Tag: SAS

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

Mike Gilliland 0
SAS / Foresight webinar series debuts April 24

This week Nate Silver, renowned election forecaster (fivethirtyeight blog) and top selling author (of the excellent The Signal and the Noise), spoke at an event here in my building on the SAS campus. Unfortunately, I wasn't considered a B enough of a FD to land an invite to Nate's presentation. However,

Students & Educators
Nadja Young 0
Busting myths of education value-added analysis, Part 2: It is harder to show growth with high-achieving students

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

Students & Educators
Nadja Young 0
Busting myths of education value-added analysis, Part 1: You must control for demographics

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

Analytics
Melissa Savage 0
Analytics fuels recommendations in new Department of Transportation innovation handbook

Analytics is a key piece in nearly all 31 recommendations outlined in The Innovative DOT: A Handbook of Policy and Practice.  Crafted by the State Smart Transportation Initiative, in partnership with Smart Growth America, the handbook provides 31 recommendations for state transportation officials looking for ways to increase efficiencies and

Mike Gilliland 0
What good is being a "great place to work"?

Popularized rankings of "best places to work" (such as in 2012, SAS ranked #1 in the world in Great Places to Work®'s list of Multinational Workplaces) tend to focus on why it is so great to be an employee. As a potential customer of one of these best places to work, why

Analytics | Fraud & Security Intelligence
Carl Hammersburg 0
Employee misclassification: Will the last employee please turn off the lights?

Independent contractor.  Two very simple words that have a dramatic impact on businesses, workers, and government programs.  While most people have a basic understanding of the term, they often have very little understanding of the laws governing it, which vary significantly program by program and state by state.  This has

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