In a move to "maximize efficiency," the Trump administration canceled $1 billion in education research contracts. @stats_tipton and her colleagues argue that without this research, policymakers won’t know what works—ultimately reducing efficiency. https://t.co/3emUWTYK51
@karlrohe 100% agree. It's how we teach our intro stats - 5 weeks of data analysis + 5 weeks of statistics. Works WAY better and students leave actually being able to work with data AND better off than students who came out of AP Stats.
@NeuroStats@AlexKale17 100% agree. As institutions become interested in DS/AI, I've noticed that there is a desire to define/separate out the parts of statistics that are / are not DS. I'm genuinely confused though about where the demarcation is, other than "uses ML" or "big data".
@noah_greifer Yeah, there is a part of stats that is closer to math - but ultimately the theory is still related to data / estimation / testing. But that theory is the foundation upon which applied methods (with data) are built.
I've advised students struggling with this. The easy answer - videos, workshops - don't provide deep knowledge. The harder answer - courses - often require foundational courses that are not immediately applicable.
@SLKoole The paper conveniently doesn't estimate the degree of heterogeneity in effect sizes, though it shows there are significant Q-statistics (indicating there is heterogeneity). I'd be careful with interpretation - that effect size is the average of a lot of heterogeneous data.