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.

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.

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.

One component of a multi-faceted evaluation of the state's STW initiative involves surveying tenth grade students. Thus, the survey was designed to assess the extent to which Arizona tenth grade students have selected career majors, planned a course of study for high school and beyond, and received adult guidance related to careers. As part of the evaluation, the intent was to look at the extent to which career preparation and work experiences truly are system-wide and impact students. In contrast, the purpose was not to evaluate whether STW program participants are receiving school-based learning components.

The School-to-Work (STW) Opportunities Act of 1994 promotes the development of statewide systems that support workforce and economic development through changes in the ways that students are educated. Jointly funded by the U.S. Departments of Labor and Education, the Act emphasizes school-based and work-based learning and activities designed to connect the two. In order to fulfill the Act’s work-based learning component, employers are recruited to work with students. Recruitment efforts have generated questions from employers concerning their obligations and legal responsibilities should they become involved in STW programs. This paper attempts to clarify these issues.

During 1993-94, the Morrison Institute for Public Policy at Arizona State University conducted a study on behalf of the Arizona Department of Education. This document presents findings of that study, which examined linkages between health services and schools for a comprehensive service delivery to students. Following the introduction, chapter 1 provides a national overview on children's health and the public schools, presenting national and legislative initiatives and a framework for linking health services and schools. Chapter 2 reviews what is known about the major issues in child health in Arizona and its schools, synthesizing health data from several sources.

Survey results from 531 Arizona school principals about school-based/school-linked health and social services are also analyzed. A discussion of the Arizona perspective follows in chapter 3, which examines the philosophy guiding state initiatives, key players, the processes that support school-based/school-linked health services, and a sample of current state activities. The fourth chapter provides a view of how some Arizona schools are attempting to address these issues through the provision of student health services at or near school sites. The last chapter reviews action necessary to facilitate linkages between schools and health services, and the status of Arizona efforts. It concludes with some considerations for the future. A conclusion is that the state is making significant progress toward promoting and, in some schools, implementing such services. Eight tables and seven figures are included.

In spring 1997, Arizona repeated a spring 1996 statewide public poll that established baseline measures of public attitudes toward school-to-work (STW). Samples were drawn from three constituent groups: parents, businesses, and educators. Over 2,700 Arizonans participated each year. Overall awareness of STW was up significantly among every group. The belief that local schools were involved increased, but many parents, businesses, and teachers still said their schools were not involved or they were unsure.

In both studies, a majority of educators rated the overall quality of education positively, whereas parents and businesses were more moderate in their ratings. Well over 90 percent of all groups said some degree of change was needed. Almost 90 percent of each group advocated that schools teach more than just basic skills. Three-quarters or more of all groups supported changing teachers' duties to emphasize instruction in teamwork, work habits, and work-related concerns; ensuring more collaboration in program and curriculum design; providing more comprehensive learning programs; providing "Career Majors"; and creating student employment opportunities.

Two beliefs pervaded the emerging STW system: the state must do a better job of identifying and serving special populations and not everyone is optimistic STW will succeed. Over half of all groups would be willing to pay additional taxes to support STW programs and all groups would vote for candidates supportive of STW.

Regents to request a study to improve the development and dissemination of grants that are funded by the higher education portion of the Eisenhower Act. The results of that evaluation are presented in three parts. Part 1 reviews the reform efforts in mathematics and science education, the need to improve students' mathematics and science skills, and trends in mathematics and science K-12 education. Part 2 looks at the role of the state's institutions of higher education (IHE) Eisenhower programs, presents the methodology of the study, gives a history of Arizona's IHE Eisenhower Program, and discusses project questions and answers. Part 3 presents and discusses the nine recommendations related to full-time administrative staff; distribution and revision of requests for proposals; revision of the grant application review process; a coherent strategy for state-level IHE program evaluation; dissemination of effective mathematics and science education training programs; grant writing assistance and feedback; and coordination with the Arizona Department of Education. Ten appendices contain names of interviewees, interview and survey responses, perspectives from other states, analysis of Arizona Eisenhower RFPs, a list of Arizona IHE Eisenhower programs (1990-1993), federal regulations governing IHE Eisenhower Programs, and preliminary recommendations.

In the fall of 1995, the City of Phoenix Police Department convened a special group of people known to be deeply involved with the social and personal aspects of domestic violence. This group, which came to be called the Phoenix Police Department's Joint Task Force on Domestic Violence, consisted of police and criminal justice personnel, social service and health care providers, and a number of interested community members. Task Force members soon began earnest discussions on how best to reduce the incidence of domestic violence-a crime that is, sadly, the number one call for police service in the City of Phoenix.