Morrison Institute for Public Policy Publications Archives

For decades, Arizona was one of the national leaders in aggregate economic growth, as measured by the percent change in measures such as gross product and employment. However, its growth rate always has been highly cyclical. During expansionary periods, Arizona always has been among the top states on the rate of growth. During recessions, the Arizona economy generally slumped at a rate similar to the national average, but would experience a rapid recovery. This pattern continued through the economic expansion of the mid-2000s.

Arizona faces some big challenges if it is to compete regionally, nationally and globally for the cutting-edge jobs that will help determine our economic future. As hard as state and community leaders are working, the report suggests that Arizona needs even more participation in economic development leadership, more collaboration among economic development groups and a greater sense of urgency. This report identifies a number of important issues that are key to advancing economic development in Arizona.

Between May and July of 1996, members of the council were asked to participate in a series of interviews. The primary purpose of the interviews was to elicit council members' views of and expectations for Arizona's STW initiative. A second reason was to clarify the mission of the council itself. This paper highlights salient points from the interviews. Quotes are used verbatim.

The U.S. Census Bureau’s most recent report shows Arizona has the second highest poverty rate in the nation. This shameful distinction calls attention to a long-standing social problem that has been exacerbated by challenging economic times. In this edition of Policy Points, authors Richard C. Knopf and Brian Simpson examine the increasing demand for emergency food assistance, hunger's impact on children, and the growing number of Arizonans experiencing need for the first time.

The war on poverty during the 1960s succeeded, cutting the national poverty rate in half by the early 1970s. Since then, however, the poverty rate of Americans under the age of 65 has increased. The poverty rate has climbed particularly among children; compared to an average of 15.5 percent during the 1971-to-1975 economic cycle, the poverty rate in each of the three cycles since 1982 averaged between 18 percent and 21 percent. One-in-five children lives in poverty and Arizona has consistently experienced higher poverty rates than the national average for all age groups except seniors.

The School-to-Work (STW) Opportunities Act of 1994 is intended to "offer opportunities for all students to participate in a performance-based education and training program." Nevertheless, certain populations remain hard to reach. In particular, out-of-school youth--students aged 16 through 24 who have not completed high school and are not currently enrolled in school--pose a unique challenge for emerging STW systems. This document explores the manner in which Arizona’s 13 state-funded STW partnerships (for FY 1996-97) are serving out-of-school youth. In addition, new system elements and regional STW plans for service expansion for this population are detailed. Innovative programs within the partnerships are also highlighted.

Arizona seventh-grade students were polled in 1997, 1998, and 1999, to determine the extent of their participation in career awareness and exploration activities, the impact that the activities have had, and how they were delivered. Survey results provided evidence of systemic change in the regional school-to-work (STW) partnerships. Further, data suggested that the way career awareness activities are delivered makes a difference in their effectiveness. The comparative survey conducted in 1999 supported the contention that STW students differed from their classmates and that STW made a difference for students. The regional analysis compared randomly selected classrooms over 3 years. Changes between 1997 and 1999 were measured in participation metrics and the role of adult mentors. The relative share of students who had at least some idea of their career interests was consistently high (86.8 percent). The mean number of STW activities per pupil increased significantly and the share of students participating in five types of activities rose. A key finding supported over the 3-year period was that students who participated in a variety of activities were better able to identify their career interests. The role of adult mentors intensified. The share of students who talked to adults about careers, and who discussed careers with a counselor, increased significantly between 1997-99.

In spring 1998, 1,020 seventh-grade students were surveyed as one component of a statewide evaluation of Arizona's school-to-work system designed by the Morrison Institute for Public Policy. This second survey measured attitudes toward and participation in career activities. Results were compared to baseline data collected from over 2,000 seventh-grade students in 1997. Data showed that student participation in activities increased. Top-ranked activities were the same in both years: classroom speakers, discussions with adults, class projects, field trips, and job shadowing. In both years, more than 60 percent said at least one activity helped them think about choosing a career; roughly 35 percent indicated having a definite idea of what they want to do in the future; and student participation in various activities was positively related to their ability to define a career interest. In both years, mentoring by other adults was up, whereas mentoring by school personnel had decreased. Students who talked to adults about their careers were significantly more likely to have identified a career interest. In both years, fewer boys were apt to report any adult talked to them about careers. The number of students who planned to take classes in high school that teach job skills showed a statistically significant decrease. Girls were more certain they would take classes. In both years, about one-third of students agreed some jobs are best for women, and some for men; boys agreed most often.