andrew_gelman_stats andrew_gelman_stats-2011 andrew_gelman_stats-2011-1008 knowledge-graph by maker-knowledge-mining
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Introduction: Yongtao Guan writes: I [Guan] recently began a collaboration with OpenIntro, a group of volunteers from around the country (Duke, Harvard, UCLA, and U.Miami) focused on contributing to improvements in introductory statistics education. They are an active group that has a lot of energy and neat ideas. On behalf of OpenIntro, I’d like to invite the students in your introductory statistics course to participate in a student project competition we are sponsoring this semester. Chris Barr (Assistant Professor at Harvard Biostatistics) and I are co-chairing the competition this Fall. We are hoping to highlight the excellent work that students do by hosting the two best projects from each class at OpenIntro.org and publishing the winners of a larger competition in a paperback volume with brief discussion about each project. Details of the competition can be found at openintro.org/stat/comp. We’ve tried to make the structure general so any class that already has a project integrated
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1 Yongtao Guan writes: I [Guan] recently began a collaboration with OpenIntro, a group of volunteers from around the country (Duke, Harvard, UCLA, and U. [sent-1, score-0.572]
2 Miami) focused on contributing to improvements in introductory statistics education. [sent-2, score-0.583]
3 They are an active group that has a lot of energy and neat ideas. [sent-3, score-0.44]
4 On behalf of OpenIntro, I’d like to invite the students in your introductory statistics course to participate in a student project competition we are sponsoring this semester. [sent-4, score-1.472]
5 Chris Barr (Assistant Professor at Harvard Biostatistics) and I are co-chairing the competition this Fall. [sent-5, score-0.389]
6 We are hoping to highlight the excellent work that students do by hosting the two best projects from each class at OpenIntro. [sent-6, score-0.755]
7 org and publishing the winners of a larger competition in a paperback volume with brief discussion about each project. [sent-7, score-0.838]
8 Details of the competition can be found at openintro. [sent-8, score-0.389]
9 We’ve tried to make the structure general so any class that already has a project integrated into their curriculum can participate without much modification at all. [sent-10, score-1.041]
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Introduction: Yongtao Guan writes: I [Guan] recently began a collaboration with OpenIntro, a group of volunteers from around the country (Duke, Harvard, UCLA, and U.Miami) focused on contributing to improvements in introductory statistics education. They are an active group that has a lot of energy and neat ideas. On behalf of OpenIntro, I’d like to invite the students in your introductory statistics course to participate in a student project competition we are sponsoring this semester. Chris Barr (Assistant Professor at Harvard Biostatistics) and I are co-chairing the competition this Fall. We are hoping to highlight the excellent work that students do by hosting the two best projects from each class at OpenIntro.org and publishing the winners of a larger competition in a paperback volume with brief discussion about each project. Details of the competition can be found at openintro.org/stat/comp. We’ve tried to make the structure general so any class that already has a project integrated
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Introduction: Anthony Goldbloom from Kaggle writes : We’ve recently put up some interesting new competitions. Last week, Jeff Sonas, the creator of the Chessmetrics rating system, launched a competition to find a chess rating algorithm that performs better than the official Elo system. Already nine teams have created systems that make more accurate predictions than Elo. It’s not a surprise that Elo has been outdone – the system was invented half a century ago before we could easily crunch large amounts of historical data. However, it is a big surprise that Elo has been outperformed so quickly given that it is the product of many years’ work (at least it was a surprise to me). Rob Hyndman from Monash University has put up the first part of a tourism forecasting competition . This part requires participants to forecast the results of 518 different time series. Rob is the editor of the International Journal of Forecasting and has promised to invite the winner to contribute a discussion paper
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Introduction: Rachel Schutt (the author of the Taxonomy of Confusion) has a blog! for the course she’s teaching at Columbia, “Introduction to Data Science.” It sounds like a great course—I wish I could take it! Her latest post is “On Inspiring Students and Being Human”: Of course one hopes as a teacher that one will inspire students . . . But what I actually mean by “inspiring students” is that you are inspiring me; you are students who inspire: “inspiring students”. This is one of the happy unintended consequences of this course so far for me. She then gives examples of some of the students in her class and some of their interesting ideas: Phillip is a PhD student in the sociology department . . . He’s in the process of developing his thesis topic around some of the themes we’ve been discussing in this class, such as the emerging data science community. Arvi works at the College Board and is a part time student . . . He analyzes user-level data of students who have signed up f
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Introduction: Frontiers of Science is a course offered as part of Columbia University’s Core Curriculum. The course is controversial, with some people praising its overview of several areas of science, and others feeling that a more traditional set of introductory science courses would do the job better. Last month, the faculty in charge of the course wrote the following public letter : The United States is in the midst of a debate over the value of a traditional college education. Why enroll in a place like Columbia College when you can obtain an undergraduate degree for $10,000 or learn everything from Massive Open Online Courses? In more parochial terms, what is the value added by approaches such as Columbia’s Core Curriculum? Recently students in our Core Course, Frontiers of Science (FoS), provided a partial answer. The FoS faculty designed a survey to gauge the scientific skills and knowledge of the Class of 2016 both before and after taking FoS. In an assembly held during orientati
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Introduction: A few months ago we discussed Ron Unz’s claim that Jews are massively overrepresented in Ivy League college admissions, not just in comparison to the general population of college-age Americans, but even in comparison to other white kids with comparable academic ability and preparation. Most of Unz’s article concerns admissions of Asian-Americans, and he also has a proposal to admit certain students at random (see my discussion in the link above). In the present post, I concentrate on the statistics about Jewish students, because this is where I have learned that his statistics are particularly suspect, with various numbers being off by factors of 2 or 4 or more. Unz’s article was discussed, largely favorably, by academic bloggers Tyler Cowen , Steve Hsu , and . . . me! Hsu writes: “Don’t miss the statistical supplement.” But a lot of our trust in those statistics seems to be misplaced. Some people have sent me some information showing serious problems with Unz’s methods
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Introduction: Yongtao Guan writes: I [Guan] recently began a collaboration with OpenIntro, a group of volunteers from around the country (Duke, Harvard, UCLA, and U.Miami) focused on contributing to improvements in introductory statistics education. They are an active group that has a lot of energy and neat ideas. On behalf of OpenIntro, I’d like to invite the students in your introductory statistics course to participate in a student project competition we are sponsoring this semester. Chris Barr (Assistant Professor at Harvard Biostatistics) and I are co-chairing the competition this Fall. We are hoping to highlight the excellent work that students do by hosting the two best projects from each class at OpenIntro.org and publishing the winners of a larger competition in a paperback volume with brief discussion about each project. Details of the competition can be found at openintro.org/stat/comp. We’ve tried to make the structure general so any class that already has a project integrated
Introduction: Last year we discussed an important challenge in causal inference: The standard advice (given in many books, including ours) for causal inference is to control for relevant pre-treatment variables as much as possible. But, as Judea Pearl has pointed out, instruments (as in “instrumental variables”) are pre-treatment variables that we would not want to “control for” in a matching or regression sense. At first, this seems like a minor modification, with the new recommendation being to apply instrumental variables estimation using all pre-treatment instruments, and to control for all other pre-treatment variables. But that can’t really work as general advice. What about weak instruments or covariates that have some instrumental aspects? I asked Paul Rosenbaum for his thoughts on the matter, and he wrote the following: In section 18.2 of Design of Observational Studies (DOS), I [Rosenbaum] discuss “seemingly innocuous confounding” defined to be a covariate that predicts a su
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Introduction: Nurit Baytch posted a document, A Critique of Ron Unz’s Article “The Myth of American Meritocracy” , that is relevant to an ongoing discussion we had on this blog. Baytch’s article begins: In “The Myth of American Meritocracy,” Ron Unz, the publisher of The American Conservative, claimed that Harvard discriminates against non-Jewish white and Asian students in favor of Jewish students. I [Baytch] shall demonstrate that Unz’s conclusion that Jews are over-admitted to Harvard was erroneous, as he relied on faulty assumptions and spurious data: Unz substantially overestimated the percentage of Jews at Harvard while grossly underestimating the percentage of Jews among high academic achievers, when, in fact, there is no discrepancy, as my analysis will show. In addition, Unz’s arguments have proven to be untenable in light of a recent survey of incoming Harvard freshmen conducted by The Harvard Crimson, which found that students who identified as Jewish reported a mean SAT score of 2289
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Introduction: The following is source material regarding our recent discussion of Jewish admission to Ivy League colleges. I’m posting it for the same reason that I earlier posted a message from Ron Unz, out of a goal to allow the data and arguments to be made as clearly as possible. Janet Mertz writes: I became involved in the discussion of Ron Unz’s Meritocracy article because I am a leading expert on the demographics of top-scoring participants in the high school International Mathematical Olympiad (IMO) and the US/Canadian inter-collegiate Putnam Mathematics Competition. I have published three peer-reviewed articles that include data directly related to this topic . . . Had Unz read my 2008 Notices article, he would have known his claim that Jewish achievement in these two competitions had collapsed in the 21st century (which was cited by David Brooks in the New York Times) was simply not true. . . . The primary questions addressed in this article are the following: (i) Do the Ivy
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