First Person Spring ’26

From co-chairing a National High School Sports Analytics Association (NHSSAA) to teaching baseball analytics in public libraries, Ginny Choe ’27 is expanding who has access to the analytical side of sports. As a leader in the growing field of high school sports analytics, she combines technical skill with a deep belief in community, mentorship, and representation. Her story is one of learning by doing—and bringing others along in the process.

When did baseball first become more than a game/something you wanted to understand on a deeper level?

I’ve always enjoyed the statistical aspect of baseball (my dad and I always had fun working through numbers and stats together), but after I stopped playing in freshman year, I used analytics as a way to grow closer to the game since I wasn’t playing anymore. Since then, I’ve learned so much about the game that I never knew while playing, and it’s changed how I watch and think about every game.

What drew you to analytics, and how did you start seeing data as a form of storytelling rather than just numbers?

My dad and I always watched baseball and talked analytics together, so it always seemed natural to me. We used to have a chart that had both the expected runs and probability of scoring of every single offensive scenario. I remember I would take those charts while watching Red Sox games and try to calculate the probability or expected value of almost every inning. Many of these numbers I still have memorized (before the pitch clock was added, the expected value of a bases loaded no outs scenario is around 2.5). About that time is when I started to see analytics as a way of storytelling. I’ve learned about so many scenarios that seem baffling at first but, when looking at the statistics, are simple and seemingly obvious. Currently, one of the aspects of baseball that I find interesting is how the game is changing. Almost every single change that has happened over the last five years is explained by data. Pitcher’s starts being much shorter than they were ten years ago, for example, is backed up by tons of statistics that prove that pitchers get significantly less and less effective every inning that they pitch.

What gap did you see that led you to cofound and lead the National High School Sports Analytics Association, and what has surprised you most about building something national while still in high school?

The most surprising aspect of leading a high school sports analytics organization has been the support that we’ve received. I would say that around 90% of every speaker that we host has said the exact same thing: “I love what you’re doing because I would’ve loved this when I was in high school.” For me, not only is this impactful because our organization is creating opportunities for an under-resourced topic, but also because we are building a generation of analytical, thoughtful, and curious kids that are eager to join the sports community. The support that we’ve received from professionals who are also trying to build this type of community has been incredibly helpful for the organization, but also made me hopeful about the future of sports analytics.

What have you learned about leadership from running an organization that serves students across the country?

Using online resources for our events is the most helpful tool when serving students from across the country. My favorite events that we host are the free, virtual webinars that we run every four three. Students of all ages (middle school through adult) and from all over the country are able to access our webinars, resources, and contacts. Using the virtual format has grown our organization from a small, Boston only student organization to a larger group with contacts, committee members, and sponsors from around the world.

You’ve presented on topics like deferred money in baseball contracts—what excites you about exploring the business and strategy behind the sport?

Business and strategy of sports is, in my opinion, one of the most exciting aspects because it's one of the only things that a non-athlete or coach can “control.” I’ve especially enjoyed business/strategy because it explains Red Sox (or other teams) managerial decisions. So, anytime that a team makes a certain decision, we can use logic and a little bit of math to understand why they did. It’s a fun puzzle that makes being a fan of a sports team more exciting and personal (and sometimes more painful!)

As an award-winning sports writer, how does writing help you make sense of analytics in ways that data alone can’t?

I have a few things to say about this. First, this is actually one of the major topics of conversation that I had with Michael Lewis, author of Moneyball, last March at the NHSSAA National Summit. One of the biggest takeaways that he emphasized was the idea that all good sports writing, no matter how analytical and detailed and mathematical, needs to have a story. Using Moneyball as an example, one of the major reasons that it became so popular was the fact that Billy Beane was the face of the book. By utilizing Beane and the Athletics’ story, Lewis was able to bring a much larger, analytical story to a broader audience. That, to me, is so powerful: being able to understand mathematical concepts that at first, just seem like numbers just by highlighting a story that brings it all together.

Regarding my own writing, I like to use writing to bring together the two sides of sports that I notice the most. With NHSSAA, I work a lot with numbers and stats, but truly, that is only part of the equation. There are so many other factors, player chemistry or leadership or psychology for example, that also play into the tiny details that statistics often exclude. As someone who spends so much time with numbers, I like to use my writing to highlight the two different sides of the same sport that impact specific plays or games. Analytics, despite its unbelievable impact on the game, is only theoretical. Players can get unlucky or distracted. Teams can go on insane winning streaks, not because they deserve it but because it just happened. As much as analytics has developed the game of baseball, there are so many factors that work in each play, and I try to use my writing to remind myself of this aspect of the game.

What has it meant to you to teach baseball analytics to younger players—especially girls—through library programs and community outreach?

Girls in sports is a really important and personal topic for me. I grew up playing baseball, which is one of the least progressive sports regarding female participation. When I stopped playing, I was overridden with guilt because I felt like I was giving up all of the progress that women like Justine Siegal had made in the sport. But what I’ve learned from being able to teach baseball analytics to young, female players is that growing the sport of baseball doesn’t just mean creating a professional league (which is happening in the summer of 2026!). It also means creating a generation of women ready to storm the entire sports industry, including statistics, managing, owning etc. Though I don’t play baseball anymore, being able to spread my love for the sport, and support the growing community of female baseball players is so special to me, and ultimately is the underlying motivation for most of the work that I do with NHSSAA.

When you look ahead, how do you imagine sports analytics continuing to shape your path—and what excites you most about what’s next?

What I love about sports analytics is that it’s not necessarily about sports! Every lesson that I’ve learned from studying the stats and extrapolating a prediction from them has taught me how to think analytically in everyday life. This is why sports analytics is such a special subject: it disguises critical thinking skills and analysis into a fun, community driven, accessible subject that engages students (including me!). I’m looking forward to sharing my story and my ideas through writing, and I hope that the critical thinking skills that I’ve gained over the last few years will help me no matter where I end up.