Morrison Institute for Public Policy Publications Archives

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 Phoenix, Arizona, Early Head Start (EHS) program is for first-time teen parents and their families. The end of 1999-2000 marked the fifth and final year of a research and demonstration grant for EHS and concluded the fourth full year of program implementation. This report provides a five-year perspective on program process and outcomes for children, families, staff, and the community. The report also examines the program's community linkages and efforts to build community capacity to serve very young children and their families. Evaluation findings reveal that at the end of 5 years, Phoenix Early Head Start remains "on track." Program parents and children received support through a wide array of services; a range of community linkages and partnerships have helped expand resources and options for families; and much has been learned about how to train staff who work with children from birth through age 3 and their families.

Recommendations for the program included adopting a child development instrument to determine program effects on children, allocating resources to address employment/training issues for program parents, taking action to retain staff, maintaining an intensive staff training agenda in child development at all program levels, and disseminating information on the program's experiences. The report's four appendices include details on the continuous improvement evaluation plan, evaluation methodology, and a summary of data collection instruments and methodological notes. (Contains 52 references.)

The Phoenix, Arizona Early Head Start (EHS) program is for first-time teen parents and their families. The 1998-99 project year marked the fourth year of a 5-year research and demonstration grant for EHS and concluded the third full year of program implementation. This report analyzes Year Four program services and outcomes for children, families, and staff. The report also examines the program's community linkages and efforts to build community capacity to serve very young children and their families. Evaluation findings suggest that at the end of the 1998-99 project year, EHS continues to be on the right track. An array of direct services are in place to assist program families; an expanded staff training agenda on child development is helping family support specialists in their work with parents and children; and a range of community linkages and partnerships are helping to expand resources and options for families. Some areas continue to warrant attention, however. These include: helping young parents as their children become toddlers; defining and clearly articulating the rules and regulations guiding the transition of families out of the EHS program; developing ways to retain long-term staff members and better orient new employees; and conveying EHS knowledge and experience (and its relevance to public policy) to state and local decision-makers in a way that is both accessible and understandable to them. (Contains 18 references.)

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.