Morrison Institute for Public Policy Publications Archives

This follow-up to the 2001 landmark report, "Five Shoes Waiting to Drop on Arizona's Future," focuses on the projected future of the state if Arizona fails to address its Latino educational attainment gap. The publication is more of an economic impact statement than an education report, with indicators pointing out consequences and contributions, depending on action or inaction in closing the gap of Arizona's future workforce.

Grandparents widely consider spending time with their grandchildren one of the greatest benefits of growing older, according to a 2009 survey conducted by Pew Research Center. But, what happens when circumstances necessitate that grandparents become primary caregivers for their grandchildren? At a time when non-traditional families have become ubiquitous, the growing number of custodial grandparents and “skipped-generation families” are quietly impacting family dynamics, necessitating changes to long-standing public policies at both the federal and state level.

During the previous decade Arizona experienced a dramatic increase in the number of people receiving health insurance coverage through the Arizona Health Care Cost Containment System (AHCCCS). If criteria for AHCCCS eligibility don’t change, it is unlikely that this trend will be reversed in the coming decade. More positive trends include increased child immunization rates and decreased smoking rates.

This report documents the activities of 18 state-funded partnerships in Arizona's school-to-work (STW) system: 10 regional partnerships, most in their fourth year of implementation, and 8 Maricopa County partnerships, all in their first year of implementation. The report is divided into two sections. The first section highlights the status of each of the 10 regional STW partnerships as of the midpoint of the state's fourth year of STW implementation. Profiles are provided in alphabetical order and provide a brief description of the changes and accomplishments in the past year. The second section profiles each of the 8 Maricopa County STW partnerships approximately three-quarters of the way through their first 13 months of STW implementation. Profiles are provided in alphabetical order and provide a brief description of the status of partnership activities and accomplishments to date. Each profile consists of the following seven components: (1) partnership name; (2) site visit date; (3) school profile; (4) employers/Governor's Strategic Partnership for Economic Development representation; (5) goals 1-6: system governance and partnership development, program coordination and integration, technical assistance, community involvement, public awareness, and system evaluation; (6) discussion (partnership assets, partnership challenges); and (7) summary and suggestions.

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.

One component of a multi-faceted evaluation of the state's STW initiative involves surveying seventh grade students regarding career awareness and career exploration and counseling in order to help students who may be interested to identify, and select or reconsider, their interests, goals and career majors, including those options that may not be traditional for their gender, race, or ethnicity.

In a rapidly growing desert metropolis such as Phoenix, the question of which water conservation measures and factors actually save water and which do not is an obviously important one. The water-related decisions made today and in the years to come will have lasting impact on the future of this area, including upon its sustainability. Estimates from the City of Phoenix suggest that, in non-SRP-areas, water demand will exceed water supply by the year 2025--absent droughts or intervention.

This report documents and analyzes the results of a multivariate regression analysis designed to estimate the effects on residential, single-family water consumption of a host of factors, particularly water conservation policies.

Tenth-grade students in Arizona school to work (STW) regional partnerships were polled in 1997, 1998, and 1999, to determine whether systemic change was occurring across the state. Study results were mixed. Three activities increased significantly over the baseline year: class projects, computer use, and volunteerism. The use of career inventories declined over the same period. The role of adults in helping students explore career choices remained relatively stable. Further, the number of students who had some idea of their career interests had not changed significantly. Gender differences still existed and were largely unchanged. Fewer students reported taking courses related to their career interests. The relationship of participation in career-related activities to an ability to state a career interest continued to be strong. Students felt job shadowing, business mentors, and internships would be most helpful. However, fewer students participated in these activities. The participating students were better able to articulate their career interests and, in general, had more frequent and positive attitudes about participation in STW. Statewide programs reported positive student outcomes as a result of STW activities. Evidence of systemic change was beginning to be seen. Most significantly, class projects, computer use, and volunteer projects showed consistent gains over the three years.