Course Standards

2025-2026 Academic Year

CS31 SAS Base Programming

Course Type: Adopted

Standard/Objective Number	Standard/Objective	Course Weight	RBT Designation
1.00	Understand SAS essentials.	10%	B2 Understand Conceptual
1.01	Understand SAS the company and SAS the programming language, and why SAS programming knowledge is valuable.	2%	-
1.02	Navigate the SAS Studio Interface.	1%	-
1.03	Understand the Data Analysis process and course data.	2%	-
1.04	Understand SAS Programming tools, submit a SAS program and examine the SAS log and results.	2%	-
1.05	Understand SAS syntax by identifying SAS programming steps and applying syntax rules.	3%	-
2.00	Apply SAS tools to access data.	6%	C3 Apply Procedural
2.01	Identify different types of data, parts of SAS tables, variable types, and how missing data is stored in SAS.	2%	-
2.02	Utilize libraries to access excel and SAS Data.	2%	-
2.03	Utilize import procedure to read unstructured data.	2%	-
3.00	Apply SAS tools to validate data.	8%	C3 Apply Procedural
3.01	Utilize SAS procedure to explore and validate data.	2%	-
3.02	Utilize WHERE statement to filter rows and observations.	4%	-
3.03	Utilize SAS formats to change display format of column and variable values.	1%	-
3.04	Utilize Sorting procedure to order and remove duplicates from data.	1%	-
4.00	Apply steps to prepare data for analysis.	8%	C3 Apply Procedural
4.01	Utilize various methods to subset data and conditional processing to obtain results.	3%	-
4.02	Construct new columns with the assignment statement.	3%	-
4.03	Utilize “if-then-else” logic to conditionally process data.	2%	-
5.00	Apply procedures to report on data.	8%	C3 Apply Procedural
5.01	Apply titles, footnotes, and column labels in print procedure to enhance report listings.	3%	-
5.02	Utilize FREQ procedure to calculate column frequencies.	3%	-
5.03	Utilize MEANS procedure to calculate summary statistics.	2%	-
6.00	Apply steps and procedures to export results.	5%	C3 Apply Procedural
6.01	Select EXPORT procedure to export SAS data to other file types.	2%	-
6.02	Utilize ODS statement to export reports to pdf or MS Office applications.	3%	-
7.00	Apply SQL in SAS.	5%	C3 Apply Procedural
7.01	Utilize SQL procedure to read SAS data.	3%	-
7.02	Utilize SQL procedure to join SAS tables.	2%	-
8.00	Apply data step processing.	8%	C3 Apply Procedural
8.01	Utilize data step options to control read/write on SAS data.	4%	-
8.02	Utilize explicit output statements to direct observations to multiple SAS tables.	4%	-
9.00	Apply procedures to summarize data.	7%	C3 Apply Procedural
9.01	Utilize the RETAIN and SUM statements to create accumulating totals.	3%	-
9.02	Utilize the BY statement to process data by grouping column(s).	4%	-
10.00	Apply processes to manipulate data with functions.	14%	C3 Apply Procedural
10.01	Understand syntax for SAS functions and call routines.	2%	-
10.02	Utilize SAS numeric and date functions to calculate new columns.	4%	-
10.03	Utilize SAS character functions to read character data.	4%	-
10.04	Utilize PUT and INPUT functions to change column type.	4%	-
11.00	Apply processes to create custom formats.	6%	C3 Apply Procedural
11.01	Utilize the FORMAT procedure to create custom formats.	3%	-
11.02	Utilize the FORMAT procedure and existing SAS tables to create custom formats.	3%	-
12.00	Apply processes to combine tables.	7%	C3 Apply Procedural
12.01	Utilize the SET statement to concatenate SAS tables with similar columns.	1%	-
12.02	Utilize the MERGE statement to merge SAS tables with common columns.	3%	-
12.03	Utilize the IN= option to identify matching and nonmatching rows in merged tables.	3%	-
13.00	Apply processes for repetitive codes.	5%	C3 Apply Procedural
13.01	Utilize iterative DO LOOPS to perform repeated calculations.	3%	-
13.02	Utilize iterative DO LOOPS with conditional logic for stopping execution.	2%	-
14.00	Apply procedures for restructuring data.	3%	C3 Apply Procedural
14.01	Utilize the DATA step to restructure a SAS table.	1%	-
14.02	Utilize the TRANSPOSE procedure to restructure a SAS table.	2%	-

Essential standards (highlighted in gray below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in gray below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information

Standard/Objective Number: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
Standard/Objective: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.