| # | School | Team | A | B | TOT | |
|---|---|---|---|---|---|---|
| 1 |  |
Tufts University | Jumbos | 5 | 11 | 16 |
| 2 |  |
Boston University | Terriers | 10 | 10 | 20 |
| 3 |  |
Middlebury College | Panthers | 20 | 22 | 42 |
| 4 |  |
University of New Hampshire | Wildcats | 21 | 25 | 46 |
| 5 |  |
McGill University | Redbirds | 33 | 16 | 49 |
| 6 |  |
Massachusetts Maritime Academy | Buccaneers | 21 | 30 | 51 |
| 7 |  |
Bates College | Bobcats | 42 | 32 | 74 |
| 8 | |
University of New Hampshire | Wildkittens | 41 | 38 | 79 |
| 9 | |
University of New Hampshire | Wildmeece | 32 | 52 | 84 |
| 10 | |
Bates College | Tomcats | 60 | 44 | 104 |
| 11 |  |
Brandeis University | Judges | 60 | 60 | 120 |
| School | Team | R1 | R2 | R3 | R4 | R5 | TOT | Sailors | |
|---|---|---|---|---|---|---|---|---|---|
|
Tufts University | Jumbos | 1 | 1 | 1 | 1 | 1 | 5 | Rolfe Glover '16 Leah Fletcher '17 |
|
Boston University | Terriers | 2 | 2 | 2 | 2 | 2 | 10 | Erica Lush '14 Zachary Vickerson '16 |
|
Middlebury College | Panthers | 4 | 4 | 5 | 3 | 4 | 20 | Nathan Alexander '17 Peter Kerby-Miller '17 |
|
University of New Hampshire | Wildcats | 3 | 5 | 4 | 6 | 3 | 21 | Zachary Karakouzian '16 Emily Peabody '16 |
|
Massachusetts Maritime Academy | Buccaneers | 5 | 3 | 3 | 5 | 5 | 21 | Karl Ryder '16 Evan Sampou '17 |
|
University of New Hampshire | Wildmeece | 6 | 6 | 6 | 8 | 6 | 32 | Alison Deyett '17 Molly Ohman '15 |
|
McGill University | Redbirds | 7 | 7 | 8 | 4 | 7 | 33 | Holly Mcgarr '17 Amanda Ivey '17 |
|
University of New Hampshire | Wildkittens | 9 | 8 | 7 | 9 | 8 | 41 | Joshua Kegan '15 J. Devlin Keogh '16 |
|
Bates College | Bobcats | 8 | 9 | 9 | 7 | 9 | 42 | Connor Bair-Cucchiaro '15 Jacob Barbato '15 |
|
Bates College | Tomcats | DNS | DNS | DNS | DNS | DNS | 60 | No Show No Show |
|
Brandeis University | Judges | DNS | DNS | DNS | DNS | DNS | 60 | Sarah Hyman '15 Kaitlin Hulce '14 |
| Team | 1A | 2A | 3A | 4A | 5A | |
|---|---|---|---|---|---|---|
| Bates College Bobcats | 1 | 1 | 3 | 3 | 5 |
| Bates College Tomcats | 2 | 2 | 4 | 4 | 6 |
| Boston University Terriers | 4 | 4 | 6 | 6 | 8 |
| Brandeis University Judges | 3 | 3 | 5 | 5 | 7 |
| Massachusetts Maritime Academy Buccaneers | 7 | 7 | 9 | 9 | 11 |
| McGill University Redbirds | 5 | 5 | 7 | 7 | 9 |
| Middlebury College Panthers | 6 | 6 | 8 | 8 | 10 |
| University of New Hampshire Wildcats | 9 | 9 | 11 | 11 | 2 |
| University of New Hampshire Wildkittens | 10 | 10 | 1 | 1 | 3 |
| University of New Hampshire Wildmeece | 11 | 11 | 2 | 2 | 4 |
| Tufts University Jumbos | 8 | 8 | 10 | 10 | 1 |
| Team | 1B | 2B | 3B | 4B | 5B | |
|---|---|---|---|---|---|---|
| Bates College Bobcats | 2 | 2 | 4 | 4 | 6 |
| Bates College Tomcats | 3 | 3 | 5 | 5 | 7 |
| Boston University Terriers | 5 | 5 | 7 | 7 | 9 |
| Brandeis University Judges | 4 | 4 | 6 | 6 | 8 |
| Massachusetts Maritime Academy Buccaneers | 8 | 8 | 10 | 10 | 1 |
| McGill University Redbirds | 6 | 6 | 8 | 8 | 10 |
| Middlebury College Panthers | 7 | 7 | 9 | 9 | 11 |
| University of New Hampshire Wildcats | 10 | 10 | 1 | 1 | 3 |
| University of New Hampshire Wildkittens | 11 | 11 | 2 | 2 | 4 |
| University of New Hampshire Wildmeece | 1 | 1 | 3 | 3 | 5 |
| Tufts University Jumbos | 9 | 9 | 11 | 11 | 2 |
Orderliness is how tightly the finishing order followed the pre-regatta ratings, relative to a typical event (0). Positive is the favourites’ day: the ratings carried more weight than usual and the top seeds finished where expected. Negative is the underdogs’ day: the fleet compressed and the favourites came back to the pack. A value of ±0.03 means a rating gap counts about 2% more than on a typical day.
The breeze reading is the chart’s value at this regatta’s wind direction and speed (the star): this venue’s pattern of which directions bring order and which bring upsets, with breeze generally orderly and light air surprising. The fleet adjustment comes from the entry list: the stronger and more experienced the fleet, the more surprising the racing. How this is estimated · compare venues.
Short write-ups of what the ratings and results show, with the numbers and how they were computed.
