Morrison Institute for Public Policy Publications Archives

More than one in 10 Arizona public high school students have disabilities. One-third of these youth remain unengaged in work or education following graduation, creating a significant public policy challenge for the state. Why is this so? This report shares findings from 2014 surveys and focus groups conducted with youth and families as well as interviews with education leaders across the state. These responses highlight how Arizona schools and families are preparing these youth, and what the state still needs to do to ensure youth with disabilities have a role to play in Arizona’s job market.

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.

As cities seek ways to address emerging urban problems, a growing ractice is to combine the efforts of citizens, local government, and community organizations to revitalize and build strong neighborhoods. The Neighborhood Fight Back Program, administered through the City of Phoenix Neighborhood Services Department (NSD), is viewed as one such practice. The Fight Back program offers designated neighborhoods “specialized support over a limited period of time to assist with resident driven neighborhood improvement efforts. These efforts generally focus on revitalization, sustainability, crime and blight reduction, resident participation, neighborhood leadership, development and community building.” At the request of NSD, an external evaluation of the Fight Back program was conducted by the Morrison Institute for Public Policy, School of Public Affairs, Arizona State University. The evaluation involved more than 100 interviews with residents and city staff and an extensive review and analysis of program documentation.

With so much new school reform activity within the United States centering on charter schools, a fresh appraisal of the situation is in order. This briefing summarizes the history of charter school laws and updates their current status across the country. Although this is not intended to be a comprehensive review, several charter school research projects are described: some that have revealed lessons learned in the implementation of charter school laws, and others, more national in scope, that were designed to systematically describe existing charter schools and document their impacts.

In 1988 and 1995, statewide surveys provided "snapshots" of the status of K-12 arts education in Arizona. These milestone studies showed a continuum of programs and a variety of strengths and challenges across the state. In the years since -- even as landmark education and arts policies were adopted and arts organizations became important sources of enrichment and learning -- Arizona’s educators and arts professionals have had to rely on local anecdotes, personal experience, and partial reports to gauge the status and impact of school- and community-based arts education. To answer today’s questions about arts education in schools and communities, the Arizona Arts Education Research Institute and Maricopa Partnership for Arts and Culture, instead of another snapshot, chose to determine the feasibility of mechanisms to track formal and informal -- or school- and community-based -- arts education over the long term. Morrison Institute for Public Policy (School of Public Affairs, College of Public Programs) designed the Beyond Snapshots study to gather input from a selection of state arts education experts, teachers, and representatives from schools, districts, and arts and culture organizations.

This study was conducted as a progress evaluation of charter schools in Arizona. The study was funded by the Arizona Department of Education and conducted during calendar year 1998 by the Morrison Institute for Public Policy.

A total of 303 parents of charter school students, 171 students, 123 teachers and 54 directors completed surveys about charter schools. Fourteen focus groups were held around the state with parents, students, teachers and directors. Individual interviews were conducted with 23 persons, most of whom either hold policy-making positions related to charter schools or are employed by professional organizations that interact frequently with the schools.

The Arizona Head Start--Public School Transition Project is 1 of 31 demonstration projects designed to test whether advances by Head Start children could be maintained by continuing Head Start-type services into kindergarten through the third grade, and to identify, develop, and implement transition practices to bridge the gap between Head Start and public schools. This study evaluated the Arizona project in its fourth year of implementation. Participating were two cohorts of students at three transition and three comparison schools in Phoenix. The program components evaluated were: (1) developmentally appropriate practices, curriculum, and materials; (2) physical health, mental health, and dental services; (3) family services; and (4) parent involvement. Findings indicated that all components had been implemented by the time of the 1995-96 evaluation. Both cohorts had similar public assistance participation, and all groups showed dramatic decreases in public assistance since program entry. The vast majority of parents from all groups reported positive interactions with schools; qualitative data confirmed continuing positive impact on teachers, schools, and the Head Start agency. Transition services, especially those of family advocates, were seen as crucial to smooth transitions. There were observable differences between transition and comparison classrooms; however, quantitative data showed few significant differences in gains made by children between transition and comparison classrooms. Confounding variables of high attrition, variations in student English proficiency, and the existence in comparison schools of transition-like services may have influenced the results. Promising practices and further challenges were identified and recommendations were made for improving the collaboration between the Head Start program and the public schools, and improving the evaluation process. (Three appendices include a summary of data collection instruments. Contains 20 references.)

For most of the past 50 years, Pinal County hasn't had to think much about its image, choices, or growth. But now, Pinal County is changing faster than anyone ever imagined. Will Pinal become a distinguishable destination or simply a McMega drive through? If Pinal rises to the occasion, the result can be a vibrant, sustainable, and competitive place that takes advantage of its location. If Pinal fails to choose wisely, its bedroom community future is already visible in the East Valley and subdivisions north of Tucson. Which will it be?

When Arizona's economy depended on the 4Cs – copper, cotton, citrus, and cattle – Pinal County was a leader in 2 of them. These historic sources of wealth and touchstones of heritage still play a role in the county's economy, but dramatic population growth and new economic drivers make this a different, distinctive time. This new era demands new vision, new ideas, and new ways of thinking, even as past strengths are kept in mind.