Knewton Challenge Discussion – GMAT Reading Comprehension (Efficient Market Hypothesis)

November 23rd, 2010

This is a Reading Comprehension question from the Verbal Final Challenge. So far, 53.1% of Knewton students have missed it. How would you approach it? (Stay tuned for another question from the same passage.)

Try it out, then share your answers, questions, and thought processes in the comments below. Remember, if you’re in our GMAT class now, add your teacher name and session to your comment (e.g., Zwelling, MW 1:30).

Update: When you have your answer, be sure to check out the video explanation below from our GMAT teacher Jess!

Here’s this week’s problem (get ready to read!):

Conventional wisdom holds that financial markets are informationally efficient—that stocks are always priced and traded at the intrinsic value of their underlying assets. Thus, investors cannot expect to achieve returns consistently in excess of average returns, given information that is publicly available at the time, without taking on large economic risks akin to gambling risks. In other words, one can only obtain higher returns by purchasing riskier investments, and not through expert timing or speculative stock selection. There are three major interpretations of this efficient market hypothesis: Weak Efficient Market Hypothesis (EMH), which holds that current prices for assets, such as stocks, bonds, and property, reflect all past prices, Semi-strong EMH, which argues that prices change instantly to reflect all new public information (such as news of a take-over or a change in fiscal policy), and Strong EMH, which claims that prices adjust perpetually to reflect hidden, insider information not yet made public.

Weak EMH holds that technical analysis, the analysis of past stock performance, will not consistently produce excess returns because future price movements are only determined by current share prices and information not contained in historical price data. Under this hypothesis, share prices demonstrate no serial dependencies (recognizable patterns) that can be exploited by investors. However, most financial analysts whose job it is to make recommendations about whether to buy, hold, or sell stocks point to research showing that some markets demonstrate trends, such as cycles, over time and moreover, that the longer the period of study, the higher the degree of trending.

Semi-strong EMH posits that prices adjust proportionally and near-instantaneously to reflect the most current public information. To disprove this hypothesis, analysts have looked for repeated or substantial changes immediately after an initial price change; these changes would indicate that there is some market reaction to the initial change leading to an adjustment period during which the market price of a stock and its true value are not perfectly matched. If it were found, this adjustment period could theoretically be capitalized upon through fundamental analysis—the assessment of market information—and strategic timing. Investors and computer scientists who recognize this possibility have constructed complex algorithms to discover opportunities for arbitrage, the practice of capitalizing on price differences between markets that may occur only for milliseconds.

Strong EMH claims that the market is perfectly efficient in terms of all private and public information. Investors who have consistently gained excess returns are often used as examples to disprove Strong EMH (and to prove that strategy can yield excess returns), though a solid refutation generally follows from proponents of Strong EMH: among thousands of investors, some will succeed based on pure chance, rather than expert stock selection, purchase timing, or discrepancies between the true and market values of stocks. Thus, proponents of Strong EMH claim, the fact that investors sometimes see high returns does not, in and of itself, disprove even the Strong EMH hypothesis.

According to the passage, someone who believes in the Weak Efficient Market Hypothesis would agree with all of the following statements EXCEPT

[A] One can only obtain higher returns by assuming more risk.
[B] Knowledge of historical price data will not significantly enhance an investor’s capacity to achieve excess returns consistently.
[C] Historical price data does not contain information that would determine future price movements.
[D] Technical analysis is not a productive strategy for gaining excess returns consistently.
[E] New market information concerning an important take-over would be immediately reflected in the current price of a share.

Good luck! And don’t forget to try the rest of our GMAT Challenge Discussions. When you have your answer, check out this video to see how you did:

GMATPrep Q&A: Correct Verb Tense on SC

November 23rd, 2010

In preparation for the sentence correction portion of the GMAT, let’s go over a great question asked by one our students, Mike, about an especially deceptive GMATPrep® SC problem. Mike’s question is about the proper use of the past perfect tense, which you’ll recall is used to indicate that one past event occurred before another past event. Try the question, then read on to see where Mike got tripped up:

His studies of ice-polished rocks in his Alpine homeland, far outside the range of present-day glaciers, led Louis Agassiz in 1837 to propose the concept of an age in which great ice sheets had existed in what are now temperate areas.

(A) in which great ice sheets had existed in now currently temperate areas
(B) in which great ice sheets existed in what are now temperate areas
(C) when great ice sheets existed where there were areas now temperate
(D) when great ice sheets had existed in current temperate areas
(E) when great ice sheets existed in areas now that are temperate

Do you have your answer? Then read on!

The problem with the original sentence is a matter of verb tense. Mike’s question: Why is “had existed” incorrect? The ice sheets existed in a time prior to the time when “his studies led Louis Agassiz in 1837 to propose…,” so shouldn’t the past perfect tense be used here?

Answer: This is a tricky tense issue and is a great example of how context determines verb tense. It is true that the ice sheets existed in a time prior to when “his studies led Louis Agassiz in 1837 to propose,” but that event does not factor into the tense relationship.

Agassiz proposed a theory that ice sheets used to exist in areas where they no longer do. The time relationship presented by the theory is between the present (“now”) and the past (“existed”). Since Agassiz compares the present to the past, the tense relationship should be the present tense and the simple past.

Yes, Agassiz proposed this theory in the past, but the time relationship within the theory’s claim is unchanged by when it was proposed. The past perfect is used when two past tense events are described and one must be distinguished from the other as having occurred first. This is not the case here.

To help clarify this concept, check out this example:

Yesterday, my friend told me that dinosaurs roamed the earth.

The dinosaurs’ roaming the earth occurred before my friend’s telling me, but we should not use the past perfect “had roamed” here because we are not distinguishing one as occurring first. My friend told me something that happened in the past, regardless of when he told me, so we use the simple past to describe this information.

Apart from the verb tense error, choice A is incorrect because “now currently” is redundant. In choice C, “where there were areas now temperate” is wordy and confusing. Choice D contains the adjective  ”current,” which should be the adverb “currently” since it’s modifying the adjective “temperate,” not the noun “areas.” In choice E, since “now” is an adverb, it should be placed immediately before or after “are,” the verb it modifies.

That just leaves choice B, the correct answer to this question.

So to Mike and his fellow studiers, remember that the past perfect is used to indicate deliberately that one event occurred before another event in the past.

B-School Profile: Columbia School of Business

November 23rd, 2010

Here at Knewton, we know that business school applications can be a lot of work. We’re eager to do everything we can to help simplify the process. While we can’t write your personal statement (keep dreaming!), we can do some of your b-school research.

In our new B-School Profiles series, we’ve compiled key deadlines, stats, and fun facts about MBA programs around the globe. We’ll be adding many more schools to the series as time goes on, so stay tuned!

Featured B-School

Columbia Business School

When to apply

Application Deadlines 2010 – 2011:

Early Decision application deadline: October 6, 2010
Merit fellowship consideration deadline: January 5, 2011
Regular Decision application deadline: April 13, 2011

Who gets in

Mean GMAT: Not provided
Median GMAT: Not provided
Acceptance Rates: 15%
Mean Age of Entering Class: 28

How it compares

Ranking: #7 (Businessweek), #9 (U.S News)

What it costs

Tuition: $100,852
Graduating Salary: $106,246

What the future holds

Alumni include Jeff Campbell (former CEO of Burger King), Jerome Chazen (co-founder of Liz Claiborne), James Gorman (CEO of Morgan Stanley), Henry Kravis (billionaire founder of Kohlberg Kravis Roberts & Co).

Where it is

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How to follow

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MBA News Roundup: The post b-school job market, application ethics, and a new online MBA

November 22nd, 2010

These days, more and more students are assessing how their educations will help them secure jobs. Future and current business school students are no exception.  In light of recent Class of 2010 job placement information, many b-school applicants are wondering if now is the best time to apply.  Find out more about this and other business school topics in this week’s MBA news roundup.

1. Apple iPad Enters the MBA Classroom

With lackluster results from using the Amazon Kindle in business school classes, some schools are turning to the iPad to replace textbooks and increase learning convenience.  Are there advantages of using the iPad over the Kindle or are either of these devices even necessary?

2. Kenan-Flager Announces Online MBA

MBA@UNC, launched by North Carolina’s Kenan-Flager Business School, will be an online MBA program that starts in July 2011.  Interested in applying?  Find out more in this Businessweek post.

3. The Personal Touch for Job-Seeking MBAs

These days, establishing relationships with career counselors are more important than ever.  With companies less than eager to sort through thousands of resumes, having a career counselor directly refer you can give you an advantage when landing your post-MBA career.  The Financial Times has more details.

4. Leak of Wharton’s Interview Questions Raise Ethical Issues

Admissions consultants with insider information on b-school interview questions are providing a major advantage for those who choose to purchase the service, but is this fair?  Read more about it in this Poets and Quants article.

5. The State of the 2010 MBA Job Market

Increased percentage of employment and higher starting salaries sound like good indicators of a better job market.  Read this International Business Times article for more details.

Remember to follow KnewtonGMAT on Twitter for more b-school updates!

Common Wrong Answers on the GMAT: True, but not the right answer!

November 22nd, 2010

There’s nothing more frustrating than preparing thoroughly for the GMAT critical reasoning section — poring over hundreds of complex arguments, wrapping your head around triple negations, learning to spot an assumption from a mile away — only to end up losing points for something as simple as not paying attention to the question stem.

Yet the shadowy figures behind the GMAT are bent on making sure you do just that, peppering assumption, strengthen, and weaken questions with answer choices that would be correct… if you were dealing with an inference question. Let’s take a look at an example:

In recent decades, the vast majority of construction companies have halted the use of asbestos for installation. During this same time period, word began to spread through various news media that long-term exposure to asbestos was causally linked to mesothelioma and other serious lung diseases. Therefore, the home building companies must have halted the use of asbestos in response to the new publicity given to its possible negative health consequences.

Which of the following, if true, most seriously calls into question the explanation above?

A: On average, fewer people are having homes built using asbestos insulation than in decades past.
B: People living in homes built with asbestos insulation may continue to experience health problems after the asbestos has been removed.
C: The use of asbestos insulation in industrial buildings has remained fairly constant, while its use in residences has sharply declined.
D: Sales of alternative insulation materials such as fiberglass have increased in recent decades.
E: Many alternative insulation materials that were previously prohibitively expensive have dropped considerably in price in recent decades.

If you dive right into answer choices after reading through the argument, Choice A might be really tempting. Since “the vast majority of construction companies” have stopped using asbestos, it is logically inferable from the argument that “on average” fewer people are using it in building their homes. In fact, Choice A would probably be the correct answer if this were an inference question — but it’s not!

In the Knewton course, A is a tricky answer choice that we mark with the label, “True according to the passage, but doesn’t answer the question.” The GMAT designers include it to tempt test-takers who might recognize the statement as logically true, but not notice that it doesn’t serve the purpose of weakening the argument. They even made it choice A to catch your eye, while burying the right answer further below!

The best way to avoid a “True but not correct” trap answer is to read the question stem first. This will let you know exactly what to look for as you read, whether it’s an assumption, a strengthener, a weakener, or an inference. Besides helping you avoid this particular wrong answer trap, it will also help you identify and ignore extraneous information as soon as you see it, leaving your mind less cluttered.

Now let’s go back and re-read the question stem above. The phrase “calls into question” tells you that your job is to weaken the argument.

When attempting to weaken an argument, it helps to identify the assumption it relies on and think of a way to deny it. A quick read through this argument should show you that it is a causal argument; it presents evidence that two facts are correlated (asbestos is recognized as dangerous, the use of asbestos declines) and then draws the conclusion that one fact must have caused the other (x causes y).

Whenever an argument says that x causes y, it makes the assumption that y does not cause x and that some unknown z does not cause y. In this case, it is assumed that awareness of the negative health consequences of asbestos (x) caused a decline in its usage (y). It doesn’t make much sense for y to cause x in this case, so you should look for an answer choice that says that some other factor (z) caused y. Choice E is correct.

So remember: Read the question stem first and know what you’re looking for.  This way,  trap answers won’t pop out at you as much just because they’re true according to the passage.

EdTech News Roundup – National Education Technology Plan and EdTech Pain Points

November 21st, 2010

This week’s EdTech roundup features important news about the release of the National Education Technology plan, as well as interesting articles about the “gamification” of education, edtech “pain points,” and much more.

1. Teachers Gather to Learn About Education Technology

The Fort Leavenworth Lamp explains how teachers in Kansas shared their insight and helpful resources with each other to promote the increased use of technology in the classroom.  A key advantage in using technology in the classroom, the article notes, is that students will develop crucial skills to thrive in today’s technology-advanced world.

2. The “Gamification” of Education

This Forbes.com post discusses how students’ ability to control and create games can encourage and promote learning.

3. 5 Challenges Faced in Competency-Based Design

Now, educators may be more aware of how the education system needs to change, but implementing these changes will not be easy. edReformer lists these changes and explains what needs to be recognized.

4. New National Education Technology Plan released

The National Education Technology Plan provides important information for how learning can and should change with the use of technology.  Read more about how certain longstanding understandings of concepts in education are about to change in our blog post here.

5. The Biggest Ed-Tech “Pain Points” – and How to Solve Them

Opportunities are numerous for increasing technology’s influence in the classroom, but when school administrators do not understand the benefits of these enhancements, these opportunities are missed.  This eSchoolNews article features one school admin who sees the importance of using advanced technology, but cannot control the school’s financial decisions to make this change.

Follow Knewton on Twitter for more Ed Tech updates!

How to study for the GMAT in 3 months

November 19th, 2010

Students often ask how much time they should spend studying for the GMAT. The short answer: there is no one size fits all solution. That said, at Knewton we generally recommend a prep period of around three months. It’s enough time to build a solid foundation in every key area of GMAT study, but not so long that you burn out by the time exam day rolls around.

If a 3-month study schedule is something you’re considering, here are some guidelines and tips for spending your time:

Week 1: Take a diagnostic practice test to see where you stand overall.  Learn the basic parameters of each section including scoring and question types.

Weeks 2 – 4: Do as many practice problems as possible for each section and read explanations for any wrong answers. The goal is not just to see whether you are better at Verbal or Quant, but specifically which sections (Critical Reasoning, Sentence Correction) and which question types (strengthening arguments, usage of idioms) are the most difficult for you.

Weeks 4 – 8: Now that you have a lot of practice questions under your belt, you want to focus on the bigger ideas behind them. If Sentence Correction is killing you, work through a good guide to essential GMAT grammar rules. If Data Sufficiency algebra is your weak spot, then crack open a math textbook and brush up on your fundamentals. During this middle phase you should keep doing practice problems for every section — not just the ones you struggle with! — but the real goal should be mastering the content.

Weeks 9 – 12: For the last month, focus on strategy. We recommend doing this last because strategies are what you will want to have in your head if you ever get stuck on the content of a question. Try plugging in numbers on the Problem Solving section. Work on sketching quick outlines for passages in RC. Practice negating assumptions in CR. These methods don’t involve mastery of any GMAT material, but they can save you serious time once you have them down.

In addition to strategy work, review any math or grammar content that still feels foggy during this period, and be sure to take one more practice test before the last week.

Final Week: The final week before the GMAT is best spent working on your timing strategies. Complete entire sections of the GMAT and time yourself so that you have a sense of how long you should spend on each question type. Don’t try to learn complex new math concepts or test-taking strategies during this period; instead, prepare yourself mentally and emotionally by getting more sleep and maintaining healthy eating habits. Shorten your study sessions and reduce your stress, but make time to review the essentials.

As you study, be sure to remember:

  • Consistency and routine are your friends. Try to study at the same time each day, and be sure to pace yourself. Studying every other night for between 45 minutes and two hours will allow for much more long-term retention of content than weekly cram-fests and all-nighters.
  • Try to cover each section every time you study. We definitely do not recommend spending a month solely on verbal and then a month on math. Follow up Critical Reasoning lessons with Data Sufficiency questions to keep everything fresh in your mind.
  • Focus on your weaknesses. While you certainly shouldn’t neglect math for verbal or vice versa, you may focus more on one section if you find that you lose considerably more points in that area.
  • Work repetition into your schedule. This will ensure whatever you learn at the start of the three months is still in your head at the end.
  • Don’t overemphasize practice tests. Full-length practice tests are an important part of any GMAT prep regimen, but it’s important not to overdo. One full test every other week is more than enough. Three tests over the course of three months is also a sensible structure. Don’t panic if you get a bad score on a practice test, nor celebrate too much if you get a good score on one. Whatever scores you find yourself getting, focus more on the questions you miss than on the actual score. The point of taking practice tests is to improve, not to predict the future.

Three months is enough time to complete a test prep course should you invest in one. If you’re self-studying, you can take a cue from the structure of an official class: Take your studies one “lesson” at a time, and spread your work out over several weeks. Pacing and structure are key.

Remember that even though you take the GMAT in one day, the score you get will largely be determined by decisions you made months prior regarding study plan and method.

Good luck!

MBA News Roundup – Business Week’s 2010 Rankings, post-MBA jobs, and a start-up success story

November 18th, 2010

January deadlines may seem far away, but if you’re applying to b-school this year, now’s the time to start pulling together those applications!  Check out this week’s MBA news roundup for the latest b-school rankings, post-MBA job stats, and answers to the biggest application question of all — is b-school worth it?

1. The Best Business Schools 2010

Businessweek recently released their list of top business schools in the U.S. and the world.  Did your top-choice school make the cut? Check out their profiles to compare the programs you’re considering.

2. B-School Startups: Stationery for the Forgetful Gentleman

Read this Businessweek article on how two UVA Darden School of Business students stumbled upon a great idea for a new company in the middle of their job search process.

3. Nine out of ten MBAs of 2010 had jobs at the time of graduating – GMAC survey

Pagal Guy interprets these recent findings from the GMAC survey.

4. Admission Q&A: Southern Methodist University

Businessweek interviews SMU’s director of admissions to learn more about the students at the school and their desire for a collaborative environment.

5. Your questions on MBA school application answered

Is an MBA worth the high cost?  Do employers still value the degree?  These answers and more can be found in this The Globe and Mail update with business school admissions officers.

Remember to follow KnewtonGMAT on Twitter for more b-school updates!

B-School Profile: Berkeley Haas

November 18th, 2010

Here at Knewton, we know that business school applications can be a lot of work. We’re eager to do everything we can to help simplify the process. While we can’t write your personal statement (keep dreaming!), we can do some of your b-school research!

In our new B-School Profiles series, we’ve compiled key deadlines, stats, and fun facts about MBA programs around the globe. We’ll be adding many more schools to the series as time goes on, so stay tuned!

Featured B-School

University of California at Berkeley (Haas School of Business)

When to apply

Application Deadlines 2010 – 2011:

Who gets in

Mean GMAT: 718
Median GMAT: 720
Acceptance Rates: 11%
Mean Age of Entering Class: 28

How it compares

Ranking: #10 (Businessweek), #7 (U.S News)

What it costs

Tuition: $77,548 (Resident), $94,715 (Non-Resident)
Graduating Salary: $108,428

What the future holds

Top recruiters for 2009 to 2010 include McKinsey & Co, Adobe Systems, Amazon, and Genetech. Haas alumni include Paul Otellini, (President and CEO, Intel), Arun Sarin, (former CEO, Vodafone), Deborah Gallegos, (Chief Investment Officer, New York City Comptroller’s Office), Barbara Desoer, (President, Home Loans and Insurance, Bank of America), and Scott Adams, (creator of Dilbert comic strip)

How it’s different

The unique culture at Haas is defined by the four guiding principles or components:

Question the status quo (an innovative leader will challenge convention, “taking intelligent risks and accepting sensible failures”)
Confidence without attitude (innovative leaders make decisions based on evidence and analysis, not arrogance)
Students always (innovative leadership demands “curiosity and lifelong pursuit of personal and intellectual growth”)
Beyond yourself (an innovative leader should also lead ethically and responsibly, considering the long-term effects of actions and decisions)

Where it is

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How to follow

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Want to know more?

What is a good SAT score?

November 18th, 2010

You work hard to maintain a good G.P.A. and spend a majority of your time outside of class doing homework and participating in a variety of extracurricular activities. Yet, as soon as you reach junior year of high school, all anyone seems to want to talk about is your SAT score.

If you’re like many of our SAT students here at Knewton, you’re probably wondering: How important is the SAT, and what is considered a good score?

These are tough questions to answer, and the most accurate response to both is probably, “It depends.” But don’t worry – we’re too nice to keep you hanging like that. Read on for insight on the importance of the SAT, and how to know what score to shoot for.

How important is the SAT?

Be sure to keep in mind that SAT scores are just one of many criteria used by admissions officers. Schools look at what classes you take in high school (what subjects, how many honors and A.P. courses, etc), and of course your grades for those classes. Colleges also look at things like admissions essays, teacher recommendations, extracurricular involvement, and/or interviews to help inform their decisions.

Among these criteria, however, SAT scores are unique in that they give schools a universal benchmark with which to compare applicants from all over the world. While a 3.5 G.P.A. may mean different things in different schools – depending on grade inflation, rigor, curriculum, etc. – a 2000 on the SAT is designed to mean the same thing no matter where or when the test is taken.

Some colleges put more weight on the SAT than others. In general, while the SAT isn’t everything, its importance should not be underestimated.

What is a good SAT score?

As you probably know, the SAT consists of three parts: Critical Reading, Mathematics, and Writing. The scores from each section range from 200 – 800. A 2400 constitutes a perfect score, and is very rarely achieved. In 2009, the average score in the U.S. was around 1500.

But you didn’t ask what the average score was; you asked what a good score was. Unfortunately, that question is impossible to answer in numerical terms. What constitutes a “good” SAT score really depends on where you want to go college.

While SAT scores alone will not get you into the college of your dreams, it’s important to find out the middle range of test scores for the schools you plan to apply to. Most schools will list these on their admissions website; you can also get more information from the College Board’s College Search feature. If your SAT score falls comfortably into or above the middle range, then admissions officers will likely look to other factors – GPA, recommendations, extracurricular involvement, etc. – to evaluate whether you’d be a good fit for their school. If your SAT score is much higher than the median score, it might tip the scales in your favor; conversely, if your score is significantly lower, it could have an adverse effect.

Worried that your scores aren’t up to your dream school’s standards? Consider re-taking the SAT. Dedicate yourself wholeheartedly to your SAT prep, do your best on test day, and keep your goals realistic. And remember: more important than getting into the most highly ranked college into the world is getting into the college that is best fit for you.

Take the time to create a diverse college list. Along with “target” and “safety” schools, feel free to apply to several “reach” schools, places where your SAT score might be slightly below the middle range. Again, SAT scores aren’t everything – stellar grades, solid community service involvement, or excellence in another area might make you a must-have candidate in spite of your standardized test performance.

Whether you score a 1600, 1900, or 2200 on the test, remember: these can all be “good scores,” as long as they allow you to continue your education.