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4.2.4 Improvement of Comparatively Poor Schools in Shanghai OECD noted the improvement of comparatively poor schools in Shanghai as a contributing factor in Shanghai’s PISA performance. Comparatively poor schools were improved through hardware improvement and soft improvement: 4.2.4.1 Hardware Improvement At the beginning of 1990s, Shanghai launched many important projects, such as： （1）“project of updating comparatively poor school,” (薄弱学校更新工程) （2）“project of reaching the standard of primary and secondary schools,”(中小学达标工程) （3）“project of strengthening secondary school construction”(加强初中建设工程) （4）“project of strengthening the construction of informationized environment facilities of rural primary and secondary schools”(农村中小学信息化环境设施建设) make the hardware construction basically achieve balance, providing equal education opportunities for students. 4.2.4.2 Software Improvement Shanghai’s series of projects and measures helped diminish hardware differences between urban and suburban schools, and between high quality and comparatively poor schools. However, Software issues remained. This included comparatively backward administration, overstaffing at managerial level; outdated and inefficient teaching methods, and shortcomings in the performance evaluation mechanism resulting in loss of key teachers and students. (1)Mandatory Administration（委托管理） High quality educational resources in rural schools suffered from shortage, while urban schools gathered abundant high-quality educational resources. In this context, Shanghai developed mandatory administration. Municipal Educational Commission entrusted high-quality urban schools to manage comparatively poor rural primary and secondary schools in order to bring these schools up to an acceptable level of efficiency. (2)Inter-county Assistance(区县一帮一） There is a clear difference between the quality of basic education in urban and suburban parts of Shanghai. In 2005, under the co-ordination of Shanghai Municipal Educationa