the rankings. The top-ranked schools were found to have a high rate of students who scored above the average in math, science and reading assessments, passed college-level exams and graduated in four years.

Best Ohio high schools

Here are the Top 25 Ohio high schools, according to U.S. News & World Report :

• Walnut Hills High School (Cincinnati)
• Bexley High School (Bexley)
• Madeira High School (Cincinnati)
• Solon High School (Solon)
• Rocky River High School (Rocky River)
• Oakwood High School (Dayton)
• Chagrin Falls High School (Chagrin Falls)
• Indian Hill High School (Cincinnati)
• Hudson High School (Hudson)
• Dublin Jerome High School (Dublin)
• Olentangy Liberty High School (Powell)
• Wyoming High School (Wyoming)
• Brecksville-Broadview Heights High School (Broadview Heights)
• Olentangy High School (Lewis Center)
• Kenston High School (Chagrin Falls)
• Columbus Alternative High School (Columbus)
• Sycamore High School (Cincinnati)
• William Mason High School (Mason)
• Grandview Heights High School (Columbus)
• Aurora High School (Aurora)
• Upper Arlington High School (Upper Arlington)
• Ottawa Hills High School (Toledo)
• Granville High School (Granville)
• Bay High School (Bay Village)
• Turpin High School (Cincinnati)

US News ranks top 10 public high schools in Michigan

Half of the top 10 high schools in Michigan ranked this week by U.S. News & World Report are located in wealthier communities and serve smaller proportions of low-income students compared with the state average, an analysis by the Detroit Free Press found.

Of the top 10, five are in communities with a higher median income than the state's median income, $66,986, according to census data. Four are in communities with median incomes of $100,000 or more.

At seven of the 10 schools, a quarter or less of the students are considered economically disadvantaged. Half of the schools on the list serve less than 15% of economically disadvantaged students. Statewide, about 54% of students are considered economically disadvantaged.

"What they're really doing is measuring opportunity," Josh Cowen, a professor of education policy at Michigan State University, said of the rankings in August 2023, which typically arrive every year to an avalanche of attention and headlines.

This year's rankings placed the International Academy in Bloomfield Hills at the top of the list, followed by the International Academy of Macomb in Clinton Township and City High Middle School in Grand Rapids, according to state data.

U.S. News & World Report, a media organization known for school rankings, reviewed nearly 18,000 public high schools nationally , and nearly 700 in Michigan made the list.

But the rankings are also no stranger to criticism — namely that the schools at the top tend to be in wealthier communities with districts that are better resourced with stronger tax bases, bestowing them the honor of being a "best" school as decided by U.S. News, with a badge to display on their website. None of the top 20 schools in 2024 are in the city of Detroit, many are in surrounding suburbs. Renaissance High School in Detroit was ranked No. 145 on the list.

Some of the schools are also more rigorous by design, not intended to serve every student. International Academy is a magnet school, with an admissions process.

In what appeared to be an attempt to address the criticism that the rankings favor schools serving wealthier communities, U.S. News, in partnership with nonprofit research institute RTI International, changed how it ranked high schools in 2019. The change shifted the emphasis from performance on Advanced Placement (AP) and International Baccalaureate (IB) exams to other measures, including graduation rates and performance on state assessments,  the Washington Post reported . However, the top schools in Michigan are still largely in wealthy areas.

Eric Brooks, principal data analyst for education at U.S. News & World Report, in an emailed response to questions in August 2023, wrote that the organization's methodology does attempt to measure how schools serve marginalized students.

"We have an additional ranking factor that assesses state assessment scores specific to these historically underserved subgroups compared to what is typical in their states," he wrote. "That withstanding, the highest ranked schools are also those whose 12th graders earned qualifying scores in an array of college-level exams, and schools in wealthier areas do tend to offer the most college-level classwork and preparation." 

How US News calculates high school rankings

According to U.S. News' website, the rankings  take the following indicators into account:

• College readiness (30%):  This indicator takes into account the proportion of 12th grade students in 2021-22 who took least one advanced (AP or IB) test by the end of their senior year and the number who earned a qualifying score on the test. Some criticism around rankings like this stem from the fact that not all schools have the resources to offer AP or IB programs. U.S. New writes that "adjustments were made" so schools that don't offer these classes aren't significantly penalized.
• College curriculum (10%) : This index is also calculated using AP and IB scores, looking at how many of those advanced courses students took and the proportion of qualifying scores they received.
• State assessment proficiency (20%):  This indicator scores students on proficiency in state assessments in math, reading and science. U.S. News used either data from 2021-22 tests. Using assessments to grade school quality is also often criticized because scores often resemble a measure of poverty.
• State assessment performance (20%):  In this indicator, U.S. News measures total assessment scores "compared with what U.S. News predicted for a school with its demographic characteristics in its state." In this case, the organization writes, "schools performing best on this ranking indicator are those whose assessment scores far exceeded U.S. News' modeled expectations."
• Underserved student performance (10%):  This measure looks at how Black, Hispanic and low-income students score on state assessments compared "with the average for non-underserved students among schools in the same state," according to U.S. News.
• Graduation rate (10%):  U.S. News measured the proportion of students who entered high school in the 2018-19 school year and graduated four years later, in 2022.

According to Cowen, many rankings like the one done by U.S. News fail to take into account the kind of resources available in wealthier communities to help raise student achievement on state assessments and encourage students into advanced courses.

"These are high, high income areas, but also highly saturated with what I call human capital. Very high parental education level, lower crime rates, huge investments in infrastructure," he said.

For example, Skyline High School, No. 10 on the list, is in Ann Arbor, where the district  has implemented a very detailed system  for monitoring lead levels in water, capabilities that more impoverished districts may not have due to a lack of available resources.

Furthermore, rankings such as that done by U.S. News don't really show whether schools spark progress in learning among students, said Nat Malkus in an August 2023 interview. Malkus is a researcher and deputy director of education policy studies at the American Enterprise Institute, a Washington, D.C.-based conservative think tank.

"A lot of these schools are going to be good because they have the most important resource for high quality outcome," he said. "That's the students who come in the door on day one. ... U.S. News doesn't have the data or the ability to actually measure how productive schools are."

What do rankings say about inequities in public schools?

State education advocates have long said Michigan's system of funding public education favors wealthy areas, where wealthier tax bases can cover more expenses, through more active booster fundraising or at the state level where they say underserved students with higher needs should be funded at higher levels.

The  current budget is the state's attempt to try to address some of those inequities, which allocated more funding for vulnerable students including English language learners and students considered at-risk —  which include, among others, low-income students , students experiencing homelessness and victims of child abuse.

Malkus said parents concerned about where to send their child to high school should dig deeper than national rankings.

"There are no replacements for engaged parents, going to the site, talking to the schools, and making sure that the schools are going to be the kinds of places that they want their kid to spend seven hours a day," he said.

To Cowen, there is nothing wrong with making information about schools publicly available, but the U.S. News framework isn't aimed at improving public policy.

"They're not talking about equity, or opportunity," Cowen said. "They're talking about just a leafy neighborhood you should aspire to be."

Top 10 high schools in Michigan, ranked by US News

• International Academy , Bloomfield Hills
• International Academy of Macomb , Clinton Township
• City High Middle School , Grand Rapids
• Washtenaw International High School, Ypsilanti
• Saginaw Arts and Sciences Academy, Saginaw
• Troy High School, Troy
• Northville High School, Northville Township
• Rochester Adams High School, Rochester Hills
• East Grand Rapids High School, Grand Rapids
• Skyline High School, Ann Arbor

Contact Lily Altavena: [email protected].

Teaching History Through the Case Method

Explore more.

• Case Teaching
• Course Materials

T he case method is typically synonymous with business school curriculum. Through active case discussion, students put themselves in the proverbial shoes of a case protagonist, often a manager or leader of a company or organization facing a difficult business challenge. Students apply critical thinking skills to work through complicated problems and process contending points of view, then engage with their classmates in developing a solution together. This intellectual energy is the pedagogical “magic” instructors strive for.

Perhaps a lesser-known power of the case method, however, is in its applicability across a variety of topics and student levels. Take, for instance, history, government, civics, and democracy—topics that feel particularly pertinent given the roller-coaster US election and other polarizing political events around the world.

In an effort to bring these important topics, particularly American history, to life, historian David Moss, the Paul Whiton Cherington Professor of Business Administration at Harvard Business School (HBS), has taken the case method’s magic from the business school to the high school. In 2015, Moss launched a pilot program in 11 public, charter, and private high schools across the United States. He provided 23 history and civics teachers with historical cases that showcase the foundations of US democracy—as well as worksheets, assignment questions, and teaching plans. He then made the cases available for free to high school students to encourage case teaching among this group.

The goal of this program, called the Case Method Project , is to demonstrate that teaching with cases can strengthen high school and college education as well as ensure “a more exciting, relevant, and effective experience for students and teachers across a range of subjects,” according to its site.

“The results [of the Case Method Project] have been incredibly positive, especially in terms of strengthening students’ critical thinking, their retention and understanding of course material, and their civic interest and engagement.” David Moss

Since its initial launch, the program has grown considerably. Today Moss is working with over 350 teachers in more than 250 high schools across 45 states and the District of Columbia. “We’ve now reached well over 30,000 students as part of the initial pilot,” he says. “The project has grown considerably over the last several years, and the results have been incredibly positive, especially in terms of strengthening students’ critical thinking, their retention and understanding of course material, and their civic interest and engagement. Because of this success, we’re aiming to reach much larger numbers of teachers and students going forward through the new Case Method Institute for Education and Democracy, which started up this summer.”

The case method has proven remarkably effective in teaching high schoolers the critical thinking skills that the world’s future leaders so greatly need. Here, to help educators see the different ways and venues in which case teaching can be used, we showcase the collection of cases Moss authored and provided in support of this effort.

Democracy Cases to Use in Class

Here is a list of Moss’s cases , which you can use to engage students in conversations about US history and democracy. We hope you find these cases helpful.

James Madison, the ‘Federal Negative,’ and the Making of the U.S. Constitution (1787) and as a supplement: In Detail: Debt and Paper Money in Rhode Island (1786)

Battle Over a Bank: Defining the Limits of Federal Power Under a New Constitution (1791)

Democracy, Sovereignty, and the Struggle over Cherokee Removal (1836)

Banking and Politics in Antebellum New York (1838)

Property, Suffrage, and the "Right of Revolution" in Rhode Island, 1842

Debt and Democracy: The New York Constitutional Convention of 1846

The Struggle Over Public Education in Early America (1851)

A Nation Divided: The United States and the Challenge of Secession (1861)

Reconstruction A: The Crisis of 1877

Reconstruction B: Jury Rights in Virginia, 1877-1880

An Australian Ballot for California? (1891)

Labor, Capital, and Government: The Anthracite Coal Strike of 1902

The Jungle and the Debate over Federal Meat Inspection in 1906

The Battle Over the Initiative and Referendum in Massachusetts (1918)

Regulating Radio in the Age of Broadcasting (1927)

The Pecora Hearings (1932-34)

Martin Luther King and the Struggle for Black Voting Rights (1965)

Democracy and Women’s Rights in America: The Fight over the ERA (1982)

Manufacturing Constituencies: Race and Redistricting in North Carolina, 1993

Leadership and Independence at the Federal Reserve (2009)

Citizens United and Corporate Speech (2010)

Do you use the case method to spark discussion and debate on topics outside of business disciplines? Let us know .

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University mourns loss of lois mary pazienza, longtime employee at the college of business.

April 24, 2024

Lois Mary Pazienza, 74, of Saunderstown, passed away peacefully on April 10 with her beloved husband, Marc J. Seifer, by her side.

Born in Providence, she was a daughter of the late Paul and Theresa (DiVona) Pazienza.

Lois grew up in Cranston and graduated from Cranston High School West in 1967. After earning a Bachelor of Science degree in business education at URI in 1971, she began working at the University’s College of Business and simultaneously continued her education, leading to a Master of Arts degree in guidance and counseling in 1976. 

As an administrative assistant in the Accounting Department, one of Lois’ responsibilities was supervision of graduate assistants. This was one of the more rewarding aspects of her job. Working with motivated and intelligent young adults and watching them expand their knowledge and confidence was gratifying and inspiring. Lois committed to fully endowing a scholarship, which was initially started as a retirement gift for 32 years of service to the department from faculty, staff, students, alumni and friends of the College of Business.

Lois lived her life with grace, dignity and joy. With her incredible smile, she was an inspiration to all who knew her. In the winter for many years, she and Marc vacationed on more than a dozen islands in the Caribbean. Traveling to countries in Europe, one highlight was a magical time in Venice.

Besides her husband, she leaves her nieces and nephews, Allyn Pazienza, Myla Ross, Rob Pazienza, Kerry Tyson and Ken Tyson; her cousins, Deb Aubin, Donna Feeley, Michael DiVona, Val Villucci and the late Jo-Ann Ragosta; and six grandnieces and nephews. She was the sister of the late Rena Tyson, Paula Pazienza and Robert (Bobby) Pazienza.

Memorial contributions may be made to the Lois M. Pazienza and Marc J. Seifer Endowed Graduate Accounting Scholarship at URI. See the full obituary .

U.S. News & World Report names Indiana's top high schools. Which ones made the list?

U.S. News & World Report has released its ranking of the country's top high schools , and nearly 400 Indiana schools made the rankings.

To determine its top schools , U.S. News & World Report pulled information from statewide standardized testing results, graduation rates, College Board and International Baccalaureate exam data and the U.S. Department of Education's Common Core of Data.

In its review of about 25,000 public schools, 395 Indiana schools made the rankings. The top-ranked schools were found to have a high rate of students who scored above the average in math, science and reading assessments, passed college-level exams and graduated in four years.

The U.S. News & World Report’s annual rankings of high schools and colleges have long faced criticism for the method of ranking schools. For many states, the schools ranked at the top are in wealthier, whiter communities .

The top 10 high schools in central Indiana and the state also fall into this pattern.

Five of the top 10 best high schools in Indiana are located in areas where the median household income is greater than $100,000, far exceeding the state average income of $66,785, according to Census data.

The top three Indiana high schools all have student populations below 1,000 students and less than 20% of their students qualify for free or reduced lunch, according to IDOE data.

The state’s second-ranked high school, the Indiana Academy in Muncie, is labeled as a “public high school” but students who are residential pay up to $2,700 per school year for room and board fees.

The only schools in the top 10 list for the state that serve a population of 50% or greater students of color are Herron, Speedway and Munster High Schools.

Trending: High school prom tickets aren't cheap, but they're paying for more than a gym with balloons

Best Indiana high schools

Here are the Top 10 Indiana high schools, according to U.S. News & World Report:

• Signature School (Evansville)
• The Indiana Academy (Muncie)
• West Lafayette Jr./Sr. High School
• Zionsville Community High School
• Herron High School (Indianapolis)
• Carmel High School
• Speedway Senior High School
• Westfield High School
• Munster High School
• Fishers High School

Best Indianapolis area high schools

The site also broke down the best schools in some of the state's largest metropolitan areas. Here are the Top 10 high schools in the Indianapolis metro area, according to U.S. News & World Report:

• Herron High School
• Hamilton Southeastern High School
• Avon High School
• Brownsburg High School
• Noblesville High School

Contact IndyStar newsroom development director Holly Hays at [email protected]. Follow her on X/Twitter:  @hollyvhays

Contact IndyStar reporter Caroline Beck at 317-618-5807 or  [email protected] . Follow her on Twitter:  @CarolineB_Indy .

Caroline’s reporting is made possible by Report for America and the  John S. and James L. Knight Foundation .  Report for America is a program of The GroundTruth Project, a nonpartisan, nonprofit organization dedicated to strengthening local newsrooms. Report for America provides funding for up to half of the reporter’s salary during their time with us, and IndyStar is fundraising the remainder. To learn more about how you can support IndyStar’s partnership with Report for America and to make a donation, visit  indystar.com/RFA