Facebook might understand your romantic prospects better than you do.
In a blog post published yesterday, the company’s team of data scientists announced that statistical evidence hints at budding relationships before the relationships start.
As couples become couples, Facebook data scientist Carlos Diuk writes, the two people enter a period of courtship, during which timeline posts increase. After the couple makes it official, their posts on each others’ walls decrease—presumably because the happy two are spending more time together.
Read more. [Image: Facebook]
Showing 23 posts tagged data
As we approach Valnetine’s/Singles’ Awareness Day, here’s some data to chew on:
- 21% of couples have felt closer to their spouse/partner because of exchanges they had online or via text message.
- 27% of internet users in a marriage or committed relationship have an email account that they share with their partner.
- 18% of online 18-29 year olds have argued with a partner about the amount of time one of them spent online (compared with 8% of all online couples).
Plus much more data candy for your pre-Valentine week. Enjoy!! http://pewrsr.ch/1csCijM
The debate over whether there is too much or too little testing occupies a prominent place in the policy discourse and in the media. However, the debate is largely ideological and devoid, ironically, of data on the amount of time students spend on testing. This report aims to shed light on the subject by answering the following questions:
- How much time do students spend on state- and district-mandated tests in English language arts (ELA) and math at three key grade levels (kindergarten, third grade, and seventh grade)?
- How does test time vary across 12 major urban districts in America?
- How does test time vary between urban districts and the suburban communities that surround them?
- What is the gap between teacher reports of test administration time and how district calendars report test administration time (see “Defining Test Time” inset)? And what explains the discrepancy?
What does measuring student growth look like in practice?
How do you know if a student is learning? Too often, we neglect this fundamental question in our ongoing debates about test scores, standards and student progress.
Time spent coaching teachers—especially in math—was associated with better student outcomes. So was time spent evaluating teachers and curriculum.
But informal classroom walkthroughs—the most common activity—were negatively associated with student achievement. This was especially true in high schools.
In a follow-up analysis, the researchers evaluated these data in light of what the principals said about how teachers view classroom walkthroughs. The negative association with student achievement was most evident where principals believed that teachers did not view walkthroughs as opportunities for professional development. (Other reasons for walkthroughs might be to ensure that a teacher is following a curriculum, or to be more visible to faculty.)
Video Infographic: Your Brain on Visualization | KISSMetrics
"Here are some interesting facts about infographics:
- High quality infographics are 30 times more likely to be read than text articles.
- 90% of information transmitted to the brain is visual, and visuals are processed 60,000 times faster in the brain than text.
- Infographics are 40 times more likely to be shared on social networks.”
Early warning systems to detect high-school dropouts are all the rage in education data circles. See this post on a new early warning system in Wisconsin. Like the Wisconsin example, most data systems focus on identifying middle-school students. But what if researchers could use grades, attendance and behavior data to identify at-risk students as soon as possible — as early as first grade?
The number of Americans graduating from college has surged in recent years, sending the share with a college degree to a new high, federal data shows.
Last year, 33.5 percent of Americans ages 25 to 29 had at least a bachelor’s degree, compared with 24.7 percent in 1995, according to the National Center for Education Statistics. In 1975, the share was 21.9 percent. The number of two-year college degrees, master’s degrees and doctorates has also risen recently.
The increases appear to be driven both by a sharp rise in college enrollment and by an improvement among colleges in graduating students.
What the overwhelming evidence really shows.
Recently she linked to at study by Net Impact that surveyed currently-enrolled college students and college-graduates across three generations Millennials, Gen Xers, and Baby Boomers. The questions focused on life goals and work priorities. They found significant differences between students and college grads, as well as interesting generational differences.
The truth is, it’s not so clear that we have an achievement problem.
- In one instance, U.S. 10th-graders scored comparably low internationally, and these PISA 2009 results were the major factor in our obsession with Finland.
- Yet, on the PIRLS 2011, a text of fourth-graders, the U.S. made dramatic gains across years and is up in the top 5 countries in the world in reading and our math scores are “indistinguishable” from Finland.
- A 2008 trend report on the U.S. NAEP test showed growth in reading for all tested groups: fourth-, eighth- and 12th-graders.
Stanford’s early adoption of online learning has given the university a head start not only with the classes per se but also with the information deriving from them.
They found that people take classes or stop for different reasons, and therefore referring globally to “dropouts” makes no sense in the online context. They identified four groups of participants: those who completed most assignments, those who audited, those who gradually disengaged and those who sporadically sampled. (Most students who sign up never actually show up, making their inclusion in the data problematic.) The point of all this is not simply to record who is doing what but to “provide educators, instructional designers and platform developers with insights for designing effective and potentially adaptive learning environments that best meet the needs of MOOC participants,” the researchers wrote.
New teachers become much more effective with a few years of classroom experience, but a working paper by a team of researchers suggests the most—and least—effective elementary teachers show their colors at the very start of their careers.
"When you look at teachers who in the future are low-performing, very few of those come from the initially highest quintile of performance, and the same is true in the opposite direction," Ms. Atteberry said. "We see that even more at the high end: Teachers who are initially highest-performing are by far the most likely to be in the highest quintile in the future."