Search arXivSearch

arXiv · 2004.04734

Learning as We Go: An Examination of the Statistical Accuracy of COVID19 Daily Death Count Predictions

Abstract

This paper provides a formal evaluation of the predictive performance of a model (and its various updates) developed by the Institute for Health Metrics and Evaluation (IHME) for predicting daily deaths attributed to COVID19 for each state in the United States. The IHME models have received extensive attention in social and mass media, and have influenced policy makers at the highest levels of the United States government. For effective policy making the accurate assessment of uncertainty, as well as accurate point predictions, are necessary because the risks inherent in a decision must be taken into account, especially in the present setting of a novel disease affecting millions of lives. To assess the accuracy of the IHME models, we examine both forecast accuracy as well as the predictive performance of the 95% prediction intervals provided by the IHME models. We find that the initial IHME model underestimates the uncertainty surrounding the number of daily deaths substantially. Specifically, the true number of next day deaths fell outside the IHME prediction intervals as much as 70% of the time, in comparison to the expected value of 5%. In addition, we note that the performance of the initial model does not improve with shorter forecast horizons. Regarding the updated models, our analyses indicate that the later models do not show any improvement in the accuracy of the point estimate predictions. In fact, there is some evidence that this accuracy has actually decreased over the initial models. Moreover, when considering the updated models, while we observe a larger percentage of states having actual values lying inside the 95% prediction intervals (PI), our analysis suggests that this observation may be attributed to the widening of the PIs. The width of these intervals calls into question the usefulness of the predictions to drive policy making and resource allocation.

Explore related subjects

Keep this discovery

BibTeXRIS

Roman Marchant, Noelle I. Samia, Ori Rosen, Martin A. Tanner, Sally Cripps. 2020-04-09. Learning as We Go: An Examination of the Statistical Accuracy of COVID19 Daily Death Count Predictions. https://arxiv.org/abs/2004.04734

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

The Design and Implementation of a Virtual Statistical Computing Lab to Teach R Coding to Introductory Statistics Students

Motivated by national calls for computationally enriched, data-centric instruction across the statistics curriculum, this study investigates the design, implementation, and impact of a Virtual Statistical Computing Lab (VSCL) integrated into an introductory statistics course at a medium-sized minority-serving university in the USA. The redesigned course embedded R-based coding through two virtual lab formats: Design I (a static Posit Cloud environment) and Design II (an interactive learnr-based interface). Using a quasi-experimental design across three instructional formats, traditional (no lab), Design I, and Design II, we evaluated students' conceptual learning gains, levels of data science (DS) readiness, and DS aspirations. The results indicated significant learning gains across all groups, with the highest gains observed in Design II. Students in both VSCL formats achieved greater gains in DS readiness than the traditional group, with Design II again yielding the largest gains across the demographic subgroups. Conversely, DS aspirations remained low or declined, suggesting a gap between skill acquisition and long-term interest. These findings highlight the value of structured, interactive computing environments in supporting statistical reasoning and building confidence in modern data tools. They also point to the need for intentional curricular bridges and career mentoring to help students translate early computing exposure into sustained academic and professional pathways in statistics and data science.

stat.OT

Statistical Theory in the Age of Machine-Assisted Mathematics: Rethinking How Theory Is Made and Taught

The computational revolution is advancing at an unprecedented pace. The combination of proof-assistant technologies and generative AI tools has recently enabled the solution of complex problems in pure mathematics at a scale that seemed unattainable only a few years ago. However, these technologies have not yet become standard tools in the development of statistical theory. In this paper, we do not present new theoretical results. Instead, we discuss five case studies involving classical problems in statistics and describe how they can be analyzed using a machine proof-checking. Our goal is not to propose a definitive workflow, but to stimulate reflection on how these technologies may transform theoretical research and advanced statistical education. We focus on two main aspects. First, statistical theory often compresses substantial mathematical content into expressions such as "under the usual regularity conditions". Formalization in a machine-verifiable language forces each assumption to be explicit, reveal hidden dependencies, and provide a deeper understanding of the formalized objects. Second, we argue that the statistical community could benefit from a collaborative effort to build repositories of formalized axioms, definitions, and theorems, supporting more precise and reliable theoretical developments. Finally, we discuss the role of these tools in graduate education. Just as high-level programming languages revolutionized empirical research by enabling rapid experimentation and prototyping, machine-assisted formalization may introduce a new paradigm for the development, verification, and communication of statistical theory.

stat.OT

Statistical Leadership of What? Statistics After AI

Statisticians have spent over a century arguing that we are more than calculators, usually by pointing to what else we know. AI is making that defense harder, since the list of what only statisticians can do grows shorter with each model release. AI makes claims cheap to generate and may eventually make the statistics behind them cheap too. However, a model cannot be answerable in the way that statistical practice requires. Statistical leadership then becomes a question of which claims we are there to answer for, including the ones we answer for in advance by building judgment into systems.

stat.OT