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I
use to carry out their economic responsibilities in an equitable
and efficient
manner? From the general overview in this introductory section,
the book
proceeds to specific analysis of separate pieces of state and
local finance

and then returns, at the end, to more general analysis of broad
policy
issues. WHY STUDY STATE AND LOCAL
GOVERNMENT FINANCE?
. . . It has become evident in recent years that the
serious business of governing the United States is
largely being done in the States.'
—THE WALL STREET JOURNAL
HEADLINES
IN A 1999 SURVEY OF PUBLIC ATTITUDES TOWARDS
GOVERNMENTS THAT CONTINUED A LONG
SERIES BEGUN BY THE US ADVISORY COMMISSION ON
INTERGOVERNMENTAL RELATIONS,
RESPONDENTS WERE ASKED... "FROM WHICH LEVEL OF
GOVERNMENT DO YOU FEEL YOU GET THE
MOST FOR YOUR MONEY?"
LOCAL AND STATE GOVERNMENTS DREW THE HIGHEST
NUMBER OF RESPONSES, CONSIS-
TENTLY OUTDRAWING THE FEDERAL GOVERNMENT
BEGINNING IN THE 1980S.
A SECOND QUESTION ASKED ABOUT "TRUST AND
CONFIDENCE" IN GOVERNMENT TO "DO A
OOD JOB." MUCH HIGHER PERCENTAGES TRUSTED THE
LOCAL AND STATE GOVERNMENTS THAN

FEDERAL GOVERNMENT TO DO A GOOD JOB "A GREAT
DEAL OF THE TIME" OR "A FAIR
UNT OF THE TIME." 2
PUBLIC'S 1999 RATINGS OF FEDERAL, STATE, AND
LOCAL GOVERNMENTS
Most for Money (percentage) Do a Good Job (percentage)
23 56
29 67
3 1 69
raverse City Whacks Washington.' Wall Start Journal, 28 July
1987.
L. and John Kincaid. "Public Opinion and American Federalism:
Perspectives on Taxes, Spending,
rust." SpectruM: The Journal of State Government, Summer
2001.
3
Figure
Overlapping local government boundaries-Ingham County
PART 1 ■ INTRODUCTION
CHAPTER ONE ■ WHY STUDY STATE AND LOCAL
GOVERNMENT FINANCE?

4
5
The economic issues involved in the financing of state-local
governments deserve
and demand separate attention for four primary reasons: (1) the
state-local
government sector is a substantial part of the U.S. economy,
with its spending rep-
resenting nearly 14 percent of Gross Domestic Product (GDP)
and comprising more
than half of total government domestic expenditure; (2) the
major services pro-
vided by state-local governments—education, transportation,
social services, and
public safety—are those that most affect residents on a day-to-
day basis; (3) state-local
government experiences, experiments, and policies often form
the basis for
subsequent programs or policy changes by the federal
government or even by gov-
ernments in other countries; and (4) because of the diversity of
state-local governments
and the ease of mobility among them, the analysis of many
economic issues is sub-
stantially different in the state and local arenas than for the
federal government.
The importance of diversity and mobility for state-local
government finance
cannot be overemphasized. As you will learn in this book,
tremendous diversity
exists both in the structure of subnational government in
different states and in the
magnitude and mix of revenues and expenditures. In 2002, there

were about 87,275
different state-local governments in the United States, each with
independent
functional responsibilities and revenue sources. Besides the 50
states, these includ-
ed about 39,000 general-purpose local governments (counties,
municipalities, and
townships) and about 48,600 special-purpose local governments
(school and other
special districts). Because the boundaries of many of these
jurisdictions overlap,
any individual is a member or resident of at least two
subnational governments (a
state and a locality) and more likely a resident of four or more
(state, county,
municipality, or township, and at least one special district),
each with separate
elected officials and separate taxes and services.
The complicated relationship among local jurisdictions is
illustrated in Figure 1.1,
which depicts the cities, townships, and school districts for one
county (of 83) in
Michigan. Residents of the area covered by the map obviously
are part of (that is,
elect officials, pay taxes to, and receive services from) the State
of Michigan and
Ingham County (shown in gray). Within the county, the fine
solid lines identify
cities (Dansville, East Lansing, Lansing, Leslie, Mason,
Stockbridge, Webberville,
Williamston, and so on). Townships are shown as the regular
square-shaped areas
outlined in dotted lines that cover the entire county, with
township names printed
in italics. School districts (shown by the thicker, jagged lines)

cross city, township,
and even county boundaries. As an illustration, residents of the
Williamston
School District also could reside in Williamston City or
Williamston, Locke, Leroy,
Wheatfield, Alaiedon, or Meridian Townships. Thus, residents
in this area are
members of at least four state and local jurisdictions.
The division of responsibility among these different types or
levels of subna-
tional government varies substantially by state or region,
however. In some states,
such as Alaska, Arkansas, Delaware, Hawaii, New Mexico, and
Vermont, local
governments play a relatively limited role with the state
government being domi-
nant. In others, such as Colorado, Florida, New York, and
Texas, local governments
account for the majority of state-local expenditures. The
division of responsi -
bility within the local sector also varies by state. In Maryland,
for example ,
counties are the dominant form of local government, collecting
about 70 percent of
local own-source revenue and making about 74 percent of all
local government
East Lansing
Haslett Okemos
Williamston

I Stockbridge
Stockbridge
Stockbridge
a
a
a 200
PART I ■ INTRODUCTION
6
expenditures. At the opposite end of the spectrum, counties
have no fiscal role at
all in Connecticut where local government services are provided
primarily by 179
separate and nonoverlapping "towns." Michigan represents a
more common or
typical structure where counties account for about 21 percent of
local expenditures,
municipalities and townships about 32 percent, and the rest by
special districts,
especially independent school districts.
In short, it can be very misleading to talk about "the services"
provided by
states, counties, cities, or local governments in general because
there is no single
structure. Similarly, even among governments that have
responsibility for the
same services, the quantity and quality of service provided can
vary substantially.

There is also great variety in the way in which subnational
governments finance
those services—that is, on which sources of revenue to rely.
Indeed, this diversity
is the essence of a federal, as opposed to a unitary, system of
government.
The ease of mobility among these diverse subnational
governments, however, causes
the diversity to have economic implications. Diversity is largely
uninteresting
without mobility, and mobility is unimportant without the
choice diversity creates.
The notion of mobility here is not only physical mobility (the
location of residences or
businesses among different jurisdictions) but also economic
mobility (the choice of
where to consume or invest). In many cases, individuals can
independently select the
location of residence, work, investment, and consumption.
Many individuals live in
one city, work in another, and do most of their shopping at
stores or a shopping mall
in still another locality. In some cases, these activities cross
state as well as local
boundaries. And, when individuals save through bank accounts
or mutual funds,
their money is invested in all kinds of projects located in many
different states, local-
ities, and even different countries. This economic mobility
coupled with the choice
provided by the diversity of subnational governments is largely
the topic of this book.
GOVERNMENT FINANCE?

7
Table 1.;
The Relative Size ofj Federal and State—Local Government,
2003
Federal Government
Amount Percentage
State and Local Government
Amount Percentage
Type of Expenditure (billions) of GDP (billions) of GDP
Expenditures from own sources $2,263.9 20.6% $1,162.5 10.6%
Expenditures after grants 1,924.9 17.5 1,501.5 13.7
Domestic expenditures, own sources 1,581.8 14.4 1,069.2 9.7
Domestic expenditures, after grants 1,243 11.3 1,408.1 12.8
NOTE: Domestic expenditures include nondefense purchases,
transfer payments to persons and governments, and net
subsidies of government
enterprises
SOURCE: Department of Commerce, Bureau of Economic
Analysis
Figure 1.2

600
Federal civilian IIII Federal military State ■ Local
g 500•
8- 400
0
0
300
Government
employment
relative to
population
FISCAL CHARACTERISTICS OF THE SUBNATIONAL
PUBLIC SECTOR
O
a
Size and Growth
In 2003, state-local governments spent more than $1,160 billion
of resources collect-
ed from their own sources (that is, excluding spending financed
by federal aid),
which represented almost 11 percent of GDP (see Table 1.1).

When spending
financed by federal grants is included, state-local expenditures
represent nearly
14 percent of GDP. It is also interesting to compare the state-
local sector to the
federal government alone: For every dollar collected from its
own sources and
spent by the federal government in 2003, state-local
governments collected and
spent about $0.51. In per-capita terms, state-local governments
collected and spent
about $4,040 per person in 2002, whereas the federal
government collected and
spent (including grants to state-local governments) about
$7,860. If comparison is
limited to spending for domestic programs by all levels of
government, state-local
governments collected more than 40 percent of those funds and
were responsible
for spending about 53 percent. Finally, as depicted in Figure
1.2, state and local gov
ernments account for more than 80 percent of all government
employees, a share
1965 1970 1975 1980 1985 1990
1995 2000 2002
Year
that has been increasing over time. By any of these measures,
state-loc
overnments are both an important component of the U.S.
economy and yeg
e fractiorcr5Fthe entire government sector.
Another interesting way to evaluate the magnitude of state-local

c
ctivity is to think of the states as business firms—taking in
revenue and roduc-
Lrig services—and compare the states based on genera revenue
to the largest cor-
o,rauons based on sales revenue. All the state governments are
large enough to be
e Fortune 500 list of largest firms, 9 states are among the 50
largest (by
f these entities, and California is fifth largest, exceeded only by
Wal-
es, Exxon-Mobil, General Motors, and Ford.
25
20 -
Figure 1.3
State-local
expenditures (as a
percentage of
personal income)
-o- State-local total -s- State-local own source State total -
o- State own source

GOVERNMENT FINANCE?
$8000
State-local total State-local own source -a- State total -o-
State own source
$7000
$6000
$5000
$4000
$3000
$2000
$1000
9
Figure 1.4
State-local expen-
diture (per capita
in 2000 dollars)
0 I I I . ; .[ t .1, . • ,1
41' ';‘ cfg A4 41) `bb ce ofP 44' 4;1'e ce 44" 413 0 44b cfP
cP1'

Year
The current substantial relative size of the subnational
government sector arose
initially from a roughly 25-year period of sustained rapid
growth between 1950
and 1975. Using National Income Accounts data, state-local
expenditures grew
from about 6 percent of GDP in 1950 to about 12 percent in
1975, implying that
state-local spending increased at roughly twice the rate of the
national economy.
Using Census data, the growth of total state-local government
expenditures
(either including or excluding spending financed by grants),
both relative to per-
sonal income and in real per-capita dollars, is depicted in Figure
1.3. In 1952, total
state-local spending from all sources represented slightly more
than 11 percent
of personal income, but, by 1975, state-local spending had
grown to about 20
percent of income. Even excluding federal grants, state-local
spending from own
sources increased from about 10 percent of income in 1952 to
about 17 percent in
1975. A similar pattern of growth is shown by per-capita, 2000
dollars, indicating
that state-local spending also increased faster than population
growth and prices
during this period. Not surprisingly, the pattern of growth in
spending by state
governments alone parallels the pattern for the entire state-local
sector rather
closely.

The relative growth of the state-local sector in this period is
usually attributed
to three factors. First, income in the United States increased
rather substantially
in these years; this caused an increase in demand for many
different types of
goods and services, some of which were provided largely by
subnational govern-
ments. Second, growth in population and change in the
composition of the pop-
ulation (especially the postwar baby boom) also lead to an
increase in demand
for state-local services (especially education). Third, substantial
increases;
0: . ,
y1 aS°ti cfg' AQ' 14) ti5 4) 0, 4, 00 .; 6, 6 61, ayti
4:/ 1 .$1 4F4 4F$ 1 N 1 N N
Year
manufacturing-labor productivity and thus manufacturing wages
during this
period created pressures to increase wages of state and local
employees as well.
This caused an increase in the relative cost of providing those
services. In essence,
spending rose faster than the economy grew because the
population to be served
(especially children) was rising relatively fast, because the
costs of providing
state-local services were rising faster than average, and because
consumers were
demanding new or improved services from subnational
governments.

The relative size of the state-local government sector has not
changed nearly as
substantially since the middle 1970s, however. State-local
spending has continued
to grow relative to personal income since 1975, but at a much
more modest pace
than previously. Over this period, state-local spending has
increased from a little
more than 20 percent of income to slightly above 23 percent,
hardly dramatic
ge over a 25-year period. A similar slowdown in the growth of
state-local
ovemment spending beginning in the latter 1970s is reflected by
the graph of real
-capita spending in Figure 1.4. Whereas state-local government
spending has
tied to increase faster than the combination of population
growth and infla-
e growth rate in the last 25 years of the century (168 percent)
was substan-
ess than in the earlier 25 year period (230 percent). Similarly,
the change
pending by state governments alone parallels the pattern for the
entire
,,t,Viocal sector rather closely. Thus, the past 25 years have
seen little substantial
,gein the relative fiscal magnitude of state and local
government, at least at the
cro
eneral, the reduction in the relative growth of the fiscal size of

state and local
t during the last quarter of the past century simply reflected a
reversal
GOVERNMENT FINANCE?
II
Figure 1.5
•
• •,,•■•
• • •
•
1962 1967 1972 1977 1982 1987 i 1992 1997 1999
Year
2000 I 2001 I 2002
10
of all those factors that had been operating since 1950. Income
did not grow as fast
in those years as previously, partly because the economy
experienced four nation-
al recessions between 1974 and 2002. Demand for educational
services lessened as

the baby boomers completed school and delayed starting their
own families.
State-local government costs, especially wages, did not increase
relatively as fast
in this period as previously, in part due to slower growth of
private productivity
nationally. Federal grants to state-local governments did not
grow in this period
anywhere near as fast as in the previous period, although state -
local spending
from own sources also follows the same pattern of slowing
growth. Finally, it has
been suggested that the slowdown reflects a change in the tastes
or preferences of
consumers for government services, as reflected by the
coordinated opposition to
state-local taxes in the late 1970s and 1980s, which has come to
be called the "tax
revolt." This change in the political environment seems to have
persisted. What-
ever the combination of factors, it is clear that the past 25 years
have represented a
very different environment for state-local finance than in the
preceding 25-year
period of substantial growth.
The growth in state-local spending that has occurred has been
influenced by
several factors, including increasing health care costs,
increasing corrections
expenditures by states, slower growth of federal grants, and
services that
state-local governments are mandated to provide by the national
government.
Research by Gramlich (1991) suggested that the increased state-
local spending in

real or relative terms in the 1980s was explained mainl y by
three factors: (1) rising
costs of producing services (especially for health care), (2)
increased demand for
services (particularly due to more prisons, a growing prison
population, as well as
an increase in the number of school children), and (3) a small
effect from new fed-
eral government requirements for state-local spending. Most
recently, since 2000
state-local spending has increased relatively substantially again,
measured both
relative to personal income and in real, per-capita terms. This
recent growth seems
driven by continuing increases in health care costs, growth in
the number of elder-
ly people and school-age children, and public safety issues,
including corrections
and efforts to prevent terrorism. At the time this is being
written, therefore, it is an
open question whether this recent growth is a temporary
phenomenon or the start
of another long period of relative fiscal expansion for the state -
local sector.
Although not apparent in Figure 1.4, an important distinction
exists between the
roles of state and local governments. In 2002, state governments
collected 59 per-
cent of state-local taxes and 55 percent of own-source state-
local revenue; ho-
wever, state governments only were responsible for about 45
percent of direct
spending. The difference represents the importance of state aid
to local govern-
ments. To put it another way, local governments are responsible

for about 55 per-
cent of state-local spending, but collect only about 41 percent of
taxes, a differen -
tial that has been growing.
Expenditure Categories
More than half of the money spent by state and local
governments in aggregate
provides education or income maintenance services, as shown in
Figure 1.5
a,
0-x 30
a)
5)
c
al 20
0
a,
,,,cr) 15
10
45
40
35
25
5

0
Distribution of
state-local general
expenditure
-o- Education -a- Public welfare t Health and hospitals -o-
Highways
-o- Governmental administration t Police protection
Corrections
2002, these categories accounted for nearly 52 percent of total
state-local general
spending, with education accounting for about 36 percent and
public welfare
about 16 percent. Expenditures for highways and health and
hospitals, the other
main direct consumer services, represent about 7 to 9 percent of
state-local spend-
, .
mg, whereas expenditures on police services and corrections
represent only about
3 to 4 percent. After a 25-year decline, the share of spending for
education has
increased in the past 10 years. Expenditure for public welfare
and health and hos-
pitals has continued to increase, while the highways have
become a smaller frac-
tion of state-local spending in aggregate.
The distribution of spending by category for state-local
governments together

asks important differences between states and local
governments, on average.
e distribution of general expenditure for states and localities are
shown sepa-
ately in Figure 1.6. (According to the Census definition, general
expenditure
lodes all expenditures except those for government utilities,
liquor stores, and
mployee retirement funds.) Education is by the far the largest
category of spend-
g for both states and localities (31 percent for states, including
higher education
spending and state grants for schools, and 44 percent for
localities). States also 44.
relatively large fraction of their expenditures on welfare,
transportation,
and hospital services, whereas the other major expenditure
categories
ovemmbenc safety tsre and d housing, transportation, health
and
d public
1 2
Higher education
12%
Figure 1.6

General expendi-
ture, state govern-
ments, 2002 (total:
$1.109 trillion);
Interest on debt
3%
Administration
4%
Corrections
3%
Health and hospitals
6%
Transportation
7%
Other
11%
Grants for K-12 education
19%
Other grants
14%
Public welfare
21%

Environment and
housing
11%
Other
9%
Education
44%
Figure 1.7
Distribution of
state-local general
-o- Individual income -o- Current charges -a- Miscellaneous
revenue — revenue
Federal government -a- Property tax -o- Sales and gross
receipts
35
30
25
20
15
10
5
P

er
ce
n
ta
g
e
o
f
g
e
n
e
ra
l r
e
ve
n
u
e
0
(;)-1, ,o gsl, 4,N 41' c; 61,
„ „ „ , ,o, c,/ (3/
41/4) 4° 4 4 4b c)cb c?) c)c)

Year
Figure 1.8
General revenue,
state govern-
ments, 2002 (total:
$1.062 trillion);
PART 1 ■ INTRODUCTION CHAPTER ONE
■ WHY STUDY STATE AND LOCAL GOVERNMENT
FINANCE?
13
General expendi-
ture, local govern-
ments, 2002 (total:
$997.6 billion)
Interest on debt
5%
Administration
5%
Public welfare
4%

Health and hospitals
8%
Police and fire
8%
Transportation
6%
Revenue Source&
State—local governments receive revenues from a variety of
different sources,
including a number of types of taxes, as shown in Figure 1.7.
When all revenues to
all state—local governments are added together, the five major
sources, all of rough
ly equal importance, are charges and miscellaneous revenue
(24.9 percent of th
total), sales taxes (19.2 percent), property taxes (16.6 percent),
federal gran
(21.4 percent), and income taxes (12.0 percent). In contrast, the
predominant sour
of revenue for the federal government is income taxes,
including the personal an
corporate income taxes and the social security payroll tax.
There have been no su
tained trends in revenue shares over the past 10 years, although
the share from f
eral aid has started to increase again in the past several years
and the share from
charges has continued to increase modestly.
The composition of revenues differs between states and local
governments even

more than the difference in expenditure patterns, as shown by
Figure 1.8. Restrict -
ing the comparison to general revenue (excluding utility, liquor
store, and emplo
ee retirement revenue), states get nearly 75 percent of their
revenue from sales t
(about 25 percent), income taxes (about 20 percent from
individual and corpo
Charges
9%
Other taxes
6%
Corporate income taxes
Individual income taxes
18%
2%
Other
10%
Federal aid
30%
Sales and
excise taxes
25%
Charges
15%

Other taxes
4%
Income taxes
2%
Sales taxes
4%
Other
8%
Federal aid
4%
State aid
36%
Property taxes
27%
General revenue,
local governments,
2002 (total:
$995.9 billion)
1 4

taxes), and federal grants (30 percent). The two dominant
sources of general rev-
enue for local governments accounting for about 63 percent of
the total are
state grants (about 36 percent) and property taxes (27 percent).
From another
perspective, grants from both the federal and state government
provide about
40 percent of local government general revenue. It is worth
noting that these are
averages for all local governments; substantial variation exists
both by type of local
government and state.
DIVERSITY OF SUBNATIONAL GOVERNMENTS
Although the statistics presented earlier for both the level and
mix of expenditures
and revenues characterize the overall state-local sector, they do
not necessarily
represent the fiscal picture in any individual state and local
jurisdiction. As noted,
diversity is the norm in subnational finance. Accordingly, the
data in Tables 1.2-1.4
show some comparison of the fiscal environment in different
states. Comparing
the level of expenditures or revenues among states is not
enough; instead, it is nec-
essary to standardize the data because of the different sizes and
characteristics of
the states. The two most common ways of standardizing are to
compare the data
in per-capita terms (per person) or as a percentage of income.
However, suppose
that one state has higher per-capita expenditures than another or

that expenditures
take a larger fraction of income in one state than another. Do
these mean that ser-
vices are greater in one state than the other? Not necessarily.
The rationale for per-capita comparisons is that it may require
more expenditure
and revenue to provide equal services to a larger population
than to a smaller one.
The degree to which that is true for different state-local services
is not clear, how-
ever. If the production of state-local services exhibits constant
returns to scale, that
is, if the average cost of providing a unit of service to one
consumer is constant, then
total cost will increase proportionately to population. Equal per -
capita amounts are
then consistent with equal services, if all other factors are the
same between the
jurisdictions being compared. On the other hand, the production
of some services
may exhibit increasing returns to scale, which means that cost
per person falls as
the number of people served rises. In that case, equal services
are consistent with
lower per-capita expenditures in the larger jurisdictions, if all
else is the same.
A similar analysis applies to interjurisdictional comparisons
based on the frac-
tion of income taken by state-local expenditures and revenues.
One might expect
that two states, one rich and one poor, would have the same
percentage of their
income going to government services. This is true only if the
income elasticity 0

demand for those government services is one; that is, if demand
for service incre
es proportionately with income. If not (that is, if demand for
state-local servic
increases slower or faster than income), then equal percentages
of income going
state-local expenditures are not expected. In addition, this
analysis requires th
factors other than income be the same between the jurisdictions
being compared •
In general, differences in state-local expenditures or revenues
among states
arise because of (1) different decisions about what services to
provide through
public sector as opposed to the private sector in different states;
(2) differenc
input prices (especially labor) among the states; (3) differences
in environt0
GOVERNMENT FINANCE?
'5
such as area, population density, or weather, which affect the
cost of producing ser-
vices; and (4) differences in demand for services from either
population differ-
ences, income differences, or differences in tastes.
Standardization in per-capita
terms may offset only the population effects, and
standardization by state-income
level offsets only the income effect on demand. With either
standardization, dif-
ferences in spending or taxes can remain, which do not reflect

service differences.
As a result, extreme caution is necessary in making interstate
fiscal comparisons.
A higher level of revenues and expenditures in one state may
mean there are more
services in that state, may reflect higher production costs in that
state, or may mean
that residents of that state have decided to provide some service
(hospitals, for
instance) through the government rather than privately.
Expenditures
With the preceding cautions in mind, the differences in state-
local expenditure among
the states are shown in Table 1.2. In 2002, stale-local
governments spent an average of
$6,166 per person or about 19.9 percent of individuals' personal
incomes. Seven
states spent more than $7,000 per person—Alaska ($13,466),
Delaware ($10,808),
New York ($8,523), Wyoming ($7,801), Connecticut ($7,105),
Minnesota ($7,102), and
California ($7,041)—and eight states spent less than $5,300 per
person—Arkansas
($4,889), Arizona ($4922), Tennessee ($5,089), New Hampshire
($5,132), South Dako-
ta ($5,145), Missouri ($5,192), Idaho ($5,258), and Oklahoma
($5,273). A similar range
exists in the fraction of income taken by state-local
expenditures, from 41.9 percent in
Alaska and 25.9 percent in New Mexico to 14.9 percent in New
Hampshire and 16.4
percent in Connecticut and New Jersey. There is also very little
of a regional pattern
in the level of expenditures. Although per-capita spending is
consistently below

average in the Southeast and above average in the Far West,
substantial variation
occurs within regions in the other cases.
Although a general correspondence exists between the rankings
of states by per-
capita spending and spending as a percentage of income, some
important …
Advanced PC
Applications Graded
Project
Advanced PC Applications : Advanced PC
Applications Graded Project
Lesson 7 Overview
This project uses the skills
you’ve acquired for Word,
Excel, PowerPoint, and Access
to
prepare for a promotional event
to introduce a new line of
fishing hooks to local retailers.

You’ll assume the role of
company president for a small fishing tackle company that’s
just getting started. For this project, you must complete the
following steps:
1. Create a database of retailers for prospective shops that might
carry
your hooks.
2. Create a spreadsheet with statistics and a chart.
3. Complete a mail merge letter inviting sales reps to a fishing
lodge to
try out your product.
4. Produce a presentation to give at the fishing lodge.
7.1 Prepare for a promotional event to introduce a new
Advanced PC Applications (v2) : Lesson 7 : Page 1© 2020 Penn
Foster
Inc.
product to local retailers
Graded Project: Advanced PC Applications
READING ASSIGNMENT
Your project must be submitted as a Word document (.docx,

.doc)*. Your project
will be individually graded by your instructor and therefore will
take up to a few
weeks to grade. Be sure that each of your files contains the
following information:
Your name
Your student ID number
The lesson number (584085)
Your email address
Note: If you have more than 10 attachments, you’ll need to
collect all of your files
into a compressed folder. To do this, follow these instructions
based on your
operating system:
Windows: Select the files you want to compress, right-click and
select Send
to and then Compressed (zipped) folder.
Mac: Select the files you want to compress, control-click and
select
Compress.
To submit your graded project, follow these steps:
Go to http://www.pennfoster.edu (www.pennfoster.edu) .
Log in to your student portal.
Click on Take Exam next to the lesson you’re working on.
Follow the instructions provided to complete your exam.
Be sure to keep a backup copy of any files you submit to the
school!
Retailers Database

Follow the steps below to create the Retailers database.
Click to download the files
(lessons.pennfoster.com/pdf/584085_Practice_
Files.zip) you'll need to complete this graded project.
Foster
Inc.
http://www.pennfoster.edu
http://lessons.pennfoster.com/pdf/584085_Practice_Files.zip
1. Start Access and create a new blank database named
“Retailers.”
2. Name the new table “Retailers” and then display it in Design
view.
3. Edit the ID field to be “Retailer ID” and verify that it’s data
type
AutoNumber and that it has been selected as the primary key.
4. In Design view, add the remaining fields and corresponding
data
types:
Field Name Data Type
Store Name Short Text
Address Short Text

City Short Text
State Short Text
Zip Short Text
5. Save and then close the Retailers table.
6. Create a new table named “Sales Reps” and display it in
Design view.
7. Edit the ID field to be “Sales Rep ID” and verify that it’s
data type
AutoNumber and that it has been selected as the primary key.
8. Add a field named “Retailer ID” and then select the Lookup
Wizard as
the Data Type.
a. Use the Wizard to select Retailers as the table for the Lookup
field.
b. Click Retailer ID as the field with the values to choose from.
c. Sort the values in Ascending order.
d. Click Finish.
9. In Design view, add the remaining Sales Reps fields and
Foster

Inc.
corresponding data types:
Field Name Data Type
First Name Short Text
Last Name Short Text
Job Title Short Text
10. Save and close the Sales Reps table.
11. Create a Retailers form that includes the following
information:
Retailer ID
Store Name
Address
City
State
Zip
12. The form should look similar to the figure below.
Foster
Inc.

[An image of the Retailers form]
13. Create a Sales Reps form that includes the following
information:
Sales Rep ID
Retailer ID
First Name
Last Name
Job Title
14. The form should look similar to the figure below.
Foster
Inc.
[An image of the Sales Rep form ]
15. Use the Retailers form to populate the Retailers table with
the records
listed below.
Retailers Records
Retailer ID 1

Store Name Fishing World
Address 160 Trout Circle
City Any Town
State PA
Zip 16754
Foster
Inc.
Retailer ID 2
Store Name Everything Bait Shop
Address 1336 Ocean Parkway
City Any Town
State PA
Zip 16755
Retailer ID 3
Store Name Major Sporting Goods
Address 14998 Atlantic Ave.

City Any Town
State PA
Zip 16759
16. Use the Sales Reps form to populate the Sales Reps table
with the
records listed below. Note that the Retailer ID is a lookup field
and
you’ll be able to select the value from a list.
Sales Reps Records
Sales Rep ID 1
Retailer ID 2
Foster
Inc.
First Name Marty
Last Name Hu
Job Title Owner
Sales Rep ID 2

Retailer ID 1
First Name Chris
Last Name Tryniski
Job Title Fishing Dept. Rep
Sales Rep ID 3
Retailer ID 1
First Name Karm
Last Name Howard
Job Title Outdoor Goods Manager
Sales Rep ID 4
Retailer ID 3
First Name Liz
Last Name Bennett
Job Title Tackle Sales Rep
Foster
Inc.

Sales Rep ID 5
Retailer ID 3
First Name Turner
Last Name Ward
Job Title Store Manager
17. Format Table Datasheet view for the Retailers and Sales
Reps table,
adjusting column widths as appropriate.
18. Create a query in Design view that displays complete
contact
information in alphabetical order by store name. The tables
should
already display a relationship because of the Lookup field. If
not, join
the tables appropriately to run the query correctly.
[An image of the query]
19. Run the query and save it as “Contacts.”
20. Close the query and any open tables and forms.
21. Close the Retailers database.

Foster
Inc.
Hook Results Spreadsheet
Follow the steps below to create the Hook Results spreadsheet.
1. Start Excel and create a new blank workbook.
2. Enter the following data:
Table Trout Hooks
Fish Caught
Tournament Table Leading Brand #1 Leading Brand
#2 Leading Brand #3 % Caught with Table
Local Trout Tournament 185 126 90 130
Tri-State Annual Derby 568 445 229 330
3. Format the workbook as follows (shown in the figure below):
a. Merge and center the titles. “Table Trout Hooks” is the
overall
title, and “Fish Caught” is the heading for the Table and
Leading
Brand columns.

b. Format cell titles and labels as bold.
c. Display borders around all the cells with data.
d. Change the spreadsheet orientation to landscape to allow the
wide columns to be printed on one sheet of paper.
[An image of the spreadsheet with formatting applied.]
Advanced PC Applications (v2) : Lesson 7 : Page 10© 2020
Penn Foster
Inc.
4. In column F, enter formulas that use a function to calculate %
Caught
with Table (fish caught with Table hook divided by the total
number of
fish caught).
5. Format the % Caught with Table values as a percent with one
decimal
place.
6. Insert a Column Chart of type 2-D Clustered Column that
charts data
in cells A4 through E6.
7. Change the title to “Fish Caught by Hook Brand.”

8. Change the Chart Style to Style 11, so that your chart looks
similar to
the figure.
[An image of the finished chart.]
9. Be sure the chart is sized appropriately and positioned under
the
Penn Foster
Inc.
data.
10. Save the workbook, naming it “Hook Results.”
Invitation Letter
Follow the steps below to create the Invitation Letter.
1. Start Word and create a new single-spaced (blank) document.
2. Type “Table Trout Hooks” and then press Enter.
3. Insert an online image of a trout (use “trout” as the search
text) and
then press Enter.
4. Optional: You can remove the background color of your
image, if

needed, by following these steps:
a. Select the image.
b. On the Picture Tools Format tab, click Color > Set
Transparent
Color.
c. Click on the background color of the selected object.
5. Size the image appropriately and then center align the
paragraph
containing the image.
6. Format the Table Trout Hooks text as Georgia 22-point. Your
letter
should look similar to the figure.
[An image of the heading and fish image]
Penn Foster
Inc.
7. Start the mail merge process.
8. When you select recipients, use an existing list, select the
Retailers.accdb database you created earlier, and then select the
Contacts query.

9. Type the text shown below, inserting merge fields and
leaving a blank
paragraph where indicated. You’ll need to Match Fields when
you
insert the AddressBlock field code so that you can match the
Company to the Store Name field.
March 30, 20xx
¶
<<AddressBlock>>
¶
Are you as excited as I am about the opening day of Trout
Season? In
preparation for the Big Day, I invite you to join me at the Local
Fishing
Lodge for a morning of fishing followed by a catered lunch on
April 8, 20xx
at 7:30 am. You will get to experience firsthand the difference a
Table trout
hook makes.
¶
As <<Job_Title>> at <<Store_Name>>, I know you want to

make the best
fishing tackle available to your customers. Table trout hooks
hook more
trout. Just look at the results from two recent tournaments:
¶
Penn Foster
Inc.
¶
¶
Please RSVP by emailing me at [email protected] and let me
know if you would like to bring a guest. Looking forward to
personally
meeting with you.
¶
Tight lines,
¶
¶
¶

¶
Your name here
President
10. Your letter should look like the figure below.
Penn Foster
Inc.
[An image of the typed letter.]
11. Be sure that you’ve formatted the date and Table trout
hooks name as
bold and used your name in the closing. If the email address
isn’t
automatically formatted as a hyperlink, then click Insert >
Hyperlink
to format it.
12. In the second blank paragraph after “. . . two recent
tournaments:”
paste a copy of the chart from the Hook Results spreadsheet.
Size
the chart appropriately, so that it looks similar to the figure.

Penn Foster
Inc.
[An image of the chart inserted in the letter.]
13. Save the document, naming it “Lodge Lunch.”
14. Use the appropriate command to merge the field data and
create a
document containing the individual letters.
15. Scroll through the letters and check that the content requires
only one
page. If the chart is so big that your letter requires two pages,
then
close the merged document without saving it and resize the
chart in
the Lodge Lunch document before performing the merge agai n.
Repeat this process until you produce letters that will print on
one
page each.
16. Save the merged document, naming it “Merged Lodge
Letter.”
Event Presentation
Follow the steps below to create the Event Presentation.

Penn Foster
Inc.
1. Start PowerPoint and create a new blank presentation.
2. Change the Theme of the presentation to Wood Type or
another
appropriate style if you don’t have Wood Type.
3. Verify slide 1 is in Title Slide layout and then enter the
following text:
Title: Table Trout Hooks
Subtext: Bring home dinner!
4. Your slide should look similar to the figure below.
[An image of the title slide with text inserted]
5. Add a new slide with a Content with Caption layout (slide 2)
and then
insert the Table Hook.jpg picture, the data file you downloaded
for this
graded project. Add the following text and size the image so
that slide
2 looks similar to the figure.

Title: The Table Trout Hook
The patented design of the Table trout hook combines
sharpness, ability to penetrate, and strength to offer a top rate
product for putting dinner on the table.
Penn Foster
Inc.
[An image of slide 2 with text and image added.]
6. Add a new slide with a Title and Content layout (slide 3) and
add the
following text.
Title: Table Trout Hook Design
The double feature has been tournament tested with
overwhelmingly positive response.
Pro and weekend fishers alike will see immediate results with
the
double hook and curved shank.
The hook is made of carbon steel for strength and a black nickel
finish for durability.

7. Format the title and text (as a bullet list) as shown in the
figure.
Penn Foster
Inc.
[An image of the formatted slide 3.]
8. Add a new slide with a Title and Content layout (slide 4) and
add text
as follows:
Title: Name Recognition
Hook-a-Permit promotion gave a Table hook to the first 250 in-
person Trout permit purchases.
Local Trout Tournament sponsor with every angler receiving a
free Table hook.
Tri-State Annual Trout Derby sponsor is providing more than
2,000 Table hooks.
Penn Foster
Inc.

[An image of the completed slide 4.]
9. Add a new slide with a Title and Content layout (slide 5).
Use the
same text as Slide 1 for the title, but combined. Edit the title
and paste
the chart from the Hook Results spreadsheet so that the slide
looks
similar to the figure below.
Penn Foster
Inc.
[An image of the formatted slide 5.]
10. Add a new slide with a Title and Content layout (slide 6)
and add
content as follows. Refer to the Hook Results spreadsheet to get
the
figure for the first bullet.
Title: Conclusion
35% of tournament trout have been caught with Table hooks
Competitive wholesale prices
Customer support and satisfaction guaranteed

Free setup of in-store displays
Place your order today and get a free shipping discount
11. Insert a picture of the same trout (if possible) used in the
Lodge
Letter. The slide should look similar to the figure.
Penn Foster
Inc.
[An image of the completed slide 6.]
12. Apply the Wind transition to all the slides.
13. Apply the Wipe animation to each of the bullet items on
slides 3, 4,
and 6.
14. Save the presentation, naming it “Sales Presentation,” and
then play
the slide show from the beginning to check your work.
Scoring Guidelines
Rubric
SKILL/GRADING
CRITERIA

EXEMPLARY
(4)
PROFICIENT
(3)
FAIR
(2)
POOR
(1)
NOT
EVIDENT
(0)
Penn Foster
Inc.
Create a
database
Correct field
names and
field types
have been
used to
create a table
and form.
Mostly

correct field
names and
field types
have been
used to
create a table
and form.
Some correct
field names
and field
types have
been used to
create a table
and form.
An attempt
has been
made to
create a
table and
form.
No attempt
has been
made to
create a
database
with a table
and form.
Populate a
database
All the
records have

been entered
with no
errors.
Most of the
records have
been entered
with no
errors.
Some
records have
been entered
and there are
errors.
There are a
few records
but they may
not contain
the correct
data.
No attempt
has been
made to
populate the
database.
Create a
database query
The query
criteria
include
correct fields

and sort, and
the tables
have a
defined
relationship.
The query
criteria
include
mostly
correct fields
and sort, and
the tables
have a
defined
relationship.
The query
criteria
include some
fields without
a sort, and
the tables
have a
defined
relationship.
A query has
been created
with only
one table.
No attempt
has been
made to
create the

query.
Create a
spreadsheet
A
spreadsheet
with correct
data,
formatting,
and formulas
has been
created.
A
spreadsheet
with mostly
correct data,
formatting,
and formulas
has been
created.
A
spreadsheet
with some
correct data,
formatting,
and formulas
has been
created.
A
spreadsheet
with
formulas that

don’t use
functions
has been
created.
No attempt
to create a
spreadsheet
has been
made.
Create a chart
A column
chart of the
correct type
and style with
the
appropriate
title has been
created.
A column
chart of the
correct type
with the
appropriate
title has been
created.
A column
chart with the
appropriate
title has been
created.

A chart of
any type has
been
created.
No attempt
has been
made to
create a
chart.
Type document
text
The specified
letter has
been typed
correctly with
correct
spacing,
formatting,
and online
image.
The specified
letter has
been typed
with few
mistakes.
The specified
letter has
been typed
with many
mistakes and
doesn’t

contain most
of the
specified
formats.
The
specified
letter has
been typed
with
numerous
mistakes,
incorrect
spacing, and
lacks an
image.
No attempt
to type the
letter has
been made.
Penn Foster
Inc.
Insert merge
fields
The letter
contains all
the correct
merge fields
in the correct

positions.
The letter
contains
most of the
correct
merge fields
in the correct
positions.
The letter
doesn’t
contain an
AddressBlock
merge field
and other
merge fields
are missing.
The letter
contains text
in place of
the merge
fields.
No attempt
has been
made to
place merge
fields or
typed
placeholders
at the
designated
positions.

Merge field
letters
Database
merge fields
have been
merged to
create a
document
with
individual
letters.
Database
merge fields
are being
previewed in
the letter.
N/A N/A
No attempt
has been
made to
merge fields
and create a
document
containing
individual
letters.
Create a
presentation
A
presentation

in the
specified
theme with
six slides in
the correct
layouts has
been created.
A
presentation
in the
specified
theme with
most of the
slides in the
correct
layouts has
been created.
A
presentation
in the
specified
theme with
some of the
slides in the
correct
layouts has
been created.
A
presentation
with fewer
than six
slides in
varying

layouts has
been
created.
No attempt
has been
made to
create a
presentation.
Insert an image
from the
computer
A data file
image has
been
inserted,
sized, and
positioned.
A data file
image has
been inserted
and sized,
but without
optimal
positioning.
A data file
image has
been inserted
without sizing
or
positioning.

An image
other than
that
specified has
been
inserted.
No attempt
to insert an
image has
been made.
Paste an Excel
chart
The specified
Excel chart
has been
pasted into
slide 5 and
appropriately
sized and
positioned.
The specified
Excel chart
has been
pasted into
slide 5 but
not sized or
positioned.
The specified
Excel chart
has been
recreated in

the
presentation
by using the
Insert Chart
command.
The chart
has been
inserted as
an Excel
Worksheet
Object and
displays the
entire
worksheet.
No attempt
has been
made to add
a chart to the
presentation.
Penn Foster
Inc.
Insert an online
picture
An
appropriate
clip art image
has been
inserted on

and
appropriately
sized and
positioned.
An
appropriate
clip art image
has been
inserted on
slide 6 but
may not be
sized or
positioned.
N/A
An image
unrelated to
the topic has
been
inserted.
No attempt
has been
made to
insert a clip
art image.
Apply a
Transition
The Wind
transition has
been applied
to all slides.

The Wind
transition has
been applied
to more than
one slide.
The Wind
transition has
been applied
to only one
slide.
The wrong
transition
has been
applied to
the
presentation.
No attempt
has been
made to
apply a
transition to
any of the
slides.
Apply
Animations
The Wipe
animation has
been applied
to each bullet
item

separately on
slides 3, 4,
and 6.
The Wipe
animation
has been
applied to all
the bullet
items
together on
slides 3, 4,
and 6.
A different
animation
has been
applied to
each bullet
item
separately on
at least one
slide.
A different
animation
has been
applied to all
the bullet
items
together on
at least one
slide.
No attempt
has been

made to
apply an
animation.
Submission Checklist
Before submitting your graded project, make sure you’ve done
all the
required tasks.
Create a database with multiple tables and a Lookup field table.
Create forms corresponding to database tables.
Populate a database table by using forms.
Create a query based on two related tables.
Specify a sort in a database select query.
Create a spreadsheet and apply formatting, including merge and
center, to cells.
Use a function in a formula to calculate a value.
Create a Column chart of type 2-D Clustered Column.
Penn Foster
Inc.
Edit a chart title.

Change a chart style.
Type and format text in a Word document.
Insert, size, and position an online clip art image.
Create a mail merge document using an existing database query
as a
data source.
Insert merge fields, including an AddressBlock, in a Word
letter.
Match fields in an AddressBlock merge field.
Paste an Excel chart in a Word document.
Merge field data with actual data to create individual letters.
Create a PowerPoint presentation.
Apply a theme to a presentation.
Insert an existing image into a slide and then size and position
it.
Paste an Excel chart into a slide.
Refer to a spreadsheet for content to add to a slide.
Insert an online clip art image into a slide and then size and
position it.
Apply a transition.

Apply animations separately to bullet items on a slide.
Penn Foster
Inc.
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