Morrison Institute for Public Policy Publications Archives

Bullying and violence in K-12 schools have been in the policy spotlight in Arizona for almost a decade. However, current indicators and recent traumatic events show that a range of anti-social behaviors on school campuses remain a major threat to student well-being and learning. This briefing was distributed at panel discussion on bullying and safe school environments, focusing on such issues.

This year, Arizona Directions assesses the health of both ends of the P-20 spectrum: early childcare and education and the high school /postsecondary-to-industry nexus. Both are viewed through the lens of Arizona’s current competitive position and its trajectory through the broader economic landscape. How well does Arizona regulate, promote and ensure equitable access to quality early childcare and to programs that help children enter Kindergarten ready to learn? Does Arizona’s production of graduates and skilled workers align with current and projected industry needs? In other words, are we setting our children up to succeed in the new global economy? At the same time, are we creating a talent pool that will help Arizona stand out as the place to start and grow a business? Arizona Directions’ data-driven approach enables Arizonans to step back and examine the evidence without the distraction of clashing political rhetoric. The report is designed to create a common reference point for civil discourse and post-partisan, collaborative approaches to improving Arizona’s competitiveness. Still, the data are merely the kindling. Many minds are needed to stoke the fire and convert its energy into real-world results.

Although employment is one of the primary building blocks leading to inclusion, better income, good health and freedom, it remains an elusive goal for many people with Intellectual and Developmental Disabilities (IDD) who wish to work. Equal access to employment for people with disabilities has not improved since the passage of the Americans with Disabilities Act (ADA) almost 25 years ago. The disparity in national employment rates between those with no disabilities and those with disabilities remains large and has grown significantly since the ADA’s passage. In 2013, the Arizona gap is significant with approximately 21 percent of workers with disabilities employed, which is 40 percentage points less than the 61 percent of workers without disabilities employed. There has also been an overall decline in employment among people with disabilities in both the United States and Arizona since 1994.

This brief will discuss the importance of transportation, problems accessing it, and the utilization of public transportation by people with disabilities. It will describe the barriers experienced in rural and urban settings, and how public transportation programs in Arizona are addressing these barriers. Finally, it will conclude with best practices and future trends in the wake of government funding cuts, including the establishment of one call centers, volunteer driver programs, and shared vans operated by non-profit organizations.

As downtown Phoenix experiences a wave of new residential and commercial construction, Phoenix Elementary School District #1 (Phoenix #1) is at the center of the largest local demographic change in decades. Phoenix #1 educates more than 6,000 students at 14 schools, from preschool through eighth grade, with many families living in older, historic and modest homes around the downtown Phoenix area. Times are changing, with thousands of new high-rise apartments coming to the market in downtown Phoenix in the heart of the school district. Phoenix #1 must consider how these new residents – well educated and often with upper incomes but no children – will fit into a system that draws most its students from less-affluent residential areas surrounding downtown. This report examines the changes that have taken place in downtown Phoenix in recent years and explores what they may mean to the district in the future.

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.

Over 92,000 people between the ages of 16 and 24 in metro Phoenix who are neither working nor in school present a staggering challenge to the area. These Opportunity Youth (OY) have a lifetime taxpayer burden of $27.3 billion and a lifetime social burden of $218.5 billion. Nationally, the 6.7 million Opportunity Youth have a potential taxpayer burden of $1.56 trillion and an aggregate social burden of $4.75 trillion. Figures like this signal a clear call to action. National and local businesses, along with leading academic institutions have the opportunity to emerge as leaders in decreasing the taxpayer and social costs of OY while simultaneously helping their own bottom line. The opportunity of a collaboration between leading business and leading academic institutions on the issue of OY creates a win-win for the national and state economy as well as the welfare of all citizens.

A recent American Civil Liberties Union report found that Maricopa County elementary and middle school students with disabilities are twice as likely to be suspended compared to kids without disabilities. Another key factor in this discussion is the use of restraints and seclusion on students with disabilities as disciplinary action in schools. In 2016, state lawmakers revised Arizona Revised Statute Title 15-105 on the use of restraints and seclusion, requiring that schools document and report any restraint or seclusion used on students to the parent or guardian within 24 hours. This briefing paper looks at the definition of restraints and seclusion, as well as whether they are overused forms of punishment on students with disabilities.