Morrison Institute for Public Policy Publications Archives

Throughout Arizona and the Southwest, the odds are against high achievement in schools with a mostly Latino, mostly poor student enrollment. Some schools, however, "beat the odds" and achieve consistently high results or show steady gains. Why do these schools succeed where others fail? Using the methodology of business guru Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Others Don't," the authors of this report found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. The authors compared them with similar schools that are performing poorly. The comparisons yielded many insights that are contrary to conventional wisdom. One key result is the unearthing of six elements of success that can translate into broader messages for education policy and strategy. The report recommends the creation of leadership programs for principals and teachers and calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona.

High costs alone are enough to make anyone dizzy. How can health care and health insurance be understood now when tight budgets are presenting tougher and tougher choices to individuals and policy makers? One answer is to step back and take another look at what quality research says about the costs and benefits of health and health insurance and match those facts and figures with experiences among Arizonans. This report does just that. It also presents recommendations that could help Arizona fare better in the coming years. Money may make the world go round, but choices determine the future. In addition to reviews of state and national economic studies, focus groups and interviews were held with metro Phoenix and metro Tucson residents who did not have, or recently lost, health insurance. Participants’ own words are used throughout the report to illustrate a variety of research findings.

Digital technology is everywhere, revolutionizing how we live, work and play. Yet, as a tool for educating our children, it is conspicuously absent in K-12 classrooms. Textbooks and lectures are still the norm, making the classroom one of the last frontiers of digital technology. This report seeks to answer some of the key questions about digital learning. What is digital learning? Where are we as a country and, in particular, in Arizona, with digital learning? What opportunities does digital learning present? And how can we make the best use of it to help educate our children?

As you will read in this report, digital learning is not a panacea. At its best, digital technology can be a tool to support students and teachers in the learning process. We don’t yet have all the answers. There are plenty of instances we can point to where digital learning efforts may have had disappointing results. Having said that, we believe that digital learning holds great promise in the field of education. It is where digital technology may achieve its greatest possible benefits and impact.

Throughout Arizona and the Southwest, the odds are against high achievement in schools with a mostly Latino, mostly poor student enrollment. Some schools, however, "beat the odds" and achieve consistently high results or show steady gains. Why do these schools succeed where others fail? Using the methodology of business guru Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Others Don't," the authors of this report found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. The authors compared them with similar schools that are performing poorly. The comparisons yielded many insights that are contrary to conventional wisdom. One key result is the unearthing of six elements of success that can translate into broader messages for education policy and strategy. The report recommends the creation of leadership programs for principals and teachers and calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona.

Mexico is Arizona’s No. 1 trading partner with over $15 billion in trade annually. The bulk of Arizona’s international commerce is with Sonora, the immediate neighbor to the south, but there are other potential economic opportunities worth exploring across Mexico. Here the focus is on Guanajuato, one of Mexico’s most economically advanced states with robust international trading ties. Watts College of Public Service and Community Solutions and Morrison Institute for Public Policy at Arizona State University researched the potential for enhanced economic ties between Arizona and Guanajuato, a state and capital city by the same name located in Central Mexico, 227 miles northwest of Mexico City and about 1,100 miles southeast of Phoenix. Watts College and Morrison Institute partnered with the L. William Seidman Research Institute at ASU’s W.P. Carey School of Business to produce a detailed economic profile of Guanajuato in order to guide ongoing and future exploration of expanded trade with Arizona.