Is an understanding of culture beneficial to organisations Essay

Is an understanding of culture beneficial to organisations - Essay Example Days when organizations used to succeed even after overlooking cultural aspect are past us and either the hard way or the easy way (Punnett, 2010), organizations now understand that they no longer operate in closed systems nor do they have the same bargaining power (Martin, 1992). Customers and employees of today are not only more informed and educated but they also have much more options (Bond & Hwang, 1986; Luthans & Doh, 2008). Therefore, it is imperative for businesses to demonstrate a comprehensive understanding of the term organizational culture in which they are operating or else their workforce would not think twice before rejecting them ruthlessly (Punnett, 2010). In this regard, it is very imperative that organizational leaders must be aware about their own organizational culture that is a mixture of assumptions, values, artefacts, beliefs, principles, and customs in an organization (Alvesson, 2002). In addition, it is also important to understand that organizational cultur e takes time to spread or disseminate in the organizational culture, and at the same time, success of that culture relies heavily on the way culture disseminates downward or upward in an organization. One of the major reasons of such assumption is due to the fact that at many times, only inefficient dissemination of effective organizational culture results in failure (Brenton & Driskill, 2010), and thus, while it is important for organizations to have an understanding of its organization culture, it is also vital to ensure efficient implementation that is often missed out by the leaders in an organization. The fact is that we are living in a globalized world and never before in the human history has so many people from diverse cultures, traditions, customs, nationalities, ethnicities, races, colours, creeds and religions been brought together (Mullins, 2007). The only possible way to operate and succeed within this diverse globalized business environment is to gain an understanding of the local cultures and develop respectful attitudes towards them in own organizational culture (Luthans & Doh, 2008). There are several arguments in favor of organizations needing to understand culture but all of them, in one or the other, focus on the magnitude, on these differences and their implications on the workplace (Bond & Hwang, 1986). Perhaps, Hofstede conducted one of the most credible researches in this regard, highlighting these cultural differences amongst different countries in four dimensions related to workplace (Hofstede, 2001). These dimensions are of individualism vs. collectivism, power distance, uncertainty avoidance and masculinity vs. femininity but only the former two are discussed here (Luthans & Doh, 2008; Edfelt, 2009). The notion of individualism talks about the inclination of individuals to put their family members on priority in comparison to needs of the society; while on the other hand, collectivism is the notion that involves alignment of oneâ₠¬â„¢s needs in accordance with needs of the society (Mead & Andrews, 2009). In collectivism, it is more about societal exchange and social advantage in an interdependent manner rather than in isolation (Edfelt, 2009). Moreover, it has been observed that individuals in collectivism rely on their associations, as well as on decisions made by the group members. Unlike

Discuss the idea(s) developed by the author about the significance of Essay

Discuss the idea(s) developed by the author about the significance of our memory of the past - Essay Example Memories of the past especially regarding racialism and the white supremacy mentality are evident and still haunt Walt’s future. In other words, the belief that the white race was supreme than others, which was practiced and held for many years still haunts memories of the actor in his past. For example, the author indicates that though "Hmong might be good people," if they wanted anything fixed such as appliances or even cleaning up a yard or even ending the gang war that affect the society, they needed a white person to help and that the white may get away with anything thing. The racist mentality that was practiced in the past still haunts the author; he believes that the whites are supreme over other races in all aspects. The past beliefs in cultural superiority dictate his relationships with other races, which as the film illustrates prevents the author from establishing a cordial relationship with others. Understanding one another early enough dictate how people interact later in life and how this interaction impacts their lives. Walt’s memories of the good and meaningful life he had in the past as a soldier and with the family affects his life, considering he is now alone and in different settings. This makes Walt to sink deep into loneliness and reject any gesture that seeks to lift him from this life. For instance, his oldest son and his wife bring him a birthday gift to make his life better and cheer him up. However, his son’s motives are against Walt’s values and feelings. As a result, he rejects the gift and the suggestion of a retirement home. This suggests that everyone views life in a different and unique lens. In other words, there is a need to understand others and their needs to avoid conflicts. The fact that the two do not understand one another results into conflict. If the two had understood one another before, the son could have known what his fat her needed most at the time,

Investigating Corruption In The Construction Industry Construction Essay

Investigating Corruption In The Construction Industry Construction Essay Corruption is a longstanding issue within the Construction Industry worldwide. What Effects have the Recent Bidding Scandals had on the UK Construction Industry and what are their Implications for the Future Worldwide, the construction sector is regularly rated as one of the most corrupt industries and the UK has not escaped these unlawful practices. In fact, in 2006 the Chartered Institute of Building (CIOB) published a survey entitled Corruption in the UK Construction Industry, which showed that corruption was present to some degree in many areas of this sector and that more should be done to tackle this issue. The industry was further rocked by the Office of Fair Tradings (OFT) Investigation into Bid Rigging in the Construction Industry. This topic is current and on-going and the main focus of my project. The aim of my project is to investigate the widespread effects and outcomes of bid rigging on the UK Construction Industry and how companies can tackle such problems. Scandals have included many large, high profile companies within the UK, damaging both reputations and trust. The project concludes that corruption in the form of bid rigging appears to be long standing and endemic in the construction industry and, often, an acceptable practice. Even though legislation against such practices exists and new legislation has/is coming on stream, this has not managed to stamp out these illegal practices. If the UK finds it difficult to control corrupt practices with legislation in place it most certainly follows that worldwide where practices are not subject to the same legislation, the problem is huge. There is a need for monitoring, greater transparency and staying within the law. Introduction (292) There are many reasons why corruption takes place including greed, a lack of transparency and accountability, bureaucracy and a lack of law enforcement. Corruption is fuelled by the enormous sums of money involved in carrying out projects and wherever money changes hands practices are open to corruption. Corruption is illegal and causes serious problems. Corruption in construction takes many different forms, from bribery or misuse of power/position to obtaining large sums of money through fraud or other dishonest behaviour. In order to win contracts companies would normally not have won, corrupt practices take place. This has an effect on the decision making and independent processes and causes costs to rise. Corruption in the construction industry is a world-wide problem; it is not just confined to developing countries, as there is extensive evidence of corruption taking place in developed industrialised countries. The United Kingdom has extensive experience of corruption in the construction industry and, as a consequence, advanced systems of corruption have evolved. High profile, leading companies have been involved in corruption scandals provided by large public sector contracts being issued to the private sector, which often means that taxpayers are likely to have been massively overcharged. Politicians have been found guilty of improperly accepting cash from businesses. Scandals such as cash for amendments and cash for favours have been uncovered in recent years. Public sector contracts and concessions are the single greatest source of corruption in the UK and the majority of corruption cases in the UK are connected to the award of contracts. The use of illegal payments for contracts is widespread. A report by Transparency International listed the construction industry as the business sector most prone to bribery ahead of even the arms, defence, oil and gas industries. Research Review (2134) This review focuses on reliable primary and secondary sources. Very little speculative information has been used in this study. Corruption is an illegal practice and by its nature is difficult to establish and to accuse companies of such practices without circumstantial evidence would likely lead to cases of slander or libel as the companys reputation would be at stake. No company is going to admit freely to adopting an illegal practice. Speculative information is therefore in short supply. What is corruption? Corruption, with reference to the construction industry, is the abuse of power or resources for personal gain by extortion or offering bribes. This includes collusion, i.e. an agreement between two or more people. It is used to limit open competition by deceiving or defrauding others of their legal rights, leading to gaining an unfair advantage. In a Global Corruption Report produced by Transparency International in 2005 it was estimated that the cost of corruption in the UK could be circa  £3.75 billion per annum, a vast sum of money. At the time they drew up an anti-corruption code for individuals in the construction and engineering industry. Tendering The main purpose for the principal contractor, the sub contractors and suppliers is to win contract work on a competitive basis and to ensure that the profit margin placed within the tender is maintained or exceeded. If the reverse occurs, where a loss is made, it can be made up during the trading period of the company with other projects; however large losses cannot be maintained indefinitely and could lead eventually to the closure of the company. Some companies will submit to tender with no intention of winning the work, solely to maintain the reputation and references of their company. This can have adverse effects on smaller companies who need the work however are beaten by larger companies. There is a cost to the contractor for tendering. Construction firms have to survive in a high risk market and losing contractors lose their costs of tendering. Illegal Practices within the Construction Industry affecting the tendering process Cartel A formal agreement among competing firms to fix prices, marketing and production. [The European Unions competition law explicitly forbids cartels and related practices. Competition Act 1998 and Article 81 of the EU Treaty] Bid Rigging Bid rigging is a form of fraud in which a commercial contract is promised to one party even though several other parties also present a bid to make the process look acceptable. This is a form of price fixing and illegal in most countries, including the UK. Cover Pricing Cover pricing takes place when companies join together to overbid for a contract they have no intention of winning. One or more bidders tenders an inflated bid with an intention not to win the contract This is misleading to clients as it gives a false representation of the real extent of the competition as the client is unaware of the contact between the bidders and cheaper firms are less likely to be invited to tender. Often builders do this to avoid being taken off the tendering list of contractors. Compensation payments known as bungs may take place in exchange for a cover price Both these practices can have the effect of inflating the final contract price. Blacklisting A blacklist is a list or register of persons who, for one reason or another, are being denied a particular privilege, service mobility, access or recognition. SCANDALS Case Studies One very large scandal to hit the UK construction industry recently was the Office of Fair Tradings investigation into bid rigging and cover pricing. A primary source of information. The Office of Fair Trading (OFT) started one of the largest investigations in its history against the construction industry in April 2004. The investigation into the cartel behaviour which it claims artificially inflated the cost of  £3 billion of public and private sector contracts. 112 companies were accused of years of price fixing. It formally accused the industry of bid rigging and cover pricing, contrary to the Competition Act 1998. The contracts investigated included several public sector projects to build schools, hospitals, universities and social housing. This bid rigging often involved the use of false invoices. The OFT reported that in the course of its investigation it found evidence of cover pricing in thousands of tender processes in the construction industry involving many more than those named. The inquiry involved dozens of investigators and lawyers and firms had their offices raided during the process. The industry admitted privately that the practice of bid rigging and cover price fixing was widespread for some time before the OFT intervened. Among those named were large companies such as Carillion, Balfour Beatty and the Kier Group but many small family run businesses were also involved. The OFT had the power to fine the companies up to 10% of their global turnover for breaches of competition rules and several firms admitted their guilt in order to reduce their fines to 1% or 2% of turnover. The Information Commissioners Office (ICO), also a primary source of information, uncovered serious breaches of the Data Protection Act and served Enforcement Notices on 14 construction firms who had paid for illegal information on potential employees. Firms including Balfour Beatty and Laing ORourke paid annual fees of  £3,000 to obtain sensitive information on workers and over 40 construction companies were accused of flouting the law by paying for personal information on blacklisted construction workers. Construction firms would use the illegal list to vet potential new employees. The data included information on personal relationships, trade union activity and employment history. The ICO said that companies paid a  £3,000 annual fee to a firm known as the Consulting Association to use the service. Consulting Association was owned by Ian Kerr, who faced prosecution by the ICO for breaching the Data Protection Act. According to the ICO the firm operated for 15 years. Deputy Information Commissioner, David Smith, said: This is a serious breach of the Data Protection Act. Not only was personal information held on individuals without their knowledge or consent but the very existence of the database was repeatedly denied. The covert system enabled Mr Kerr to unlawfully trade personal information on workers for many years helping the construction industry to vet prospective employees. Smith said the ICO was considering what regulatory action to take against the construction firms who had paid for personal information from the blacklist. I remind business leaders that they must take their obligations under the Data Protection Act seriously. From 16 March the ICO said it will operate a dedicated enquiry system for people who believe personal information about them may be held on the database. Prosecutions for such corrupt activities are not new. A famous corruption case from the 1970s was the Poulson case, involving public works contracts, which led to the resignation of a Government Minister, the then Home Secretary, The Right Honourable Reginald Maudling. This case was very well documented legally and is a primary source of information. Architect John Poulson was jailed for five years in 1974 for corruption after being found guilty of bribing public figures to win contracts. After his business failed in 1972 an investigation showed it had been making payments to several MPs, police officers, health authorities and civil servants. This case was one of the longest for corruption in legal history. Scandal of  £19m rigged building tenders An investigation by the Office of Fair Trading found that two firms colluded with each other on tendering for the  £8.3m project to renovate Bradfords Eastbrook Hall. Bidding processes designed to ensure clients and, in many cases taxpayers, receive the best possible choice and prices were distorted, creating a real risk of increased prices. This decision sends a strong message that anti-competitive and illegal practices, including cover pricing, must cease. Five charged with corruption over  £66m engineering construction Five men have been charged with offences of conspiracy to corrupt following a two year investigation into allegations of corruption in the energy sector between January 2001 and August 2009 and it is alleged that inside information was being offered to companies bidding for contracts in high value engineering projects in return for a percentage of the contract value. The case will be heard during November 2010. Local examples Last year, Regional Development Agency Advantage West Midlands withheld  £511,046 of funding from Stoke-on-Trent council due to concerns over the procurement procedures of the North Staffordshire Regeneration Partnership (NSRP), for which Stoke-on-Trent Council is the accountable body. AWM finally released the money last month after NSRP agreed to address procurement issues over the engagement of consultants identified by an audit and independent review by KPMG. The council insisted that no deliberate wrong-doing had taken place. In March this year, Staffordshire Police began an investigation into the award of the contract to  demolish the former Westcliffe Hospital site, which was re-tendered following an internal investigation which found that the correct procedures had not been followed. The meeting also heard that the council had paid a company  £3.2 million for building maintenance over the past three years without tendering for the work. The above are a few example cases of which there are many. These practices have still taken place despite the existence of laws governing conduct. It is recognised that it is up to each individual company to comply with the law and there are severe penalties in force for those that do not. The UK construction industry is committed to compliance with UK and EU competition law. Competition helps to lower prices and give more choice. There are established laws in the UK on anti-competitive behaviour. The Competition Act 1998 This law prohibits anti competitive agreements such as cartels between businesses and also anti competitive behaviour. The OFT is there to enforce competition laws but does rely on complaints to help enforcement. A wide range of information published by the OFT is available to companies on the Competition Act. Enterprise Act 2002 This is an Act passed to give legal powers to the Office of Fair Trading, the Competition Appeal Tribunal and the Competition Service. à ¢Ã¢â€š ¬Ã‚ ¦to create an offence for those entering into certain anti-competitive agreements; to provide for the disqualification of directors of companies engaging in certain anti-competitive practices à ¢Ã¢â€š ¬Ã‚ ¦.. The Serious Fraud Office (SFO) Available advice from the SFO includes a list of corruption indicators. Some of these indicators can be applied to the construction industry both in the UK and worldwide. Abnormal cash payments Pressure exerted for payments to be made urgently or ahead of schedule Payments being made through 3rd party country, e.g. goods or services supplied to country A but payment is being made, usually to shell company in country B Abnormally high commission percentage being paid to a particular agency. This may be split into 2 accounts for the same agent, often in different jurisdictions Private meetings with public contractors or companies hoping to tender for contracts Lavish gifts being received Individual never takes time off even if ill, or holidays, or insists on dealing with specific contractors him/herself Making unexpected or illogical decisions accepting projects or contracts Unusually smooth process of cases where individual does not have the expected level of knowledge or expertise Abusing decision process or delegated powers in specific cases Agreeing contracts not favourable to the organisation either with terms or time period Unexplained preference for certain contractors during tendering period Avoidance of independent checks on tendering or contracting processes Raising barriers around specific roles or departments which are key in the tendering/contracting process Bypassing normal tendering/contractors procedure Invoices being agreed in excess of contract without reasonable cause Missing documents or records regarding meetings or decisions Company procedures or guidelines not being followed The payment of or making funds available for high value expenses or school fees etc on behalf of others. Another Act coming into force in April 2011 to help clean up corruption is the UK Bribery Act which will have a significant effect on the construction industry. The UK will reinforce its reputation as one of the least corrupt countries in the world, when the Bribery Act comes into force in April 2011. Such conduct is not without significant consequences. If such practices go undetected companies can benefit from huge financial rewards at the expense of the client or tax payer; if caught, the guilty can face huge fines or even imprisonment, not to mention tarnished reputations and blacklisting for breaching trust. Discussion/Development/Analysis (2518) What Effects have the Recent Bidding Scandals had on the UK Construction Industry and what are their Implications for the Future? An internal audit of building projects commissioned by Nottingham University Hospital NHS Trust in 2004 developed into a major OFT investigation with serious implications for the Construction Industry. This became the biggest investigation the OFT had ever conducted into cartels and price fixing. The OFT focused its investigation on approximately 240 alleged infringements even though evidence was uncovered on cover pricing being undertaken by many more companies. Evidence was uncovered on cover pricing in over 4000 tenders involving over 1000 companies. The effects of the scandal resulted in one hundred and three companies being implicated in the OFTs investigation into bid rigging, including some very high profile companies. This was scandalous as many of these projects were for the public sector, involving schools and hospitals. It was all the more scandalous as the companies involved were some of the biggest names in the construction industry Carillion, Balfour Beatty, Kier Group, Interserve and many more. In some cases the winning bidder made payments of several thousand pounds, known as compensation payments (kickbacks), to the others submitting high bids. Companies were visited under the Competition Act during the investigation and several of these companies admitted breaking the law and assisted in the investigation in the hope of their fines being reduced. Fines totalling c. £129.5 million were imposed on those companies involved in the scandal. The Kier Group received the largest fine at  £17.9 million. A table listing those involved and the amount of fines imposed is attached as Appendix 2. The construction industry showed it could not be trusted. The effect of the recent scandal has exposed high profile firms in the UK cheating. Until corruption is regulated in the UK/EU how can UK companies be expected to bid legally/successfully for overseas contracts? The companies that were found guilty of these offences also risked being barred from taking part in future contracts but Government intervention ensured that these firms were not blacklisted by the public sector and the OFT issued an information note for the guidance of those involved in procurement in the public and private sectors, which included a recommendation that these companies should not be automatically excluded from tendering in the future (see below). Extract: The OFT considers that the following factors are relevant to the above: The Parties have received significant financial penalties appropriate to the infringement findings in the Decision; It would be wrong automatically to assume that construction companies that are not named in the Decision have not also been involved in bid rigging; As a result of the OFTs investigation, the Parties can be expected to be particularly aware of the competition rules and the need for compliance and, if anything, are more likely to be compliant; and Many of the Parties have cooperated fully with the OFTs investigation and a significant proportion have taken measures to introduce or reinforce formal compliance programmes and to ensure that their staff are aware of their competition law obligations. For the avoidance of doubt, this recommendation is only intended to apply to this case. It should not be assumed that the OFT would take a similar view in future cases. Did the Government intervene due to the involvement of such high profile national companies? It certainly gave them a second chance. The fact that cover pricing has been common in the construction industry is certainly a contributory factor. The OFT operates a policy where financial incentives of up to  £100,000 are available in return for information on cartels and illegal practices. This, however, raises the issue of whistle blowing and protection for those who come forward with information. The recent bidding scandals have raised the profile of ethical conduct in the construction industry where many people did not realise that their unethical behaviour was a criminal offence which could also lead to losing their job or even their professional status. Not everyone was sympathetic to the bid rigging scandal. In 2008 Sir John Egan, who chaired the construction industry task force that produced the 1998 Egan Report (Rethinking Construction) was openly critical of the OFT investigation saying that public sector clients only had themselves to blame for the alleged bid riggings, blaming the culture of public sector lowest price procurement. I have little sympathy for government over this OFT investigation. What do they expect if they persist in procuring based on lowest price? I am very sad the public sector is still using this short cut approach. It is still procuring on lowest price and as long as this is the case, proper tendering cant happen. It is not illegal to submit an inflated bit but it is the communication between the bidder and its competitors that infringes the law. On a smaller scale following a discussion with the proprietor of a local building company, who preferred to remain anonymous, it was apparent that cover pricing was common even on a small scale. He admitted that he had obtained quotes from colleagues that enabled him to ensure he was submitting the lowest quote, usually in the case of insurance quotes or small works for local authorities and had provided quotes for colleagues in the same way.. However, in his defence, in the case of insurance claims he stated this was sometimes done on behalf of the client who wanted to ensure they secured the services of the contractor they knew and trusted by trying to ensure the preferred contractor submitted the lowest quote. It was also said that in hard times this act of cover pricing was seen as a survival technique and a way of keeping the business going. Collusion is not only confined to large companies. Small companies and the self employed are at a greater disadvantage when tendering due t o limited resources. On speaking to a Quantity Surveyor who works for a national company she told me that late bids were never considered and negotiations with tenderers was illegal. In order to achieve fair competitive tendering it is essential that any unauthorised amendments to or qualifications of the tender documents by a tenderer render the tender non-compliant and subject to rejection, although the tenderer should be given the opportunity to withdraw the amendments/qualifications and stand by his tender. It is also essential that unsolicited alternative bids, either in terms of price or time, are considered non-compliant and rejected. How might bid rigging be prevented? A tender is the construction industry method whereby clients choose the main contractor. The practice of building firms quoting for free is a problem. It takes a lot of time and effort to produce an accurate quotation. Costs for tendering for contracts that are not won have to be absorbed by the company at its own expense. Cover pricing has been seen as a means to ease the loss. For every amount lost in unsuccessful bids more work must be generated to cover those costs or the profit is lost through the lost tenders. Bid rigging has been seen as a method of compensation. Each construction project is individual and there is no guarantee to companies that they will win any work at all through the tendering process. Perhaps procurement policies and/or tendering processes are in need of overhaul as it is not the tender price that matters but the final building cost, which is subject to all manner of variations due to delays, weather, etc. The scandal of bid rigging and the subsequent high profile media coverage has undoubtedly affected client thinking. Firms should now be more aware that suspicion and whistleblowing has been made easier to act on, which may act as a deterrent. There are measures which can be promoted to try to combat the perceived need for bid rigging, although there is probably none so attractive as financial gain! One of the most obvious measures is regular and appropriate training which can be used on a local and national scale so awareness is raised as to what types of behaviour are illegal. This can also be used to reinforce moral obligation to do what is correct. Again, the self employed small contractor is highly unlikely to be able to afford the time or the additional cost for training. It maybe that small firms cannot bypass bid rigging. Where firms are able to employ professionals to prepare bids and tenders the likelihood of bid rigging reduces as they would run the risk of losing their professional status if found to be undertaking illegal practices. Practical steps can be taken to help reduce the risks, such as the use of non-collusion clauses and careful design of procurement processes. In 2009 the National Federation of Builders (NFB) and the UK contractors Group launched a competition law code of conduct (see extract below). This highlighted the need for construction companies to establish internal procedures to prevent anti-competitive practices. It remains to be seen whether this Code will have a lasting effect on contract practices. Codes have to be adopted together with training and evaluation on a continuing basis and made an integral part of the companys culture. The Competition Law Code of Conduct Extract The UK construction industry is committed to compliance with UK and EU competition law. The industry understands that the purpose of competition law is to preserve free, fair and efficient competition for the benefit of all companies operating in the industry and their clients. The industry agrees at all times to commit to ensuring the highest standards of competition law compliance within the sector by adhering in all of its business practices to the principle of fair competition and to ensure that construction companies do not engage in conduct which is anti-competitive. Construction companies must: not restrain competition amongst themselves through agreements, arrangements or understandings that restrict competition; bid for contracts and tenders independently from and without any agreement or arrangement with their competitors; or not exchange competitively sensitive information or engage in discussions that may lead to the co-ordination of competitive behaviour and, in particular, must not share information about current or future pricing intentions for tenders, or any element that might affect prices or pricing practices, including the exchange of cover prices. Construction companies understand that co-operation with a competitor is justified only under the exceptions permitted by the competition rules or where they have been expressly required to enter into such arrangements by the client, for example, certain joint ventures and framework agreements, in which case such arrangements will be fully disclosed to the client. The industry understands that each individual construction company is responsible for its own compliance with competition law and that the consequences of breaching competition law are severe including possible penalties, director disqualification, criminal sanctions and damages actions. Construction companies will therefore endeavour to: ensure that competition law compliance will be achieved through implementing effective competition compliance policies and guidelines throughout their businesses; and promote an understanding of and compliance with competition law throughout their supply chains, including with their sub-contractors. This may or may not prove to be effective in cleaning up the industry as it is non-binding. In the light of recent problems clients may not be happy with verbal reassurances on competition law compliance. An overhaul of tendering processes in light of new regulations could help to avoid bid rigging. The Organisation for Economic Cooperation and Development (OECD), together with the assistance of the OFT has issued the following best practice guidelines: Guidelines for Fighting Bid Rigging in Public Procurement Designing Tenders to reduce bid rigging Detecting bid rigging in public procurement A checklist includes: Bids received at the same time or containing similar or unusual wording. Identical prices. Bids containing less detail than expected. The likely bidder failing to submit a bid. The lowest bidder not taking the contract. Bids that drop on the entry of a new or infrequent bidder. The successful bidder later subcontracting work to a supplier that submitted a higher bid. Expected discounts suddenly vanishing or other last minute changes. Suspiciously high bids without logical cost differences (e.g. delivery distances). A bidder betraying discussions with others or with knowledge of previous bids. The construction industry has been badly affected by the recession and competition is fierce. It has put itself in the spotlight and faces further scrutiny. It may be sensible for companies to carry out their own evaluation of project procurement to check for any anti-competitive behaviour. Corruption has a cost both in terms of reputation and uneconomic projects, raising the cost to the client. The Future The OFT also published a report in June of this year on the evaluation of the impact of its investigation into bid rigging in the construction industry. The research was based on surveys of construction contractors and procurers; first phase 2008 and second phase 2010. Nine in 10 construction firms now recognise that bid rigging, including cover pricing, is a serious breach of competition law with associated penalties. Approximately two in three procurers have introduced a new mechanism in the last two years to detect or prevent anti-competitive practices. A recognised way forward is the adoption of a company competition compliance policy to minimise risk, together wit

An Inspector Calls by J.B. Priestley :: Papers

An Inspector Calls by J.B. Priestley The author of this play is John Boynton Priestley. The Inspector Calls is set out in 1912, around two years before the outbreak of the Fist World War. Looking back on it now, or the perspective of 1945 when the play was actually produced in the Edwardian era. Priestly uses this era to show irony because in the play he talks about the Titanic not sinking and a war never occurring again. This was very ironic especially to the audience in 1945 because they would already know that the Titanic had sunk and had also experienced wars between the time the play was set and the time it was produced. In this play there is a rich, upper class family who were named the Birlings. In this family there was money the minded father of the family called Mr Birling and his wife. They had two children in the name of Eric and Sheila. Sheila was engaged to a rich man's son called Gerald Croft. This play is all about a suicide case involving this family. An officer who is called Inspector Goole is investigating the case. He is a hard talking inspector, who is trying to find out why Eva Smith (the person who committed suicide) took her life. In this essay I will examine how Priestly ends each act on a note of high drama. I will look at how the tension builds up and will describe how priestly leaves the audience plenty to think about during the ends of the acts and during the invitation. At the end of act one Gerald admits that he knew Daisy Renton (Eva Smith). He only says that he knew her and was hesitant to go on and explain how he knew Eva. "All right. I knew her. Lets leave it at that" After Gerald says that sentence tension begins to build between him and Sheila. Priestly presents this drama and tension by building it up gradually in the conversation. Tension is very high and increases hen Sheila figures out what the relationship between Gerald and Eva was. An Inspector Calls by J.B. Priestley :: Papers An Inspector Calls by J.B. Priestley The author of this play is John Boynton Priestley. The Inspector Calls is set out in 1912, around two years before the outbreak of the Fist World War. Looking back on it now, or the perspective of 1945 when the play was actually produced in the Edwardian era. Priestly uses this era to show irony because in the play he talks about the Titanic not sinking and a war never occurring again. This was very ironic especially to the audience in 1945 because they would already know that the Titanic had sunk and had also experienced wars between the time the play was set and the time it was produced. In this play there is a rich, upper class family who were named the Birlings. In this family there was money the minded father of the family called Mr Birling and his wife. They had two children in the name of Eric and Sheila. Sheila was engaged to a rich man's son called Gerald Croft. This play is all about a suicide case involving this family. An officer who is called Inspector Goole is investigating the case. He is a hard talking inspector, who is trying to find out why Eva Smith (the person who committed suicide) took her life. In this essay I will examine how Priestly ends each act on a note of high drama. I will look at how the tension builds up and will describe how priestly leaves the audience plenty to think about during the ends of the acts and during the invitation. At the end of act one Gerald admits that he knew Daisy Renton (Eva Smith). He only says that he knew her and was hesitant to go on and explain how he knew Eva. "All right. I knew her. Lets leave it at that" After Gerald says that sentence tension begins to build between him and Sheila. Priestly presents this drama and tension by building it up gradually in the conversation. Tension is very high and increases hen Sheila figures out what the relationship between Gerald and Eva was.

Elementary Education Effectiveness

In the State of Mississippi there are 149 school districts; of those districts, one-hundred forty-five are accredited, three are on probation and four are under advisement. Mississippi consists of 437 elementary schools, 178 middle, 184 high schools and sixty combination elementary and secondary schools (MS Dept. of Education, 2005). In 2002, the No Child Left Behind Act of 2001 was signed, mandating all Title I schools to be held accountable for the success of their students. Under this act; States must define minimum levels of improvement as measured by standardized tests chosen by the state.AYP targets must be set for overall achievement and for subgroups, economically disadvantaged students, limited English proficient (LEP) students and students with disabilities (2001). If a school fails to meet the above mentioned criteria a series of consequences follow. Once a school is labeled â€Å"in need of improvement†, the label remains until improvements are made and the require d achievement status is fulfilled for two consecutive years. If the school fails two years consecutively, the consequences become more severe. (Great Schools, 2006) Schools â€Å"in need of improvement† consequences:†¢ After two years of â€Å"in need of improvement† status, transfer options to a non-in need school within the district must be given to students. †¢ Three years of failed AYP the school must provide supplemental services such as tutoring as well as transfer options. †¢ Four consecutive years of failed AYP requires the school to implement one of the following: replace school staff, implement new curriculum, decrease authority of school level administration, appoint outside experts to advise the school, extended school year/day, restructure internal organization of school.This along with transfer and supplemental options. †¢ After five consecutive years of failing AYP the district must plan the restructuring of the school. These plans mu st include one of the following: reopen school as public charter school, replace all or most staff including principal, enter contract to have outside entity run school or arrange for the state to take over school operations. †¢ Six consecutive years of AYP failure requires implementing the previous years plan (Great Schools, online database). The delta region of Mississippi is considered the poorest areas in the state.It has been called the â€Å"Third World Country in America† (Mississippi Delta Report, 2001). The Mississippi Curriculum Test (MCT) is used to measure student mastery of skills and content for elementary grades two through eight, as outlined in the Mississippi Curriculum Frameworks (MS Dept. of Education, 2003). The Mississippi Board of Education identifies eight priorities necessary for improving student achievement; these priorities are: reading, early literacy, student achievement, leadership, safe/orderly schools, technology, and parent/community invo lvement (2003).Several strategies have been suggested to improve the performances of Mississippi schools; such as creating a more challenging curriculum, creating smaller classes, and increasing parental involvement (MS Dept. of Education, 2005). In 2002, â€Å"Reading First was passed into law by a bipartisan majority of Congress under the No Child Left Behind Act of 2001† (2002). Mississippi was given an eleven million dollar grant which would be used to: †¦help districts and schools improve student achievement in reading through the application of scientifically based reading research.Reading First will help States, districts and schools apply this research – and the proven instructional and assessment tools consistent with this research – to ensure that all children can read at grade level or above by the end of third grade (2002). Reading First had four priorities which included; 1) raising the caliber and quality of classroom instruction, 2) basing in struction on scientifically proven methods, 3) providing professional training for educators in reading instruction and 4) supplying substantial resources to support the unprecedented initiative.With the passing of this program several techniques have been implemented in the hopes of improving reading performances of Mississippi students. The following study, particularly the literature review will investigate existing strategies and the effectiveness of each. Several theories have been examined over the years in hopes of finding an effective strategy to improve student achievement. The teaching theory used as a basis for this study is the Measurement Theory, this theory represents teaching and achievement based on standardized tests and results.Statement of the Problem Mississippi consists of four-hundred and eighty-six thousand people living in poverty; ten percent of children belong to families that are not able to meet their needs (2005). Recent statistics show that those living in poverty are fifty-one percent African American and approximately forty-seven percent Caucasian (2005). Research has shown that the socioeconomic status of students influence the degree of success they will experience. (Donahue &Grigg, 2003) Mississippi has varying degrees of reading proficiency among school districts.In the 2003-2004 school year, six districts, consisting of one elementary school, five middle schools and one high school, were identified as â€Å"in need for improvement†, based on the reading and math proficiency of its students. For the purpose of this study, only schools reflecting a lack in reading proficiency will be discussed. The U. S. Secretary of Education, Margaret Spelling announced in a November 2005 press release, â€Å"Eighty percent of the fastest-growing jobs require at least some post secondary education.Yet far too many students are leaving high school unprepared for college†. Improved student achievement can provide students better preparation for college, thus closing the achievement gap. Low socioeconomic schools, although improving, are still behind the majority of middle-to-upper class schools in America (Donahue & Grigg, 2003). There are several factors to consider when looking at closing the achievement gap found in low socioeconomic schools.One factor is that â€Å"young, low-income and minority children are more likely to start school without having gained important school readiness skills, such as recognizing letters and counting† (2003). As Donahue and Grigg’s report showed, when students start school already behind others, they are likely to continue such patterns if not addressed early on. Existing studies demonstrate the problems researchers are having addressing literacy issues early on in a students academic career.Researches are trying to find appropriate strategies to combat the achievement gap with many variables which will be discussed further in detail, in the following study . Purpose of the Study The following is a detailed investigation into possible explanations of varying degrees of reading achievement found in Mississippi and what can be done to maintain a higher overall proficiency in reading among Mississippi students, while satisfying the requirements of the No Child Left Behind Act of 2001.Many schools have chosen to implement a â€Å"school-wide approach† to closing the achievement gap; however, when dealing with schools consisting primarily of low-income students, there are other factors to consider when choosing a strategy. The proposed study will focus on improving reading skills in high-poverty schools found in Mississippi by comparing different techniques widely used and creating a more targeted strategy for low-income students. When deciding on an appropriate strategy for improving reading comprehension there are a few factors one must consider.The following questions will outline the factors to be researched in this study. Resear ch Questions 1. What impact does social economic status have on the achievement gaps found in the State of Mississippi? 2. What are the contributing factors found in Mississippi schools that are demonstrating low reading scores among economically disadvantaged students? 3. Are there high-poverty schools in Mississippi which demonstrate positive improvements in reading scores? What are the strategies used? 4. How does implementing Theory into Practice (TIP) encourage positive student achievement in disadvantaged schools?Hypothesis To affectively close low socioeconomic achievement gaps in reading, strong emphasis on establishing proficient reading ability should be made in elementary school. Nature of the Study The research conducted in this study will be an investigation of existing literature regarding techniques used in improving reading skills, exemplary schools demonstrating such techniques and finally, a suggested strategy to use when applying research to low socioeconomic scho ols with low reading proficiency found in Mississippi school districts.Significance of the Study The significance of this study is that by identifying factors contributing to the achievement gap found in low socioeconomic school districts, as well as investigating into existing programs that have had a positive influence on reading performance scores in other high-poverty schools is that, school administrators and policy makers will have a better basis in which to improve upon existing programs and interventions that would be more financially attainable than starting new programs.The high cost of starting new programs such as; creating new assessment strategies, providing more staff and researchers as well as other costly planning and implementing variables, often times are not practical for low-economic schools. While children of today are growing up in a world where data are being revealed at an alarming rate and knowledge is simply a click away, reading plays an increasingly cruc ial role in society (Topping & Paul, 1999).The ability to read is not only fundamental for understanding and mastery of every school subject students will encounter, but literacy also plays a critical and crucial role in students' social and economic lives (Snow, Bums, & Griffin, 1998). As a result, no other factor will have a greater impact on the success of students in Mississippi than their ability to read.With such an emphasis placed on the importance of reading achievement, educational leaders must clearly articulate the expectation that all students can become successful readers, while providing the most effective strategies and opportunities for students to succeed in reading and adopt lifelong reading practices. (Okpala, et al. , 2001) Definitions of Terms Action Team for Partnership- This partnership is also known as a School Improvement Team or a School Council.Although the ATP members oversee the school's partnership program, other teachers, parents, students, administrat ors, and community members also may lead family and community involvement activities (ATP website). Adequate Yearly Progress- AYP requires that schools hold the same high standards for all their students; regardless of racial or ethnic background, socioeconomic status and English proficiencyCore Academic Subjects- These subjects include: English, language arts and reading, arts, civics, government and history, mathematics and science, foreign languages, as well as, economics and geography. Elementary School- a nonprofit institution which includes, public school, day or residential school and elementary charter schools which State law mandated elementary education.Family Literacy Services – The services provided to participants on a voluntary basis that foster a positive change in families. These changes include, providing families with interactive activities between parents and child concerning literacy, teaching parents to take an active role in their children’s educa tion, teaching self-sufficiency by providing parental literacy training, and providing education to children which is age-appropriate and prepares them for school and life experiences.Highly Qualified (in reference to public elementary or secondary school teacher) – A highly qualified teacher will possess a State certification for teaching or holds a license to teach in a particular state due to passing the State exam and is employed in a teaching position after meeting all required testing, training and educational requirements satisfactory to the State, district and school regulations. Mentoring- A responsible elder who provides positive leadership and guidance to a child as a positive role model in that child’s life. A mentor mission is to help a child to one day become a responsible adult.Minority- a group of students which do not demonstrate the majority’s characteristics, such as socioeconomic status, ethnic background or other key characteristics. Other S taff- staff found within an institution such as personnel, guidance counselors, and administration and teachers aides. Limitations In her 2005 press release Secretary Spelling said, â€Å"we all hear a lot of stories about why schools are missing Adequate Yearly Progress, but we don’t hear much about how thousands of other schools are making it and closing the achievement gap†.This study is limited by location; its main concentration being primarily on Mississippi schools, programs and outcomes. The primary research method is investigating existing literature, as such; there is substantial literature on the failures of many schools trying to improve student achievement; however there is very little literature depicting success. One other limitation to consider is that this study focuses on reading proficiency; however; to get the most accurate depiction of a schools success is to consider all core academic subjects. Chapter TwoThe following literature focuses on how sc hools in the Mississippi School district and nationwide are implementing school improvement plans and closing the achievement gap. In School Improvement and Closing the Achievement Gap Report 2003-2004 the accountability of Mississippi Schools past and present is discussed (2004) and Craig Jerald, author of Dispelling the Myth discusses how nationwide high poverty, high minority schools have high achieving students (2001). Both reports will be discussed here. The researcher wanted to know how many high-poverty and high minority schools nationwide have high student performance.The study used the Education Trust Database to identify certain criteria. Over 4500 schools were analyzed. Each meeting the criteria set and performing well above the expectation (2001). Both papers discuss the achievement gap, more importantly they reported the areas of greatest improvement. The Achievement Gap Report (2004) focused on the Mississippi school districts. It gave an accountability report on those school districts that have been struggling, as well as providing a strategic outline to close the gap. Specific schools were used as models of for improving test scores.Dispelling the Myth (Jerald, 2001) focused on school districts nation wide. Although no reasons for poor school performance were given, the author did state that none of the schools were magnet schools. This report showed that most schools with high poverty, high minority students live in urban areas (2001). However, the more recently published Achievement Gap Report (2004) reported that some of the poorest schools are in rural areas. Dispelling the Myth (2001) looked at specific criteria for the study, whereas, the Achievement Gap Report (2004) did not.Both studies failed to look at specific schools and detail specific strategies used in improving the achievement gap. The Mississippi Achievement Gap Report (2004) plan made suggestions on how schools can improve, but a greater detail is needed to truly understand wh at each school did to improve scores. Model schools or a model program can be established based on greater research. Socioeconomic Influence Literature regarding reading programs was of most interest for this study. Several scientific journals addressed factors of low socioeconomic status and under achievement.The achievement gap found amongst low-income students was addressed in Education: The State We’re In (Donahue & Griggs, 2003). Substantial information was given on the obstacles facing high-poverty youth today. Reading proficiency among elementary school students of low-income families are at a disadvantage (2003). When studying low-income fourth graders, the author found that in 2003, across the nation, only fifteen percent are proficient in reading. The authors also demonstrated that the majority of low-income students read about three grades behind non-poor students (2003).Proficiency differences among races were briefly discussed; Similar disparities exist between w hite students and students of color; 39% of white 4th graders can read at the proficient level compared to only 12 % of African-American students and 14% of Latinos. Overall, about three in ten fourth graders can read proficiently, and this in itself is cause for concern. (2003) Parental Involvement, Instructional Expenditures, Family Socioeconomic Attributes, and Student Achievement (Okpala, et al, 2001).Parental involvement is a commonly discussed approach to establishing higher student achievement. A study done in North Carolina was based on three factors; (a) Instructional supplies expenditures will affect academic achievement positively; (b) the SES of students in a given school, measured by the percentage of students that participate in free/reduced-price lunch programs, will affect student achievement negatively; and (c) parental involvement that is measured by parental volunteer hours per 100 students will influence student achievement positively.These factors were beneficia l in understanding the SES influence on successful reading programs. These factors and the results of this particular study will be investigated further throughout this study. Implementing Change A very brief but informative piece, Evidence from Project Star About Class Size and Student Achievement (Folgers & Breda, 1989) addressed three specific questions to ask oneself when considering changing programs. The three questions were; 1) How effective will the change be? 2) How much will it cost and 3) what are the problems of implementation?(1989) All three of these questions were found to be valuable when assessing existing programs, as well as when considering the necessary factors when looking to improve upon them. The Gallup Poll (1989 Survey) was reported to have an overwhelming approval from parents when asked about reducing class size. The problem with this strategy is that â€Å"reducing class size substantially is very costly† (1989). A widely researched program invest igated during this study was the Accelerated Reader Program. One report (Melton, et. al. , 2004) demonstrated the uses and results of the AR program.By definition the Accelerated Readers program is â€Å"†¦a learning information system designed to heighten student interest in literature and to help teacher manage literature-based reading (McKnight, 1992). This study was particularly significant because it was conducted in two Jackson, Mississippi elementary schools. There has been extensive coverage of the AR program. A 2004 study compared the reading achievement growth of fifth graders following a year of participation in the AR program with other fifth graders who did not participate.The results demonstrated that students in the AR program actually scored significantly lower than non-participants. Although many studies show little to no benefits from the AR program, the program has provided a few guidelines; such guidelines include, 1) Engage students in large amount of read ing practice with authentic material 2) students should read at their own individual reading level, and 3) student incentives such as ribbons or extra recess improves the odds of a students success.By using computer technology, teachers can use the AR program to assess students reading level and invite and motivate students to read material they find interesting (Vollands, et al. , 1999). Students are given a choice of books suited to their particular reading level. Random multiple choice tests are given to test students’ comprehension of the material. In a National Institute of Child Health and Human Development (Dept. of Education) evaluation, AR programs and other computerized reading programs were reviewed (Chenowith, 2001).The lack of research on evaluated programs ability to produce long-term gains in reading achievement caused the National Institute to determine the AR programs did not meet standards (2001). Common complaints of the AR program include, 1) when the prog ram ended, participating students went back to reading less than before participating 2) the AR program limited the choice of books available to a student because certain books that were not accompanied by an AR test were not valid (Chenowith, 2001) and 3) AR encourages children to read for the wrong reasons, for example to win a prize (Carter, 1996).However, as Chenowith (2001) noted, many parents responded to the latter, that it did not matter why students read, as long as they were in fact reading. Topping and Paul (1999) found that with the proper educator training on the AR program, the odds of successful student achievement with the program will improve. Students already in at risk in reading before the AR program will gain positive results when AR is implemented (Vollands, Topping and Evans, 1999). â€Å"Many elementary schools have adopted programs which encourage authentic reading time and aid in the development of reading skills for life (Melton, et al., 2004). However, l ittle research has been conducted on individual, less costly programs (2004). When studying the effects of the AR program on African American students and white students in Mississippi, black students scored lower (2004). High School Statistics as a Basis for Increased Beginner Learning Although not the primary focus of this study, it is important to understand the future of elementary students by looking into current graduates predicaments.Over the last twenty years, there have been dramatic increases in high school promotion; as well as, in graduation requirements. Most recently, states and districts, such as Mississippi, have begun implementing graduation and end-of-course exams (Committee for Economic Development, 2000). Some critics have noted that the rise in standards and high-stakes tests will be unfair to students who have attended poorly resourced schools (Achieve, 2000). However, this problem has been met by offering extra help and supportive services to the students of t he disadvantaged schools (2001).One of the most common support methods has been to offer disadvantaged students more time; such as summer school, adding an extra year to their high school education and transition programs to ensure students can fulfill high school requirements (2001). Little progress has been made in developing a better curriculum and instructional support to aid in the acceleration of learning for disadvantaged high school (Balfanz, et al. , 2002). Some high schools have implemented a whole school reform by creating catch-up courses and district wide special prep courses (2002).These reforms have not been thoroughly evaluated because their infancy; using small, formative studies, thus little is known about the feasibility and rapidity of student acceleration in disadvantaged high schools. This study aims at taking the first step to in understanding the elementary school learning needs and providing appropriate teaching techniques for each schools situation; by repo rting on the initial results and impacts of the Talent Development High Schools (TDHS) ninth grade instructional program in reading and mathematics.The study involves several cities and multiple high-poverty, non-selective high schools within each city. Academic Models of Recognition Piney Woods School in Piney Woods, Mississippi has programs that should be viewed as national models. Although a private school, its strategies for success are practical and successful. The predominantly African American school is known for changing the lives of low-income students by having them â€Å"complete a rigid diet of reading, writing, math, science and foreign language† (Wooster, et al.2001). While requiring students work ten hours a week in order to teach them responsibility, Piney Woods School gives students a sense of unity and tough love. The programs implemented are; Writing Across the Curriculum, which trains freshman and sophomores’ in basic composition skills; Always Reac hing Upward, a peer tutoring program which pairs under achievers with high achievers and Save the Males, a tutoring, mentoring and special male focused groups that facilitate responsibility and self confidence.The results are phenomenal with a ninety five percentage rate of students going on to college after graduation and the other five percent going into military services. Analysis of existing achievement data in high-poverty high schools provides two conclusions. First, students who attend high-poverty high schools are typically performing below national norms and are dramatically short of the performance benchmarks employed to measure academic success.An analysis conducted by Education Week (1998) indicates, for example, that students entering high school in the majority of large cities are often found to be two or more years below grade level (Quality Counts ’98, 1998). In Philadelphia, for instance, seventeen percent of high school students attend one of twenty-two non- selective neighborhood schools (Neild & Balfanz, 2001); and approximately half of these students are reading below the fifth or sixth grade level. A quarter of these students are reading at the seventh or eighth grade level.Approximately one in four students attending a nonselective high school in Philadelphia read at grade level. In eight of the non-selective neighborhood schools in Philadelphia, a little over two thirds of first-time ninth graders are performing below the seventh grade level in both reading and mathematics (Neild & Balfanz, 2001). One important conclusion that can be drawn from this data is that in many non-selective urban schools students need accelerated learning opportunities.A second conclusion is that the current level of academic performance in disadvantaged high schools can lead to multiple negative consequences for students and society. It is too early to accurately gauge the impact of the high-stakes; standards based graduation tests and dropout rates of students entering high school with weak academic skills (Bishop & Mane, 2000; Hauser, 2001). Existing data from metropolitan cities such as Chicago (Roderick & Camburn, 1999) and Philadelphia, however, demonstrates a link between poor academic preparation and course failure; as well as the retention of many high-poverty students.Course failure and retention in the ninth grade has caused a high amount of high school drop outs. Forty-three percent of first-time freshmen in Philadelphia entering ninth grade with below seventh grade math and reading skills were not promoted to the tenth grade (Neild & Balfanz, 2001); in comparison to the eighteen percent of students entering ninth grade with math and reading skills above the seventh grade level. Student skills below grade level requirements result in retention, poor attendance, and course failure.First-time freshmen who were not promoted to the tenth grade had a dropout rate of nearly sixty percent when compared to a twelve percent drop out rate for students who were promoted (Neild, Stoner-Eby, & Furstenberg, 2001). The individual and social consequences of dropping out of high school are considerable. The Committee for Economic Development (2000) has documented the economic returns to advanced education. Non-promotion has become the norm in approximately two hundred-fifty to three hundred high schools, in thirty-five major cities in the United States (Balfanz & Legters, 2001).Sixty percent of the population in these public high schools is African American and Latino students in (2001). The United States Department of Education expresses the importance of raising graduation requirements and standards; therefore it is essential to the success of future high school students, that a means of improving reading proficiency is achieved. Contributing Factors to Student Achievement In 2001, the No Child Left Behind Act placed even stronger responsibility on states to raise student performance.As a result of these account ability standards, states must now administer standardized tests to â€Å"measure adequate yearly progress† of all students (2001). They face costly federal mandates and must submit comprehensive plans. The federal law also focuses on narrowing the achievement gap between races. It requires that states monitor the performance of racial and economic subgroups and undertake corrective action in failing schools (Wong, 2004). †¦states are implementing policies that provide incentives to attract and retain teachers and increase student performance.Incentives are helping states recruit new teachers into the work force, attract persons from outside education, retain teachers in the classroom and support accountability programs that focus on school-by-school efforts to boost student achievement (Cornett and Gaines, 2002). Researchers examining student performance consistently find that one of the most important influences on student achievement is socioeconomic status (SES) of s tudents. These findings give little comfort to educators in economically disadvantaged schools who are facing heavy pressure to improve performance and close the gap between minority and white students.Yet Verstegen and King (1998) claim that a growing body of research is using better databases and more sophisticated methodological strategies to provide evidence that school policies can make a positive difference in student outcomes. They also emphasize that resource patterns that optimize performance in one setting do not necessary work in others. Encouraged by this line of thinking, the researcher will investigate factors that may explain the differences in performances in schools that share a common socioeconomic context.Are there choices made by policymakers and administrators in economically disadvantaged schools that spark significant improvements in performance in these schools? In this study, the researcher will assume the significance of SES or â€Å"input† factors i n explaining achievement, and the researcher considers the impact of other factors over which schools have some control. Impact of Process Variables Although the statistical models will include measures for SES (percent of economically disadvantaged students and percent white students), the focus will be on process variables.The latter include those variables that school systems more or less control. The researcher categorizes these variables into three general areas: 1) school class size 2) school policies and 3) proven effective programs to increase student reading proficiency. One of the most controversial characteristics of schools is the amount of students per teacher (FTE). Production function research on the effects of school size has been inconclusive, and both sides have their advocates. Supporters of small schools contend that students get more attention, school governance is simpler, and teachers and administrators are more accessible to parents.Noguera (2002) states that in high schools where the majority of low-income students of color are achieving at high levels the one common characteristic is the small size of the schools. Lee and Burkam found that students are less likely to drop out of schools with fewer than 1,500 students (2003). However, others argue that large schools are able to offer students a wider range of educational offerings and services (â€Å"Still Stumped,† 2002). Recent research indicates that the effects of school size may depend on the SES of students.Findings show consistently that the relationship between achievement and socioeconomic status was substantially weaker in smaller schools than larger schools, that is, students from impoverished communities are much more likely to benefit from smaller schools. On the other hand, a positive relationship exists between larger schools and the output measures of affluent students (Lee and Smith, 1996; Howley and Bickel, 1999). Because this study will examine the performance of economically disadvantaged students, the researcher expects to find a negative relationship between school size and achievement scores.That is, the larger the school, the less likely students are to achieve on standardized tests. The relationship between class size and positive student achievement is another relationship that has been closely studied. In 2000, Congress allocated $1. 3 billion for class size reduction as a provision of the Elementary and Secondary Education Act (ESEA) (Johnson, 2002). Most of the studies that examine the effect of class size on student performance have focused on primary schools.One of the largest and most scientifically rigorous experiments was the 1985, Tennessee’s Student Achievement Ratio (STAR) study. The STAR project provides compelling evidence that smaller classes can improve student achievement, especially in primary schools, which could have lasting effects (1985). The four year longitudinal study focused on classes in Tennessee and consisted of grades kindergarten through third. Classes of thirteen to seventeen students were compared to classes of twenty-two to twenty-six students; of the total classes, some had just one teacher and some had a teacher and aid.Phase one included over three hundred classes and a total of 6500 students (1985). The result after four years was positive support for the reduction of classroom sizes which proved to have positive effects on student achievement. Some critics have pointed out the limitations of project STAR (Vinson, 2002). A couple of limitations listed in a report by Tony Vinson in 2002 were: 1) limiting sample of certain cultural groups 2) schools volunteered to participate in the study, suggesting they had motivation to use innovative teaching practices.In 1996, Mostellar, a statistician, reported; â€Å"the Tennessee Class Size study demonstrates convincingly that student achievement is better in small K-3 classes and the effect continues later in regular-sized classes (1996). In a follow-up study, Nye, Hedges and Kontantopoulos (1999) found that students of smaller class size continued showing significant advantages over students of regular-sized classes, throughout school, to graduation. These students demonstrated higher grades, took more challenging classes, had better graduation rates and were more likely to go on to college (Vinson, 2002).Wisconsin’s Student Achievement Guarantee in Education (Vinson, 2002), began in the 1996-1997 school year and was expanded in 1998-1999 and again in 2000-2001 (Wisconsin Dept. of Public Instruction). The objective of the program is to improve student achievement through the implementation of four school improvement strategies: class sizes no more than 15:1 in grades K-3; increased collaboration between schools and their communities; implementation of a rigorous curriculum focusing on academic achievement; and improving professional development and staff evaluation practices.Schools in SAGE ha ve renewable 5-year contracts with the state and get state aid equal to $2,000 for each low-income child in the grades served by the program. During 2005-06 495 schools participated in SAGE (up from 30 when the program began). Just over 93,000 K-3 pupils were served. State funding, which was $4. 5 M in 96-97 will be $98. 6 M in 2006-07. A few districts are also benefiting from a state categorical aid program created in 1999 to help schools pay debt service on the cost of new classrooms built to accommodate SAGE (DPI).The SAGE program in partnership with John Hopkins University of Baltimore Maryland, invites, states or districts to become members in improving the student achievement in the potential members’ schools. Through the National Network of Partnership Schools, SAGE and others in the network will work states, districts and other educational organization members to form an Action Team for Partnership plan. Members follow the Six Types of Involvement format (NNPS online) . Five years of NNPS surveys and result focused studies on member schools’ progress has been reported (2005).NNPS uses research results to develop practical tools, materials, and guidelines for schools and school districts. Presently, over 1000 schools, 100 districts, and 17 state departments of education are working with NNPS to use research-based approaches to establish and strengthen their programs of school, family, and community partnerships (2005). It is suggested that incorporating the following elements create better programs and outreaching to parents of the students and increased parental involvement (2005). 1. Leadership 2. Teamwork 3.Action plans 4. Implementation of plans 5. Funding 6. Collegial support 7. Evaluation 8. Networking Results from longitudinal studies showed that â€Å" a review of literature on family involvement with students on reading, indicated that, across the grades, subject specific interventions to involve families in reading and related la nguage arts, positively affected students’ reading skills and scores (Sheldon & Epstein, 2005b). The original SAGE pilot program research involved participants of which fifty percent were below the poverty level (Vinson, 2002).Participating classes were reduced from average size to fifteen students per teacher. An evaluation by Molinar, Smith and Zahorik (1999) revealed that the first grade SAGE students demonstrated higher achievement when compared to nonparticipating schools in both language arts and math. Second and third graders were reported to follow the same pattern. The third study to be reviewed is the Prime Time (1984) project in Indiana. This was originally planned to be a two year project started in 1984 but it had such promising results that by 1988 all k-3 classes were reduced in Indiana.The average FTE was eighteen. In 1989, McGivern, Gilman and Tillitski compared samples of achievement levels of second graders from six districts with reduced class sizes and th ree districts that were not reduced and found significantly larger gains in reading and math among students of smaller classes. As with project STAR, SAGE has suffered criticism. Limitations mentioned were that â€Å"students were not assigned to experimental control groups on a random basis†, and that school policies were changed and implemented during the course of the study (Vinson, 2002).A widely criticized factor was the use of teacher incentives to motivate small classroom achievement. As mentioned previously, opinions on class size vary. Over the years several researchers have analyzed studies and evaluated the effectiveness of each. Glass and Smith (1979) found after analyzing seventy-seven empirical studies on class size versus student achievement, that small classes were associated with higher achievement at all grade levels.For greatest results in student achievement, students should attend small classes for over one-hundred hours (1979), with under twenty students . Small classes are beneficial because of 1) better student reaction 2) teacher morale and 3) quality of the teaching environment (Vinson, 2002). In a review of one-hundred relevant studies, small classes had been the most beneficial, during kindergarten and third grade, but only if teachers change their methods and procedures (Robinson and Wittebols, 1986).Slavin’s (1990) research of empirical studies, were chosen for analysis based on a three part criteria; 1) class size had been reduced for at least one year 2) twenty students were compared to substantially larger class sizes and 3) students in both class sizes were comparable (1990). Contrary to previously mentioned researchers, Slavin believed that smaller class size had minimal positive effects on students and those effects did not continue once students were returned to normal, larger classes (1990).A highly published researcher, Eric Hanushek has voiced his opposition to small classes benefiting student achievement si nce the mid-1980s. In all his reviews of class size studies, he’s always concluded that; â€Å"The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing (Vinson, 2002)†. Johnson (2000), citing a study at the Heritage Foundation examining National Assessment of Educational Progress (NAEP) reading data, asserted that the difference in reading assessment scores between students in small classes and students in large classes was insignificant.He criticized class size reduction programs citing California as example of how such programs exacerbate the problem of lack of qualified teachers to fill classrooms. His claim of the lack of association between class size and performance was consistent with Hanushek’s conclusions (1999). Studies of the effects of class size in secondary schools are much more rare and largely equivocal (Deutsch 2003; Grissmer 1999). Many of those who advocate for sma ller class sizes at the secondary level argue that small classes positively impact the school environment, thus, improving performance indirectly.In her review of the literature of class size and secondary schools, Deutsch (2003) highlights studies that conclude small classes stimulate student engagement, allow more innovative instructional strategies, increase teacher-student interactions, reduce the amount of time teachers devote to discipline, improve teacher morale, and minimize feelings of isolation and alienation in adolescence that can come from anonymity. Another important process variable the researcher will investigate is the effects of school policy on student achievement.An influential policy becoming common in schools is that of parental support and teacher incentives. As with the other factors in this model, conclusions about the effects of both on student performance has been mixed, but recent studies seem to point to more positive correlations, particularly teacher e xperience (Hedges, Lane, and Greenwald 1994). Mississippi’s Department of Education’s Schools and Parents Partnering for Student Success is a brochure given to the parents of Mississippi public school students to educate them on what level of proficiency their child should be on in an attempt to form a relationship between school and home.Strategies for improving student achievement according to Mississippi’s School Improvement and Closing the Achievement Gap Report 2003-2004 include: †¢ Strong parental involvement †¢ Community and church support †¢ Various reform models aligned to state curriculum †¢ Dedicated teachers †¢ Structured teaching †¢ Thinking maps †¢ Stable staff †¢ Comprehensive systems to monitor student progress †¢ Aligned curriculum, assessment, and instruction †¢ Peer coaches†¢ Instructional time that is increased (2004) As the reader will notice, the majority of these strategies incorporate relationships between the school and outside sources for example parental and community involvement. These strategies were created by schools in Mississippi demonstrating high student achievement. Finally, the researcher will also examine the effects of global resources, that is, per pupil expenditure (PPE), on the impact of performance.In their review of production function research, Verstegen and King cite Hedges, Laine, and Greenwald’s assertion (1994) that â€Å"Global resource variables such as PPE, show positive, strong, and consistent relations with achievement† (1995, 57-58). However, other studies fail to yield significant results (Chubb and Moe 1990; Okpala 2002). Tajalli, in his examination of the wealth equalization or â€Å"Robin Hood† program in Texas, found that the transfer of nearly $3. 4 billion of dollars to poor school districts did not have a significant impact on the improvement of performance in these districts (Tajalli, 2003).It may be t hat expenditures in general have an indirect effect that is not apparent when using PPE as a direct measure. In his study of school spending Wenglinsky (1997) develops a â€Å"path† in which he concludes a school’s economic resources are associated with academic achievement. He posits that per-pupil expenditures on instruction and central office administration are positively related to class size, i. e. , more spending on smaller classes. Smaller teacher/student ratios contribute to a cohesive school environment, which enhances achievement. Chapter ThreeDescription of Methodology This study is a comparative analysis of eight Mississippi elementary schools from seven school districts; two K-2, two K-3 and four K-5. Factors analyzed were the students to teacher ratio (FTE), socioeconomic status (SES), and student ethnicity, and comparison MCT scores. At first a total of twenty schools were randomly chosen from different districts. The researcher then chose eight schools of conflicting SES percentages. It is a comparative study using the case analysis method; since it attempts to compare school factors influencing student performance.Using the Mississippi Academic Excellence Indicator System (AEIS) data, the researcher will examine these variables to determine the elements that can impact success or failure of public school campuses. The measure of performance is the standardized test given in 2005 to students in Mississippi public schools, the MCT. The researcher focused the study on Mississippi elementary schools that are predominantly populated by students who come from economically disadvantaged backgrounds. The socioeconomic status was based on the percentage of students eligible for free or reduced-price lunches.The teaching theory used as a basis for this study is the Measurement Theory, this theory represents teaching and achievement based on standardized tests and results. Validity and Reliability The MCT scores are provided by the Mississi ppi Department of Education, and the demographics of each school were provided by the NCES found on the greatschools. com database. Twenty schools were chosen by random; then eight were chosen for analysis based on conflicting SES factors in order to get realistic insight as to the influence of student success factors on each school size.This study has limitations due to the fact that it is based on MCT scores which can be deceiving. These tests have been criticized by researchers because they do not portray a student’s overall understanding of a subject and do not allow for different learning abilities and styles. It is because of this limitation that further study should be conducted on the achievement levels of students based on different approaches to classroom learning. Sample and Population Three samples were used for this study. Sample one consisted of two schools serving grades K-2; each school was from a different district.Sample two consisted of two schools which se rved K-3 and were from two separate districts. Finally, the third sample consisted of four K-5 schools, from two different districts. Overall, seven districts and eight schools of different sizes in the state of Mississippi were compared. The study specifically seeks to identify variables in low performing schools that could hinder them from improving performance. In order to provide an accurate study, the researcher took samples from different sized schools with different student demographics.Implementation Research was conducted by recording data for each school for a side-by-side comparison of different factors (see Appendix). All factors were found through greatschools. com, which summarizes each school’s characteristics for easy research. All school samples were then analyzed for the reading achievement average. Based on the average, the researcher then examined the achievement factors; determining whether there was a trend between any of the achievement factors and the MCT results of the chosen school samples.Factors compared during analysis were; socioeconomic status (SES), student-per-teacher ratios (FTE), and the percentage of nonwhite students. The MCT scores for 2005 were used as an indicator of overall reading proficiency of the chosen school. In order to determine whether a variable was a consistent influence on the MCT scores, three consecutive years of MCT scores from 2003-2005 were analyzed. The overall study aimed to discover a consistent pattern between a variable, such as SES or FTE, and the level of reading proficiency.Data Analysis Two of the three samples were consistent with the researcher’s hypothesis that SES is a strong influence on reading proficiency. Sample 1 however was uncharacteristic of the other two. In Sample 1, both schools demonstrated above the state average in MCT reading scores, however, the school with the highest SES percentage actually did better. This is uncharacteristic since Sample 2 and Sample 3 demo nstrated a trend in high SES and low MCT scores for three consecutive years.As discussed in chapter two, the literature review, the influence of class size on student achievement has been an on going debate among researchers. For this reason, the researcher included student-per-teacher ratios as a sample variable. The researcher had expected to see some evidence of FTE influence reflected in the MCT scores; however, that was not the case. According to the data collected, the FTE of all three samples ranged between fifteen and seventeen, with the state average being fifteen. The results demonstrated no reoccurring trend between FTE and MCT scores.Sample 1 schools demonstrated varying above average MCT scores and the same FTE of seventeen. In Sample 2, School 1A demonstrated a below average MCT score with a FTE of fifteen; however, 2B had higher test scores and a higher FTE. In Sample 3, all but one of the schools had a FTE of Seventeen, 3B demonstrated a FTE of fifteen and a below av erage MCT score. School 4B had below average MCT scores but a FTE of seventeen, like the remaining two schools with higher MCT scores. Between all three samples, there was no reoccurring trend between MCT scores and FTE.The researcher had expected student ethnicity to play a large role in student achievement levels, however based on this studies samples, there was little proof that such a trend existed. As demonstrated in Appendix A through C, schools demonstrating low achievement scores varied in the percentage of nonwhite students. The same variations were found in schools with high achievement scores. Overall, the only achievement factor that demonstrated a trend was the socioeconomic status factor. SES as a factor of achievement was present in Samples 2 and 3, but seemed irrelevant in Sample 1.Based on the results and the uncharacteristic trends found in Sample 1, the researcher feels that the quality of the curriculum and teaching strategies had an influence of the high achieve ment levels found in Sample 1. The researcher feels strongly that SES is an influential factor on the reading achievement of elementary students in Mississippi. It must be noted however, the influence of SES can be minimized with the proper curriculum and learning strategies. MCT scores give educators insight into the overall achievement levels of students, and should be used as an indicator of what type of teaching strategy should be used.There are numerous ways to improve student achievement. Educators and school administrators must be aware of the learning abilities and potentials of students and gear curriculum and teaching strategies towards the needs of the students. References Achieve (2001). Standards: How high is enough? Achieve Policy Brief, 3. Washington, DC: Author. Allen, J. (2001). Eliminating a â€Å"Yes, But† Curriculum. Principal Leadership, 2, 2, 10-15. Balfanz, R. & Legters, N. (2001, January). How Severe is the Problem? What do we know about intervention a nd prevention?Report presented at Dropouts in America, Conference of the Harvard Civil Rights Project and Achieve, Inc. : Cambridge, MA. Balfanz, R. , McPartland, J. , & Shaw, A. (2002, April). Re-conceptualizing extra help for high school students in a high standards era. Preparing America’s Future: High School Symposium, Washington, DC. Campbell, J. R. , Hombo, C. M. , & Mazzeo, J. (2000). NAEP 1999 Trends in academic progress: Three decades of student performance (NCES2000-469). U. S. Department of Education, Office of Educational Research and Improvement. Cronnell, B. (1984).Black-English Influences in the Writing of Third- and Sixth-Grade Black Students. Journal of Educational Research, 77(4), 233-236. Retrieved October 27, 2006, from Questia database: http://questia. com/PM. qst? a=o&d=95818457 Chubb, J. E. , & Moe, T. M. (1990). Politics, Markets and America’s schools. The Brookings Institution. Washington D. C: Codding, J. (2001). An Up Ramp for Struggling Read ers. Principal Leadership, 2, 2. 22-25. Committee for Economic Development (2000). Measuring what matters: Using assessment and accountability to improve student learning. New York: Author. Coleman, J.S. , Campbell, E. Q. , et al,.. (1966). Equality of educational opportunity. : U. S. Department of Health, Education, and Welfare. Washington D. C Commonwealth of Australia, (2005). Executive Summary. Retrieved December 1, 2006 from: http://www. dest. gov. au/nitl/documents/executive_summary. pdf Deutsch, F. M. (2003). How small schools benefit high school students. NASSP Bulletin, 87. 35-44. Education Digest. (2002). Still Stumped Over School Size. pp. 31-3. Everson, H. T. , & Dunham, M. D. (1996). Signs of success: Equity 2000—Preliminary evidence of effectiveness. The College Board.ERIC Document Reproduction Service, No. ED 455, 109. Fields, C. F. (1997). An equation for equity: Maryland’s Prince George’s County puts Equity 2000 to the test. Black Issues in High er Education 13, 26. 24-27, 28-29, 30. Finn, J. , & Achilles, C M. (1999). Tennessee’s class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21, 97-109. Fischer, C. (1999). An Effective (and Affordable) Intervention Model for At-risk High School Readers. Journal of Adolescent & Adult Literacy, 43, 326-35. Folger, J. , Breda, C. , Beach, S. A. , & Badarak, G.(1989). Evidence from Project Star About Class Size and Student Achievement. PJE. Peabody Journal of Education, 67(1), 17-74. Retrieved October 27, 2006, from Questia database: http://questia. com/PM. qst? a=o&d=95763060 Guthrie, J. T. , Schafer, W. D. , Von Secker, C. , & Alban, T. (2000). Contributions of Instructional Practices to Reading Achievement in a Statewide Improvement Program. The Journal of Educational Research, 93(4), 211. Retrieved October 27, 2006, from Questia database: http://questia. com/PM. qst? a=o&d=5001211150 Greenleaf, C. L. , Schoenbach, R. , et al. ( 2001).Apprenticing Adolescent Readers to Academic Literacy. Harvard Educational Review, 71. 79-129. Grissmer, D. (1999). Class size effects: Assessing the Evidence, Its Policy, Implications, and Future Research Agenda. Educational Evaluation and Policy Analysis, 21. 231-248. Hanushek, E. A. (1989). The Impact of Differential Expenditures on School Performance. Educational Researcher, 18. 45-65. Hanushek, E. A. (1996). School Resources and Student Performance. Does Money Matter? The Effect of School Resources on Student Achievement and Adult Success. 43-73. Washington D. C: Brookings Institution. Hanushek, E.A. (1999). Some Findings from an Independent Investigation of the Tennessee STAR Experiment and from Other Investigations of Class Size Effects. Educational Evaluation and Policy Analysis, 21. 143-64. Harter, E. (1999). How Educational Expenditures Were Related to Student Achievement: Insights from Texas Elementary Schools. Journal of Educational Finance, 24. 281-302. Hauser, R. M. (2001). Should We End Social Promotion? Truth and Consequences. In Raising standards or raising barriers? Inequality and high-stakes testing in public education. New York: Century Foundation. Howley, C & Bickel, R.(1999). The Matthew project: National Report. Randolph, VT: Rural Challenge Policy Program (ERIC Document Reproduction Service No. ED433 174). Jencks, C, M. Smith, et al. (1972). Inequality: A reassessment of the effect of family and schooling in America. New York: Basic Books. Jerald, Craig D. (2001). Dispelling the Myth Revisited: Preliminary Findings from a Nationwide Analysis of â€Å"High Flying† Schools. Retrieved May 8, 2006, from http://www2. edtrust. org/NR/rdonlyres/A56988EB-28DE-4876-934A-EE63E20BACEE/0/DTMreport. pdf#search='Dispelling%20the%20Myth%20Revisited’ html. Johnson, K. A. (2000).Do small classes influence academic achievement? What the National Assessment of educational progress shows. (CDA Report No. 00-07). Washington D. C: Heritage Foundation. Johnson, K. A. (2002). The Downside to Small Class Policies. Educational Leadership, 59, 27-30. Lee, V. E. & Burkam, D. T. (2003). Droppingout of high school: The role of school organization and structure. American Education Research Journal, 40, 353-93. Legters, N. E. , Balfanz, R. , Jordan, W. J. , & McPartland, J. M. (2002). Comprehensive reform for urban high schools: A Talent Development approach. New York: Teachers College.McPartland, J. & Jordan, W. (2001,). Essential components of high school dropout prevention reform. Paper presented at Dropouts in America, Conference of the Harvard Civil Rights Project and Achieve, Inc. : Cambridge, MA. Melton, C. M. , Smothers, B. C. , Anderson, E. , Fulton, R. , Replogle, W. H. , & Thomas, L. (2004). A Study of the Effects of the Accelerated Reader Program on Fifth Grade Students' Reading Achievement Growth. Reading Improvement, 41(1), 18+. Retrieved October 27, 2006, from Questia database: http://questia. com/PM. qst? a=o&d =5006657841 Mosteller, F. , Light, R. J. , & Sachs, J.A. (1996). Sustained inquiry in education: Lessons from skill grouping and class size. Harvard Education Review, 66, 797-842. Neild, R. C. , & Balfanz, R. (2001). An extreme degree of difficulty: The educational demographics of the ninth grade in Philadelphia. Baltimore, MD: The Johns Hopkins University, Center for Social Organization of Schools. Neild, R. C. , Stoner-Eby, S. , & Furstenberg, Jr. , F. (2001,). Connecting entrance and departure: The transition to ninth grade and high school dropout. Conference of the Harvard Civil Rights Project and Achieve, Inc. : Cambridge, MA. Noguera, P. .A.(2002). Beyond size: The challenge of high school reform. Educational Leadership, 59,60-3. Olson, L. (2001). A Quiet Crisis: Unprepared for High Stakes. Education Week 20, 31, 1+. Okpala, C. (2002). Educational Resources, Student Demographics and Achievement Scores. Journal of Education Finance, 27, 885-908. Okpala, C. O. , Okpala, A. O. , & Smith, F. E. (2001). Parental Involvement, Instructional Expenditures Family Socioeconomic Attributes, and Student Achievement. The Journal of Educational Research, 95(2), 110+. Retrieved October 27, 2006, from Questia database: http://questia. com/PM. qst?a=o&d=5001977534 Quality Counts ’98 (1998). The urban challenge: Public education in the 50 states. Education Week, 17, 17. Reading Proficiency Results -http://www. greatschools. net/modperl/achievement/ms/380 Roderick, M. , & Camburn, E. (1999). Risk and Recovery from Course Failure in the Early Years of High School. American Educational Research Journal, 36, 303-343. School Improvement and Closing the Achievement Gap Report 2003-2004. Mississippi Department of Education, 1-40. Retrieved from: http://www. mde. k12. ms. us/index. html Showers, B. , Joyce, B. , Scanlon, M. , & Schnaubelt, C.(1998). A Second Chance to Learn to Read. Educational Leadership, 55, 6. 27-30. States Commission on Civil Rights. Retrieved on May 8, 2006, from http://www. usccr. gov/pubs/msdelta/pref. htm The Education Trust. Retrieved May 11, 2006, from: http://www2. edtrust. org/edtrust/dtm/. The Mississippi Delta Report. (2001). Racial and Ethnic Tensions in American Communities: Poverty, Inequality, and Discrimination-Volume VII: . United Verstegen, D. A. & King, R. (1998). The relationship between school spending and student achievement: A review and analysis of 35 years of production function research.Journal of Education Finance, 2. 243-62. Vinson, Tony. (2002). Manageable Class Size. Effective Learning. Chapter 3. Wenglinsky, H. 1997. How money matters: The effect of school district spending on academic achievement. Sociology ofEducation, 70. 221-237. Wong, K. K. (2004). The Politics of Education. Politics in the American States. 357-388. Washington D. C: CQ Press. Wooster, M. , Lehrer, E. , Schaefer, N. , Gahr, E. , Walter, S. , Thomas, A. , et al. (2001, January). Model Schools. The American Enterprise, 12, 18. Retri eved October 27, 2006, from Questia database: http://questia. com/PM. qst? a=o&d=5000085167