The rise of analytics and big data presents a once-in-a-generation opportunity for organisations to put themselves at the cutting edge, to create a competitive advantage by developing a culture of analytical success within their organisation. Yet most seem unable to grasp the opportunity that is within their reach. Eric Hoffer
After attending the SAS Day at Texas A&M University on Oct. 2, I came away with a new perspective on some of the different educational offerings to help fill the analytic talent gap (which according to studies and research continues to grow). In essence, there is a yin and yang of
Last month, SAS launched our new no-cost software for higher education teaching, learning and research – SAS® University Edition. Available to students, professors, academic researchers and lifelong learners, SAS University Edition provides local access to BASE SAS®, SAS/STAT® software, SAS® Studio, SAS/IML® software and SAS/ACCESS® Interface to PC Files. SAS University Edition
Over the past few months, many US states and districts have received data about student growth and teacher effectiveness. Some educators experience the excitement of outstanding scores and, most importantly, the success of their students’ growth. Some quietly plug along, satisfied to be meeting growth targets and deciding if it isn’t broken,
STEM skills are essential for many of the fastest-growing and most lucrative occupations. And SAS programmers are in high demand in all fields. A number of reports have documented a critical talent shortage, especially for graduates with advanced degrees in math, computer science or computer engineering. (See Running on Empty, Report to
As teachers head into the madness of student course registration, the madness of college basketball reinforces a critical point: Data is crucial to making the picks that lead to a winning bracket, and student growth. Value-added assessment has proven reliable in determining which students are ready for their "one shining moment". This
As I embark on 2014, I reflect upon the many competing, yet interdependent, tensions discussed in education circles in 2013. In conferences, classrooms and statehouses, adults who care about kids debated the best ways to implement: New academic standards (Common Core State Standards or other College and Career Ready Standards)
As I crossed the finished line, I could feel the tears welling up. “Don’t do it," I thought. "Athletes don’t cry." Somehow, I managed to pull myself together, but instead of my usual post-race celebration of high fives and cheering on other runners, I walked to the race result board
With the others, I filed into the school gymnasium, my super zoom camera lens at the ready and a nervous smile on my face. Across the room, I caught a glimpse of my unsmiling daughter, and my apprehension grew about how this awards day program would play out for her.
Like many of you teachers out there, I spent a lot of time recently preparing for the new school year. At home, it began with the therapeutic organization of children's rooms. As I sat amid in outgrown clothes, last year’s school work, and books to donate, I braced myself and
As student growth or value-added measures become more prevalent in educator evaluation systems, many question how those ratings actually help teachers improve their practice. i.e. “How does a level 3 teacher become a level 4 or 5?” Robust and reliable value-added data serve as a great starting point for teachers
Students with missing test scores are often highly mobile students and are more likely to be low-achieving students. It is important to include these students in any growth/value-added model to avoid selection bias, which could provide misleading growth estimates to districts, schools and teachers that serve higher populations of these
Welcome to Part 3 of the value-added Myth Busters blog series. I have heard a variation of this many times. “Why shouldn’t educators just use a simple gains approach or a pre- and post-test? They can trust simpler methodologies because they can replicate and understand them more easily.” Simple growth measures
Welcome to Part 2 of the value-added Myth Busters blog series…have you heard this one before? Educators serving high-achieving students are often concerned that their students’ entering achievement level makes it more difficult for them to show growth. “How can my students show growth if they are already earning high
In the past five years, value-added models have been increasingly adopted by states to support various teaching effectiveness policies. As educators make the paradigm shift from looking at only achievement data to incorporating growth data, many misconceptions have developed. Compounding this issue is the fact that not all value-added and
As the holidays approach, we’ll all have some down-time to catch up on personal and professional reading, hopefully cozied up by a fire with a cup of hot chocolate in hand. While most books regarding data-driven decision making and value-added analyses can be pretty heavy, I’d like to suggest two
This summer’s education conferences have been dominated by sessions discussing the “next generation,” Common Core aligned assessments in English and mathematics. As 44 states plan for the transition from their state tests to the new PARCC and Smarter Balanced Assessment Consortium assessments, SAS has received repeated questions from our partners
“Ohio links teacher pay to test scores” was the headline of a recent CNN School of Thought blog. Yikes! With a headline like that, teachers might start heading for the hills. I kept reading through the blog hoping that it would better explain Ohio’s policy to use student growth data
In 2011-2012, North Carolina became one of many states to restructure their educator evaluation system to incorporate student growth. The NC Department of Public Instruction commissioned the external expertise of WestEd to evaluate various growth models and recommend value-added technology that would help them best meet their mission of using meaningful evaluation to
Put up or shut up is one of those great sayings from my generation. Loosely translated it means, stop complaining if you aren't going to do something about the problem. In this week's Innovation Inspiration, the author decided to teach American middle schoolers how to question the information that they
With the rapid changes in our education systems regarding new standards, assessments, accountability and evaluation, teachers are rightfully feeling the pressure of being underprepared. The majority of teachers were not trained or certified with these rigorous systems in place. Recognizing that higher education institutions need to play an active role
After my November blog post about achievement gaps between affluent and poor students, Newt Gingrich cast some renewed energy on the topic with his inflammatory comments about poor children at a Dec 1st GOP debate. In case you missed his remarks, here is the quote that sent the media into
I recently attended The Education Trust’s 2011 National Conference on closing gaps and raising achievement for ALL students. This was my first Ed Trust event and I walked away baffled by the data about the inequities in our education system, and the persistent gaps between the affluent and impoverished. First,
Halloween is around the corner and children everywhere will wear masks throughout their neighborhoods for a night of trick-or-treating fun and, likely, too much candy. A masking has also occurred in education policy with the No Child Left Behind Act, sans the candy at the end of the night. That
With an increasing volume of curriculum to cover and no time to spare, teachers often hit the ground running with the full throttle rigor and relevance critical to teaching and learning. However, I argue that the first two R’s are futile if teachers don’t have meaningful relationships with their students.
As schools across the country delve into a new year, I want to bring my readers back to teaching basics with Part 2 of my Three R’s series on Rigor, Relevance, and Relationships. Here's Part 1. As students flood our halls and classrooms, are they eager and excited for the challenging year ahead? Do
Most of us grew up playing some type of sport and dreaming of becoming a collegiate or professional athlete. For me, it was a focus on dance and striving to be a professional ballerina. At some point we realized that in order to make this dream a reality, we’d have
Last week, I attended the International Center for Leadership in Education’s Model Schools Conference in Nashville, TN, where I learned about many forward-thinking education initiatives taking place across the country. My colleagues and I also had the privilege of facilitating a SAS(r) EVAAS for K-12 presentation from two principals at
As I write my first blog entry for SAS State and Local Government, I thought it would be prudent to provide a little personal background. I grew up in a family of artists- with 5 musicians, 2 painters, 1 sculptor, 1 dancer, and 1 composer. I studied business, became a
This morning I delivered a talk to visiting high school students at the SAS campus. The topic: using SAS to analyze Twitter content. Being teenagers, high school students are well familiar with Twitter. But this batch of students was also very familiar with SAS, as they all have taken SAS
