Tag: SAS

Learn SAS | Programming Tips | Students & Educators
Nadja Young 0
Calling all High School STEM educators! Teach Your Students 21st Century Computer Science Skills

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

Students & Educators
Jennifer Bell 0
"March madness" of student course enrollment gets assist from value-added assessment

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

Mike Gilliland 0
Upcoming forecasting events

SAS/Foresight Webinar Series On Thursday February 20, 11am ET, join Martin Joseph, Managing Owner of Rivershill Consultancy for this quarter's installment of the SAS/Foresight Webinar Series. Martin will be presenting "The Forecasting Mantra" -- a template that identifies the elements required to achieve sustained, world-class forecasting and planning excellence. He'll also

Mike Gilliland 0
IBF Scottsdale: FVA at Cardinal Health

Where is global warming when you need it? Throughout much of the southeast, life has been at a standstill since midday yesterday, when 2" of snow and 20oF temperatures brought civilization to its knees. If your life, or at least your forecasting career, is at a similar standstill, make plans to

Mike Gilliland 0
SAS/Foresight Q1 webinar: The forecasting mantra

In this quarter's installment of the SAS/Foresight Webinar Series, Martin Joseph and Alec Finney of Rivershill Consultancy  discuss "The Forecasting Mantra." Based on their article in the Winter 2009 issue of Foresight: The International Journal of Applied Forecasting, the webinar provides a template that identifies all the elements required to achieve sustained, world-class forecasting

Mike Gilliland 0
Fall forecasting events

If you need an excuse to get out of the office and perhaps learn a thing or two this fall, here are three upcoming events: Foresight Practitioner Conference: S&OP and Collaborative Forecasting (Columbus, OH, September 25-26) From the campus of Ohio State University, Foresight's editor Len Tashman and S&OP column

Mike Gilliland 0
Forecast Value Added Q&A (Part 7)

Mercifully, we have reached the final installment of Q&A from the June 20 Foresight-SAS webinar, "Forecast Value Added: A Reality Check on Forecasting Practices." As a reminder, a recording of the webinar is available for on-demand review, and the Foresight article (upon which the webinar was based) is available for free

Mike Gilliland 0
Forecast Value Added Q&A (Part 6)

Q: ­Is the MAPE of the naive forecast the basis for understanding the forecastability of the behavior?  Or are there other more in depth ways to measure the forecastability of a behavior? MAPE of the naive forecast indicates the worst you should be able to forecast the behavior. You can

Mike Gilliland 0
Forecast Value Added Q&A (Part 3)

With this Q&A Part 3, we are about halfway through the questions submitted during the FVA webinar. We did over 15 minutes of live Q&A at the end of the webinar, and covered many of the submitted questions at that time, however I always prefer to issue complete written responses to

Mike Gilliland 0
Forecast Value Added Q&A (Part 2)

Q: Could you send me the presentation? With audio if possible. If you'd like a pdf of the slides, email me directly: mike.gilliland@sas.com For the audio, the webinar recording is available for free on-demand review: FVA: A Reality Check on Forecasting Practices Q: Can we get the case study referred here

Mike Gilliland 0
Forecast Value Added Q&A (Part 1)

As promised in yesterday's Foresight-SAS sponsored webinar on "Forecast Value Added: A Reality Check on Forecasting Practices," here is Part 1 of my written response to the over 25 questions that were submitted during the event. (Note: It may take a week or so to get through all of them.)

Students & Educators
Nadja Young 0
Value-added myth busting, Part 4: Value-added models cannot measure growth of students who have missing data or are highly mobile

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

SAS Events
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Top 3 reasons to learn PROC TEMPLATE

We’re just coming back from SAS Global Forum, and what a show! SAS Books was there to provide users with the highest-quality resources for learning SAS, and our users were there to tell us what new books they were most looking forward to reading. Kevin Smith's PROC TEMPLATE Made Easy:

Mike Gilliland 0
Forecasting webinars

"Why Should I Trust Your Forecasts?" now available on-demand The SAS / Foresight webinar series had a rousing kickoff on April 24, with Paul Goodwin asking (and answering) the question, "Why Should I Trust Your Forecasts?" The webinar is now available for free on-demand review . Be sure to stick

Mike Gilliland 0
See SAS (=Stark Industries) in Iron Man 3

When you work at headquarters of the leader in advanced analytics software, you never know who you'll encounter in the lobby. It might be celebrity statistician (and New York Times FiveThirtyEight blogger) Nate Silver, of The Signal and the Noise and election forecasting fame. It might be Donald Wheeler, giant

Students & Educators
Nadja Young 0
Busting myths of education value-added analysis, Part 3: Simple growth measures provide better information to educators.

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

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