Journal of Statistics Education, Volume 19, Number 2(2011)

Measuring Skewness: A Forgotten Statistic?
David P. Doane
Oakland University
Lori E. Seward
University of Colorado
Journal of Statistics Education Volume 19, Number 2(2011),
www.amstat.org/publications/jse/v19n2/doane.pdf
Copyright © 2011 by David P. Doane and Lori E. Seward all rights reserved. This text may befreely shared among individuals, but it may not be republished in any medium without express
written consent from the authors and advance notification of the editor.

Key Words: Moment Coefficient; Pearson 2; Monte Carlo; Type I Error; Power;
Normality Test.

Abstract
This paper discusses common approaches to presenting the topic of skewness in the classroom,and explains why students need to know how to measure it. Two skewness statistics are
examined: the Fisher-Pearson standardized third moment coefficient, and the Pearson 2
coefficient that compares the mean and median. The former is reported in statistical software
packages, while the latter is all but forgotten in textbooks. Given its intuitive appeal, why did
Pearson 2 disappear? Is it ever useful? Using Monte Carlo simulation, tables of percentiles are
created for Pearson 2. It is shown that while Pearson 2 has lower power, it matches classroom
explanations of skewness and can be calculated when summarized data are available. This paper
suggests reviving the Pearson 2 skewness statistic for the introductory statistics course because it
compares the mean to the median in a precise way that students can understand. The paper
reiterates warnings about what any skewness statistic can actually tell us.

1. Introduction
In an introductory level statistics course, instructors spend the first part of the course teaching
students three important characteristics used when summarizing a data set: center, variability,
and shape. The instructor typically begins by introducing visual tools to get a “picture” of thedata. The concept of center (also location or central tendency) is familiar to most students andthey can easily see the “middle” or “typical” data values on a graph such as a histogram. The

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Journal of Statistics Education, Volume 19, Number 2(2011)

concept of variability (also dispersion or spread) is less familiar, but when shown histograms or
dot plots of different data sets on the same scale, students can usually identify which data sets
have more variability and which have less. The concept of shape is even less familiar thanvariability, but visual tools are again useful for comparing symmetric and asymmetric
distributions. Instructors can use examples familiar to students, such as ordering time atStarbuck’s or professional athletes’ salaries, as data sets that clearly exhibit asymmetrical
distributions.
Studies have shown (delMas, Garfield, Ooms, and Chance 2007) that students’ abilities to
describe and interpret a variable’s distribution from a histogram, in the context of the data, isquite high even before taking a first course in statistics. While qualitative descriptions of a
distribution are helpful for summarizing a data set, students eventually will be asked to use
statistics to numerically describe a distribution in terms of center, variability, and shape. Without
difficulty, they can see how the mean, median, and mode can indicate the center, and how
standard deviation and range can describe variability. But the terms skewness and kurtosis are
non-intuitive. Worse, skewness and kurtosis statistics and formulas are opaque to the average
student, and lack concrete reference points.
Cobb and Moore (1997, p. 803) note that “In data analysis, context provides meaning.” Realizing
this, over the past several decades, more and more instructors are using sample data arising fromreal (or realistic) scenarios. One result is that students are learning that perfectly symmetricalgraphical displays are hard to find. Even with the ability to verbally describe a distribution froma visual display, researchers have found (delMas et al. 2007) that students cannot translate theirunderstanding of shape when asked to compare numerical statistics such as the mean andmedian. Hence, measures of skewness are becoming more important (although many instructors
may reasonably conclude that kurtosis does not deserve extended discussion in a basic statistics
class). To answer this need, our paper suggests reviving an intuitive skewness statistic thatcompares the mean to the median in a precise way that students can understand.

2. Visual Displays
A textbook discussion would typically begin by showing the relative positions of the mean,
median, and mode in smooth population probability density functions, as illustrated in Figure 1.
The explanation will mainly refer to the positions of the mean and median. There may becomments about tail length and the role of extreme values in pulling the mean up or down. The
mode usually gets scant mention, except as the “high point” in the distribution.

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Journal of Statistics Education, Volume 19, Number 2(2011)

Skewed LeftLong tail points left

Symmetric Normal
Tails are balanced

Skewed Right
Long tail points right

Figure 1. Sketches showing general position of mean, median, and mode in a population.

Next, a textbook might present stylized sample histograms, as in Figure 2. Figures like these
allow the instructor to point out that (a) “symmetric” need not imply a “bell-shaped” distribution;(b) extreme data values in one tail are not unusual in real data; and (c) real samples may notresemble any simple histogram prototype. The instructor can discuss causes of asymmetry (e.g.,
why waiting times are exponential, why earthquake magnitudes follow a power law, why homeprices are skewed to the right) or the effects of outliers and extreme data values (e.g., how acustomer with a complicated order affects the queue at Starbuck’s, how one heart transplant
affects the health insurance premiums for a pool of employees).

Skewed Left

Symmetric

Skewed Right

One Mode

Bell-Shaped

One Mode

Two Modes

BimodalBimodalLeft Tail Extremes

Uniform (no mode)

Right Tail Extremes

Figure 2. Illustrative prototype histograms.

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Journal of Statistics Education, Volume 19, Number 2(2011)

Examples are essential. For example, Figure 3 shows 1990 data on death rates in 150 nations.
Depending on the binning, one may gain varying impressions of skewness. The instructor cancall attention, in a general way, to the fact that a larger sample size (when available) is more
likely to yield a histogram that reflects the true population shape (and allows for more bins in ahistogram).

Figure 3. Effect of histogram binning on perceived skewness (n = 150).

Other tools of exploratory data analysis (EDA) such as the boxplot or dotplot may be used toassess skewness visually. The less familiar beam-and-fulcrum plot (Doane and Tracy 2001)
reveals skewness by showing the mean in relation to tick marks at various standard deviations
from the mean, e.g., x  1s , x  2s , and x  3s . But the boxplot and beam-and-fulcrum displays
do not reveal sample size. For that reason, the dotplot is arguably a more helpful visual tool forassessing skewness. In Figure 4, all three displays suggest positive skewness.

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Journal of Statistics Education, Volume 19, Number 2(2011)

Figure 4. EDA plots can reveal skewness.

More sophisticated visual tests for symmetry and normality, such as the empirical cumulative
distribution function (ECDF) and normal probability plot (e.g., D’Agostino and Stephens 1986)
usually are covered later in the semester (if at all). An instructor who does not want to develop
the idea of statistical inference at this point can simply say that the current learning objective isto understand the concept of skewness, and to recognize its symptoms in a general way. Examquestions can then be based mostly on visual displays. That may be the end of the story.
Unfortunately, most students will say that the “data are skewed” if there is even the slightest
difference between the sample mean and sample median, or if the histogram is even slightly
asymmetric. They are thinking that the population cannot be symmetric if any differences exist
in the sample. Can the instructor allow such statements to pass without comment or correction?
Hoping to avoid a deep dive into statistical inference, the instructor could explain that, even insamples from a symmetric population, we do not expect the sample mean generally to be exactly
equal to the median, or the histogram to be exactly like the population. Simulation can be used toillustrate, perhaps by computing the mean and median from samples generated from the Excel
function =NORMINV(RAND(), μ, σ). The instructor can also remind the students that a histogram’s

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Journal of Statistics Education, Volume 19, Number 2(2011)

appearance varies if we alter the bin limits, so any single histogram may not give a definitive
view of population shape. But students like clear-cut answers. The next question is likely to be:“OK, but how big a difference must we see between the mean and median to say that the
population is skewed? Isn’t there some kind of test for skewness?”
Students who notice the skewness statistic in Excel’s Descriptive Statistics may ask more specificquestions. For example:“My sample skewness statistic from Excel is –0.308. So can I say that my sample of 12
items came from a left-skewed population?”“In my sample of 12 items, the sample mean 56.56 exceeds the sample median 53.83, yet
my skewness statistic is negative –0.308. How can that be?”3. Skewness Statistics
Since Karl Pearson (1895), statisticians have studied the properties of various statistics ofskewness, and have discussed their utility and limitations. This research stream covers more thana century. For an overview, see Arnold and Groenveld (1995), Groenveld and Meeden (1984),
and Rayner, Best and Matthews (1995). Empirical studies have examined bias, mean squared
error, Type I error, and power for samples of various sizes drawn from various populations. A
recent study by Tabor (2010) ranked 11 different statistics in terms of their power for detecting
skewness in samples from populations with varying degrees of skewness. MacGillivray (1986)
concludes that “…the relative importance of the different orderings and measures depends on
circumstances, and it is unlikely that any one could be described as most important …”. Henotes that describing skewness is really a special case of comparing distributions. This key pointis perhaps a bit subtle for students. Students (and instructors) merely need to bear in mind that
we are not testing for symmetry in general. Rather, the (often implicit) null hypothesis must referto a specific symmetric population. Because the most common reference point is the normal
distribution (especially in an introductory statistics class) we will limit our discussion
accordingly.
Mathematicians discuss skewness in terms of the second and third moments around the mean,
1 n
1 ni.e., m2   ( xi  x )2 and m3   ( xi  x )3 . Mathematical statistics textbooks and a few
n i 1n i 1
software packages (e.g., Stata, Visual Statistics, early versions of Minitab) report the traditional
Fisher-Pearson coefficient of skewness:

[1a]

g1 

1 n
 ( xi  x )3n i 1

m3
3/ 2
m23/ 2  1 n
2
(
x

x
)
n  i i 1
 .

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Journal of Statistics Education, Volume 19, Number 2(2011)

Following Pearson’s notation, this statistic is sometimes referred to as 1 which is awkward
because g1 can be negative. Pearson and Hartley (1970) provide tables for g1as a test for
departure from normality (i.e., testing the sample against one particular symmetric distribution).
Although well documented and widely referenced in the literature, this formula does notcorrespond to what students will see in most software packages nowadays. Major software
packages available to educators (e.g., Minitab, Excel, SPSS, SAS) include an adjustment for
sample size, and provide the adjusted Fisher-Pearson standardized moment coefficient1:nn xi  x 
G1 (n  1)(n  2) i 1  s  .
3

[1b]

In large samples, g1 and G1 will be similar. Few students will be aware of this formula because itis buried within the help files for the software. The formula for G1 is probably not even in the
textbook unless the student is studying mathematical statistics. However, this statistic is included
in Excel’s Data Analysis > Descriptive Statistics and is calculated by the Excel function=SKEW(Array), so it will be seen by millions of students. If students look up “skewness” inWikipedia, they will find a different-looking but equivalent formula:

[1c]



n
 1  ( xi  x )3 n(n  1)  n i 1

G1 
3 

n
2
n2
  1 ( x  x )2   .
i  n i 1 This alternate formulation (1c) has the attraction of showing that the adjustment for sample size
approaches unity as n increases. Joanes and Gill (1998) compare bias and mean squared error(MSE) of different measures of skewness in samples of various sizes from normal and skewed
populations. G1 is shown to perform well, for example, having small MSE in samples fromskewed populations.
Unfortunately, none of these formulas is likely to convey very much to a student. An ambitious
instructor can dissect such formulas to impart grains of understanding to the best students, while
the rest of the class groans as the discussion turns to second and third moments around the mean.
The resulting insights are, at best, likely to be short-lived. Yet once students realize that there is aformula for skewness and see it in Excel, they will want to know how to interpret it. The
instructor must decide what to say about a statistic such as G1 without spending more time than
the topic is worth. A minimalist might say that

Its sign reflects the direction of skewness.
It compares the sample with a normal (symmetric) distribution.

1

Not many years ago, computer packages reported g1without an adjustment for sample size. Although theadjustment is now incorporated in software packages, textbooks (with a few exceptions) do not report an adapted
version of the Pearson-Hartley tables. For that matter, many textbooks show no table of critical values at all.
Without a table, why even mention the sample skewness statistic?

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Journal of Statistics Education, Volume 19, Number 2(2011)




Values far from zero suggest a non-normal (skewed) population.
The statistic has an adjustment for sample size.
The adjustment is of little consequence in large samples.

Because it is used in Excel (millions of customers) let us look more closely at G1. An ambitious
instructor could introduce Table 1, showing critical values, here called a “90 percent range” toavoid introducing formal hypothesis testing terminology. Students can learn to use such a tableto decide whether or not the sample statistic is far enough from zero to conclude that the sample
probably did not come from a normal population. Because the table starts at n = 25, the instructor
can point out that skewness is hard to judge in smaller samples (a wide expected range for G1).
The instructor can also use the table to explain that, in samples from a normal population, theexpected range of G1 decreases as sample size increases (and conversely). The instructor should
also mention that G1 is not a general test of symmetry, because the table refers only to a normal
population.

Table 1. 90% range for sample skewness coefficient G1.
n

Lower Limit

Upper Limitn

Lower Limit

Upper Limit25-0.7260.726
90-0.4110.411
30-0.6730.673
100-0.3910.391
40-0.5940.594
150-0.3220.322
50-0.5390.539
200-0.2810.281
60-0.4960.496
300-0.2300.230
70-0.4620.462
400-0.2000.200
80-0.4350.435
500-0.1790.179
Source: David P. Doane and Lori E. Seward (2011), Applied Statistics in Business and Economics,
3e, (McGraw-Hill), p. 155. The table is adapted from E. S. Pearson and H. O. Hartley, Biometrika
Tables for Statisticians, 3rd Edition, Cambridge University Press, 1970, page 207 using an
adjustment for sample size. Values outside this range would suggest a non-normal population. Table
used with permission.

For example, G1 tells us that the death rate data for150 nations do not seem to be from a normal
distribution, because G1 = 0.735 is well outside the 90 percent range –0.322 to +0.322 for asample of n = 150. The value of G1 is shown in Excel’s descriptive statistics output shown in
Table 2. The G1 statistic is helpful in this example, because the visual displays (Figures 3 and 4)
do not appear strongly asymmetric. Further, the median (9.65) is arguably close to the mean
(10.47). Without G1 we might not detect skewness in the sample2.

2

Students who ask whether this is a sample or a population can be reminded that death rates for a nation aremeasured only at a given point in time, and so a given year’s data may be affected by transient factors. In this sense,
it resembles a sample from some kind of true, long-run steady state.

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Journal of Statistics Education, Volume 19, Number 2(2011)

Table 2. Excel’s descriptive statistics.
Death Rate Per 1,000
MeanStandard Error
MedianModeStandard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
SumCount

10.4680.37879.65
9.7
4.638121.512-0.03876
0.73465
21.5
2.3
23.8
1570.2150

A word about kurtosis is in order. Horswell and Looney (1993, p. 437) note that “Theperformance of skewness tests is shown to be very sensitive to the kurtosis of the underlying
distribution.” Few instructors say much about kurtosis, partly because it is difficult explain, butalso because it is difficult to judge from histograms. Kurtosis is essentially a property ofsymmetric distributions (Balanda and MacGillivray 1988). Data sets containing extreme values
will not only be skewed, but also generally will be leptokurtic. We cannot therefore speak of
non-normal skewness as if it were separable from non-normal kurtosis. The best we can do is tofocus on the skewness statistic simply as one test for departure from the symmetric normal
distribution3.
Because G1 is a common, well-documented statistic, why look further? There are three reasons:The mathematical form of this statistic is likely to be non-intuitive to a student, and may
be intimidating because of its mathematical complexity.
Its mathematical form fails to build on what was said previously about comparing themean and median, which in effect makes it seem to be a new topic entirely.
The formula only works if we have raw data x1, x2, …, xn. What if we only havesummarized data (mean, median, standard deviation) as in many textbook problems?

Older mathematical statistics textbooks (e.g., Yule and Kendall 1950; Kenney and Keeping
1954; Clark and Schkade 1974) refer to skewness measures that directly compare either the mean
and mode, or the mean and median. For empirical calculations, Yule and Kendall (1950, p. 161)
recommend using a statistic that compares the mean ( x ) and median (m):3

If we are mainly interested in testing for non-normality, there is a simple measure that can be computed fromsummarized data: the studentized range (xmax–xmin)/s. This test is attractive because it does not require raw data
(Tracy and Doane, 2005) and has good power.

9Journal of Statistics Education, Volume 19, Number 2(2011)[2]

Sk2  3( x  m)s.

The attraction of this statistic (henceforward the Pearson 2 skewness coefficient) is that it isconsistent with the intuitive approaches developed earlier. You can see its sign at a glance. Itshows how many standard deviations apart the two measures of center are. Hotelling andSolomons (1932) first showed that the statistic ( x  m) / s will lie between –1 and +1, so Sk2 will
lie between –3 and +3 (although, in practice, it rarely approaches these limits.)
This statistic is no longer seen in textbooks (based on our review of over 30 popular businessstatistics textbooks with recent copyrights) although it does show up in some Web searches (e.g.,
http://mathworld.wolfram.com). We can find no tables of critical values. Arnold and Groeneveld(1995) note that Sk2 has some desirable properties (it is zero for symmetric distributions, it isunaffected by scale shift, and it reveals either left- or right-skewness equally well). But two
issues must be examined before suggesting a revival of this intuitively attractive statistic: (1) weneed a table of critical values for Sk2, and (2) we should compare the power of Sk2 and G1.

4. Type I Error Simulation
We obtained preliminary critical values for Sk2 using Monte Carlo simulation with Minitab 16.
We drew 20,000 samples of N(0,1) for n = 10 to 100 in increments of 10 and computed thesample mean ( x ), sample median (m), and sample standard deviation (s). For each sample size,
we calculated Sk2 and its percentiles. Upper and lower percentiles should be the same except for
sign, so we averaged their absolute values (effectively 40,000 samples). Table 3 shows the 5%
and 10% critical values from our simulation.

Table 3. Monte Carlo estimates of percentiles for Pearson 2 skewness coefficient Sk2.
Sample Size
Percentile*
10
20
30
40
50
60
70
80
90
100
5% Upper*0.9629 0.7617 0.6433 0.5542 0.5062 0.4632 0.4371 0.4069 0.3851 0.3669
10% Upper* 0.7682 0.5967 0.5058 0.4374 0.3915 0.3605 0.3399 0.3167 0.3005 0.2865*Average of upper and lower absolute percentiles using 20,000 samples from N(0,1) using Minitab 16.

Figure 5 shows the upper percentiles for sample sizes 10 to 100. Sampling variation exists,
although the overall pattern is quite stable.

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Journal of Statistics Education, Volume 19, Number 2(2011)

Estimated Critical Values for Sk2
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00

5% Upper

10% Upper

0

10

20

30

40

50
60
Sample Size

70

80

90

100

Figure 5. Monte Carlo estimates of percentiles for Pearson 2 skewness coefficient.

To complete the analogy with G1, Table 4 shows a 90 percent range that makes it easier for
students to interpret (cf. Table 1). A footnote is placed in the table to make sure that it isinterpreted correctly.

Table 4. 90% expected range for Pearson 2 skewness coefficient Sk2.
n

Lower Limit

Upper Limitn

Lower Limit

Upper Limit

10–0.96360–0.463
0.963
0.46320–0.76270–0.437
0.762
0.43730–0.64380–0.407
0.643
0.40740–0.55490–0.385
0.554
0.38550–0.506100–0.367
0.506
0.367
Note: If your sample is from a normal population, the skewness coefficient Sk2 would fall within thestated range 90 percent of the time. Values of Sk2 outside this range suggest non-normal skewness.

The table for Sk2 can be turned into a decision diagram that students might find easier tounderstand, as in Figure 6. We only display sample sizes up to 100 because the diagram narrows
sharply and labeling becomes difficult (also because small samples are more common in theclassroom). A student can see that inferences for small samples are risky.

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Journal of Statistics Education, Volume 19, Number 2(2011)

Figure 6. 90% expected range for Pearson 2 skewness coefficient Sk2.
How do the simulated values of Sk2 compare with the simulated values of G1 for the same
samples? We used the R language with the CRAN library C1071 to simulate both Sk2 and G1 for
50,000 samples of sizes up to n = 200, with the results shown in Figure 7. Their similarity showsthat Sk2 is measuring the same thing as G1. In larger samples, the measures are almost identical.
The same stable pattern exists for other percentiles (not shown for simplicity).

Upper 5% for Sk2 and G1

1.20

Upper 5% for Sk2

1.00

Upper 5% for G1

0.80

0.60
0.40
0.20
0.00
0

50

100

150

200

Sample Size

Figure 7. Hartley-Pearson 5% critical values of G1 and Monte Carlo 5% estimates for Sk2.
Over many samples (as in our simulation) the tests will agree on average. But if G1 and Sk2 areso similar, isn’t it a tossup which we use? No, because Sk2 has more variability than G1. By
definition, Sk2 depends not only on the estimates x and s, but also on the sample median m. With
more sources of variation, we would therefore expect Sk2 to have lower power than G1. We will
now show that this is, indeed, the case.

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Journal of Statistics Education, Volume 19, Number 2(2011)

5. Type II Error Simulation
Type II error in this context occurs when a sample from a non-normal skewed distribution does
not lead to rejection of the hypothesis of a symmetric normal distribution. There are an infinite
number of distributions that could be explored, including “real world” mixtures that do notresemble any single theoretical model. Just to get some idea of the comparative power of Sk2 andG1, we will illustrate using samples from two non-normal, unimodal distributions


a mildly skewed distribution: χ2(5), anda highly skewed distribution: χ2(2).

These two populations are illustrated in Figure 8, along with the normal distribution. The scales
do not matter, because our two skewness statistics Sk2 and G1 are unit-free measures.

Figure 8. Three populations used in simulations.
For samples from χ2(5) (the middle figure) we would anticipate low power for any test of
skewness, because the population is only mildly skewed. As illustrated in Figure 9, even a fairly
large sample of 50 from χ2(5) can produce a histogram that might pass a visual test for normality.
However, in samples from χ2(2) (an exponential distribution) we would almost always expect
rejection of normal skewness (the third figure).

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Journal of Statistics Education, Volume 19, Number 2(2011)

Figure 9. Sample histograms (n = 50) from three populations.

Following the spirit of the Type I error simulations, we drew 10,000 samples of each sample size
from each non-normal population. For each sample, we calculated both Sk2 and G1. Using thepreviously-calculated percentiles for Sk2 and the known Hartley-Pearson percentiles for G1, we
counted the number of samples that would lead to rejection of the hypothesis of a symmetricnormal population. We then computed the empirical power of each statistic. These results areshown in Table 5. Although our power simulations are not directly comparable to those by Tabor(2010), we did confirm Tabor’s 0.64 power for Sk2 under his experimental setup with n = 10
from (1) at α = .05.

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Journal of Statistics Education, Volume 19, Number 2(2011)

Table 5. Monte Carlo power for Sk2 and G1 for two non-normal right-skewed populations.
Sample Size2

Mildly skewed population: χ (5)

10

20

30

40

50

60

70

80

90

100

Sk2 rejections @  = .10

2,002

3,327

4,433

5,565

6,395

7,010

7,575

8,047

8,484

8,785

G1 rejections @  = .10 (adj)

NA

NA

7,263

8,415

9,119

9,506

9,753

9,874

9,945

9,970

G1 rejections @  = .10 (unadj)

NA

NA

7,357

8,457

9,137

9,520

9,759

9,874

9,945

9,970

Sk2 rejections @  = .10

3,917

6,331

7,847

8,808

9,398

9,674

9,797

9,902

9,948

9,976

G1 rejections @  = .10 (adj)

NA

NA

9,460

9,849

9,969

9,994

9,988

10,000 10,000 10,000

2Strongly skewed population: χ (2)G1 rejections @  = .10 (unadj)
NANA
9,497 9,856 9,970 9,994 9,989 10,000 10,000 10,000
Based on 10,000 samples using Minitab Version 16. Tests are two-tailed using  = .10, i.e., reject normal (symmetric)
distribution if the test statistic exceeds the .05 critical value in either tail.

The adjustment in the Hartley-Pearson critical values makes little difference for the sample sizes
we are considering, so Figure 10 only compares power for Sk2 with power for G1. In samples
from 2(5), neither test performs well in small samples. However, G1 is clearly superior, its
power quickly approaching1.00, while Sk2 barely exceeds .80 for the largest sample size shown.
In samples from (2), both tests perform well beyond n = 50. However, Type II error for G1
approaches zero for n = 70 or greater while Sk2 approaches power of 1.00 more slowly.

Empirical Power at  = .10 for Sk2 and G1 for  2(5)Empirical Power at  = .10 for Sk2 and G1 for  2(2)

1.20

1.20

1.00

1.00

0.80

0.80

0.60

0.60

Using Sk2

0.40

Using Sk2

0.40

Using G1 (adjusted)

0.20

Using G1 (adjusted)

0.20

0.00

0.00
0

10

20

30

40

50
60
Sample Size

70

80

90

100

0

10

20

30

40

50
60
Sample Size

70

80

90

100

Figure 10. Empirical power based on 10,000 samples from skewed populations.

6. Summary and Conclusions
Visual displays (e.g., histograms) provide easily understood impressions of skewness, as docomparisons of the sample mean and median. However, students tend to take too literal a view ofthese comparisons, without considering the effects of binning or the role of sample size. The
moment coefficient statistic G1 is widely available, but is not easily interpreted and its tables are
not available in textbooks. In contrast, the Pearson 2 skewness statistic Sk2 has strong
pedagogical appeal because it corresponds to the way we like to talk about skewness. It is easy to15

Journal of Statistics Education, Volume 19, Number 2(2011)

calculate and interpret as long as we have just three statistics (the sample mean, median, andstandard deviation). Further, Sk2 is the only way to measure skewness when we do not have theoriginal sample data x1, x2, …, xn.
We can create tables of critical values for Sk2 using Monte Carlo simulation to control Type I
error at any desired level. With such tables, interpreting Sk2 is as easy as interpreting G1. The
critical values of Sk2 and G1 lead to the same conclusion on average. The weakness of Sk2 is thatit lacks power. Perhaps this is why Sk2 has fallen out of favor in textbooks, although thisargument against Sk2 has not been forcefully articulated in the literature on teaching statistics.
Since many introductory textbooks do not mention these formulas or tables at all, it is hard toargue that G1 is a well-established benchmark in introductory textbooks, despite its undisputed
primacy in mathematical statistics. The tradeoff of lower power against increased comprehension
and ease of calculation may be worthwhile for classroom teachers. Regardless which statistic (ifany) we use to assess skewness, students should understand that a large skewness statistic casts
doubt on the normality of the population, and is not merely a test for skewness.

References
Arnold, B. C. and Groeneveld, R. A. (1995), “Measuring Skewness with Respect to the Mode,”
The American Statistician, 49, 34-38.
Balanda, K. P. and MacGillivray, H. L. (1988), “Kurtosis: A Critical Review”, The American
Statistician, 42, 111-119.
Clark, C. T. and Schkade, L. L. (1974), Statistical Analysis for Administrative Decisions, 2nded., South-Western Publishing Co., 42.
Cobb, G. W. and Moore, D. S. (1997), “Mathematics, Statistics, and Teaching,” The American
Mathematical Monthly, 14, 801-823.
D’Agostino, R. B. and Stephens, M. A. (1986), Goodness of Fit Techniques, Marcel Dekker,
Inc., 11-12 and 24-33.
delMas, R., Garfield, J., Ooms, A., and Chance, B. (2007), “Assessing Students’ Conceptual
Understanding After a First Course in Statistics,” Statistics Education Research Journal, 6, 2858. http://www.stat.auckland.ac.nz/~iase/serj/SERJ6(2)_delMas.pdf
Doane, D. P. (2004), “Using Simulation to Teach Distributions, Journal of Statistics Education,
12, 1-21. www.amstat.org/publications/jse/v12n1/doane.html
Doane, D.P. and Seward, L.E. (2011), Applied Statistics in Business and Economics, 3rd ed.,
McGraw-Hill/Irwin,154-156.
Doane, D. P. and Tracy, R. L. (2000), “Using Beam and Fulcrum Displays to Explore Data,” The
American Statistician, 54, 289-290.

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Groeneveld, R. A. and Meeden, G. (1984), “Measuring Skewness and Kurtosis,” Journal of theRoyal Statistical Society. Series D (The Statistician), 33, 391-399.
Horswell, R. L. and Looney, S. W. (1993), “Diagnostic Limitations of Skewness Coefficients in
Assessing Departures from Univariate and Multivariate Normality,” Communications in
Statistics: Simulation and Computation, 22, 437-459.
Hotelling, H. and Solomons, L. M. (1932), “The Limits of a Measure of Skewness,” The Annalsof Mathematical Statistics, 3, 141-142.
Kenney, J. F. and Keeping, E. S. (1954), Mathematics of Statistics, Part One, 3rd Edition, D.
Van Nostrand and Company, Inc., 99-103.
Joanes, D. N. and Gill, C. A. (1998), “Comparing Measures of Sample Skewness and Kurtosis,”
The Statistician, 47, Part 1, pp. 183-189.
MacGillivray, H.L. (1986), “Skewness and Asymmetry: Measures and Orderings,” The Annals of
Statistics, 14, 994-1011.
Pearson, K. (1895), “Contributions to the Mathematical Theory of Evolution, II: Skew Variationin Homogeneous Material,” Transactions of the Royal Philosophical Society, Series A, 186, 343414.
Pearson, E. S. and Hartley, H. O. (1970), Biometrika Tables for Statisticians, 3rd Edition,
Cambridge University Press, 207.
Rayner, J. C. W., Best, D. J., and Matthews, K. L. (1995), “Interpreting the Skewness
Coefficient,” Communications in Statistics – Theory and Methods, 24, 593-600.
Tabor, J. (2010), “Investigating the Investigative Task: Testing for Skewness - An Investigationof Different Test Statistics and their Power to Detect Skewness,” Journal of Statistics Education,
18, 1-13. www.amstat.org/publications/jse/v18n2/tabor.pdf
Tracy, R. L. and Doane, D. P. (2005), “Using the Studentized Range to Assess Kurtosis,”
Journal of Applied Statistics, 32, 271-280.
Yule, G. U. and Kendall, M. G. (1950), An Introduction to the Theory of Statistics, 3rd edition,
Harper Publishing Company, 162-163.

David P. Doane
Department of Decision and Information Sciences
Oakland University
Rochester, MI 48309-4493
Voice: 248.370.4002

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Journal of Statistics Education, Volume 19, Number 2(2011)

Fax: 248.370.4275
mailto:Doane@oakland.edu
Lori E. Seward
Leeds School of Business
University of Colorado
Boulder, CO 80309-0419
Voice: 303.492.3866
mailto:Lori.Seward@colorado.edu

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