diff --git a/Koli_2017/Koli_2017_Stanger.tex b/Koli_2017/Koli_2017_Stanger.tex
index 80245a9..300d8fc 100644
--- a/Koli_2017/Koli_2017_Stanger.tex
+++ b/Koli_2017/Koli_2017_Stanger.tex
@@ -486,7 +486,7 @@
 
 Sixth, it could be that better performance occurred in years where the students were just more capable in general. We obtained annual GPA data for the students enrolled in each year, and computed the median as an indication of the general capability of the class. Looking at \cref{tab-data}, we can immediately see that the year with the best results (2013) was also the year with the second-lowest median GPA (3.2). Contrast this with the poorer performance in 2012, where the median GPA was 3.4. In both years that student mode was available, median GPA was lower than or the same as in most other years, yet performance was better than in years with higher median GPA. This argues against the idea that we simply had a class full of very capable students in the better performing years.
 
-Seventh, the timing of the assignment varied across the period, occurring either early (2012--2014), halfway (2009-2010), or late (2011, 2015--2016) in the semester, depending on the ordering of course content. The mean grade for early timing (77.0\%) was significantly higher than for both halfway (72.2\%, \(p \approx 0.019\)) and late (71.8\%, \(p \approx 0.013\)), while there was no significant difference between the halfway and late means. This suggests that scheduling the assignment early in the semester may have a positive effect on grades, and the period of early timing does overlap the period that student mode was available. However, as noted earlier there was a highly significant difference in mean between 2012 and 2013. There is also a smaller, but still significant difference in mean between 2012 and 2014 (\(p \approx 0.0015\)). We therefore conclude that while scheduling the assignment early in the semester may have had some positive effect on student performance, it does not explain all of the positive effect seen in 2013 and 2014.
+Seventh, the timing of the assignment varied across the period, occurring either early (2012--2014), halfway (2009--2010), or late (2011, 2015--2016) in the semester, depending on the ordering of course content. The mean grade for early timing (77.0\%) was significantly higher than for both halfway (72.2\%, \(p \approx 0.019\)) and late (71.8\%, \(p \approx 0.013\)), while there was no significant difference between the halfway and late means. This suggests that scheduling the assignment early in the semester may have a positive effect on grades, and the period of early timing does overlap the period that student mode was available. However, as noted earlier there was a highly significant difference in mean between 2012 and 2013. There is also a smaller, but still significant difference in mean between 2012 and 2014 (\(p \approx 0.0015\)). We therefore conclude that while scheduling the assignment early in the semester may have had some positive effect on student performance, it does not explain all of the positive effect seen in 2013 and 2014.
 
 Finally, perhaps the different weightings of the assignment (15\% in 2009--2010 vs.\ 10\% in 2011--2016) affected student motivation. It could be argued that the higher weighting in 2009--2010 provided a greater incentive for students to work more, as the potential reward was greater. If so, we should expect better performance in 2009--2010. Indeed, we do find this: the mean for 2009--2010 is 75.1\%, while that for 2011--2016 is 73.9\%, a statistically significant decrease (\(p \approx 0.034\)). However, since this change occurred well before our system was even conceived of, let alone implemented, it cannot be a factor in the improved performance seen in 2013 and 2014.