Morrison Institute for Public Policy Publications Archives

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.

Raising Arizona was the challenge of the 20th century. Sustaining Arizona is now the challenge of the 21st. A crucial part of that task is not just understanding today’s knowledge economy, but mastering it.
If the state makes this fundamental transition, the brief history of Arizona’s future will read simply: They succeeded in the second stage. Human capital took its rightful place as a chief component of competitiveness. As a result, the story will go, Arizona moved into the top ranks of economic leadership after years in the second tier. Equity and prosperity resulted too. Most important, the state was ready for the next stage of competition. This happy ending for Arizona, of course, has been envisioned repeatedly over time. And in fact, a variety of human capital policies and programs to achieve it are in place. However, many would say that human capital is an area of unfinished business for Arizona. The Arizona Minority Education Policy Analysis Center (AMEPAC) developed "To Learn and Earn" to highlight the issues and asked Morrison Institute for Public Policy at Arizona State University to support the effort with research and analysis. In turn, AMEPAC will present the issues to Arizona stakeholders for their feedback. This process will kick off a multi-partner series of policy action projects. The first results will be presented in November 2009 at the next human capital conference presented by the Arizona Commission for Postsecondary Education.

This research study clearly articulates the critical need for industry to work in conjunction with educators in order to develop an emphasis on STEM (Science, Technology, Engineering and Math) in our schools systems. This partnership is essential for creating a competitive global workforce in Arizona. Aggressive action must be taken now, to fuel the growth of our economy with a properly educated workforce that will improve our standard of living. Changing our culture to celebrate innovation requires a comprehensive plan and collaboration between business, academia and our government. We have an obligation to our children and our country to support this initiative with our time, funds and energy.

In the spring of 1998, the Office of Workforce Development Policy (OWDP) of the Arizona Department of Commerce commissioned a statewide opinion poll to assess public attitudes toward the state’s plan for economic development as implemented through GSPED — the Governor’s Strategic Partnership for Economic Development. The poll was designed to assess both the public’s understanding of GSPED and their reactions to using the concept of industry clusters as a tool for organizing both economic and workforce development efforts.

One question posed by members of the Governors’ Council on Workforce Development Policy pertained
to whether polling results vary by urban versus rural residency. Specifically, the question was raised as to whether the responses of rural residents differ from those who live in urban areas. Therefore, at the request of the Council, results of the polling were analyzed in order to answer the question: Does urban versus rural residency affect respondents' answers? The answer to this question is, in short, No.

In the spring of 1998, the Office of Workforce Development Policy (OWDP) of the Arizona Department of Commerce commissioned a statewide opinion poll to assess public attitudes toward the state’s plan for economic development as implemented through GSPED — the Governor’s Strategic Partnership for Economic Development. The poll was designed to assess both the public’s understanding of GSPED and their reactions to using the concept of industry clusters as a tool for organizing both economic and workforce development efforts.

In preparation for new federal legislation that promotes unprecedented levels of comprehensive planning and service integration at state and local levels, an analysis of state issues relevant to comprehensive service delivery is necessary. This paper examines such state issues, with a focus on Arizona's at-risk population, and presents a framework for comprehensive service delivery. It provides the rationale for such service delivery, summarizes the literature on research-based practices, illustrates district approaches to comprehensive service delivery, and sets forth guidelines for developing a comprehensive plan. System components of an effective plan are discussed in detail--student education, parent/family involvement, social/economic services, health services, and professional development. Five general principles underlie success: philosophy, people, processes, promising practices, and partners. Recommendations for developing comprehensive service delivery programs include the following: (1) build on existing information; (2) consolidate knowledge; and (3) think long-term. Contains 11 figures and over 250 references. Appendices contain information on Arizona practitioners' views and an illustration of a side-by-side program analysis.

The fourth, and final, annual statewide public opinion polling is part of a multifaceted evaluation of Arizona's school to work (STW) initiative. Baseline data were established in spring 1996; comparative data have been collected annually since then. The polling assesses public attitudes toward STW, and determines their level of support or opposition to the initiative. Each year, three constituent groups were polled: parents, businesses, and educators. Sample sizes in 1999 yielded results comparable with those in 1996, 1997, and 1998 results. Findings indicate the following: public awareness of STW has grown significantly during the past 4 years; awareness of involvement in a regional partnership has grown; most Arizonans are satisfied with the overall quality of public schools, but are least satisfied with those aspects of education that relate more closely to STW, and are in favor of changes in public schools that support STW outcomes; and many Arizonans are skeptical that STW "can work." Clear majorities of Arizonans support STW on every indicator of support measured, including the following: willingness to pay taxes to support STW; willingness to vote for pro-STW elected officials; identification of STW participation as "very important" in the lives of students; indication that one would change schools to allow a child to participate in STW; and support to include STW in the state's budget.

As part of a multi-faceted evaluation of the state's STW initiative, a survey was conducted to establish baseline measures of counselors' time use and attitudes toward STW prior to its widespread implementation in Arizona schools. This paper discusses counselors' roles and responsibilities--that is, how they currently spend their time. The study will be replicated annually, with the hypothesis that if STW has the impact intended, then one should see marked increases in the time spent counseling students on work/career issues.

One component of a multi-faceted evaluation of the state's STW initiative is the evaluation of public awareness and opinions of STW as a concept and a vehicle for education reform. In spring 1996, a statewide public poll of parents, businesses and educators was conducted to establish baseline measures of public attitudes toward STW prior to widespread implementation in the schools. In fall 1996, Arizona public school counselors were surveyed as an additional constituent group. This paper highlights findings from the state's baseline study of counselors' opinions toward STW -- especially as compared with the opinions of other constituent groups.

This briefing paper provides 3-year trend data on Arizona school counselors' use of time. They hypothesis is that if career guidance were to be emphasized in the schools in accordance with the School-To-Work Act, a shift in counselors' roles could be expected to reflect more time spend on career guidance. An overview of the survey is provided including methodology and respondent characteristics. Data for each year includes counselors' allocation of time to counseling students, working with teachers and guidance curriculum, responding to crises, providing system support, and non-guidance activities. Although the pattern of time use has remained stable over three years, non-guidance and system support time have decreased in favor of guidance activities. Changes are small. Percentage of time spent in student counseling is further analyzed by issues. Counselor awareness of the School-To-Work initiative and their job satisfaction has increased. However, no significant changes in counselors' roles or duties were found in spite of considerable professional development efforts at state and local levels. These results are compared with the Comprehensive Competency-Based Guidance model, and sound practice in school counseling is discussed. Policy questions are raised.