Students & Educators

Discover how SAS is shaping tomorrow’s brightest analytical minds

Students & Educators
Kim Darnofall 0
Next stop, graduate school?

Bob Rodriguez wants students to think about statistics in three important ways: as a skill, a tool and a profession. “Too many people think about statistics as a ‘bunch of numbers’,” said Rodriguez, Senior Director, Advanced Analytics in R&D and immediate past president of the American Statistical Association, speaking to

Students & Educators
Deborah Gray 0
Welcome to Pathfinders!

"I rather pride myself in finding my way, where there is no path, than in finding it where there is." —Natty Bumppo, The Pathfinder (James Fenimore Cooper) We're glad you decided to take part in this journey. We'll be exploring instructional technologies, best practices for technology integration, and how teaching

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 | Students & Educators
Julie Petlick 0
Congratulations 2013 SAS Global Forum Faculty and Student Scholars!

For many SAS users, their first experience using SAS came during college.  Using SAS as part of their coursework and research was how they developed their initial SAS skills. Given that SAS programming is now taught in many high schools across the US, some students are now entering college already equipped with basic SAS skills. Regardless of when you

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

Students & Educators
Julie Petlick 0
Statistics in high school?!

Have you joined in to celebrate the International Year of Statistics? If not, you might be surprised to learn some of the interesting ways being shared for how statistics touches our lives every day.  Statistics is fun! Don't just take my word for it.  This week we are delighted to feature Ruth Ann Chan, a Math and

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

Students & Educators
Nadja Young 0
Transitioning value-added and growth models to new assessments

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

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