Morrison Institute for Public Policy Publications Archives

Artist Wayne Rainey’s Shade magazine is a good sign for the Maricopa region. The bi-monthly publication covers contemporary art and culture, supports downtown redevelopment efforts, and works with many institutions to encourage the arts. However, as promising as Shade and other inventive ventures are, the fact remains that the Maricopa metropolitan region is just waking up to the need to recognize and support arts and culture as a critical contributor to a knowledge economy.

At one time, arts and culture have intrinsic value, economic value, and value as tools to further an all-important “sense of place” as well as to aid in such areas as workforce development, education, and community revitalization. As a result, arts and culture both enrich residents’ lives and give places meaning, identity, and economic opportunity.

This report provides statistics and information that give a sense of local arts and culture resources and challenges in the areas of 1) performing, literary, and visual arts; 2) history and preservation; 3) science and nature; 4) landmarks and events.

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.)

This report presents the second comprehensive look at the conditions of children and families in Arizona. Building upon information presented in the 1992 Factbook, this document presents and analyzes 48 indicators of child well-being. Following the executive summary and tables, chapter 1 provides an overview of the data for the state as a whole, including a summary of key findings and tables depicting raw numbers, rates adjusted for population growth, and rate changes over time. Racial and ethnic breakdowns are presented when such data are available.

Chapters 2-16 offer individual county profiles, following the general format established in the state chapter. These chapters offer insights into regional variations and identify varying conditions for children across the state. The report charts data within the state and county chapters for each of the following six categories: (1) poverty; (2) child health and safety; (3) child abuse, neglect, and out-of-home care; (4) early care and education; (5) children in school; and (6) teens at-risk. Overall, findings reveal significant improvements for a few indicators since 1990, most notably within birth-related items, such as an increase in the percent of women receiving timely prenatal care and a decrease in low birth-weight births. Findings also suggest there has been a worsening for many indicators, including poverty, firearm-related deaths and hospitalizations, alleged child abuse incidents, and births to teens.

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.

Because of the urgency of workforce issues and the desire to begin a statewide discussion about workforce goals and choices, the Governor’s Council on Workforce Policy wanted to understand if, and how, program governance and organization are hampering progress and what changes might be beneficial. The council asked Morrison Institute for Public Policy (School of Public Affairs, College of Public Programs, Arizona State University) to: (1) Explore the strengths and weaknesses of the organization of Arizona’s workforce system, particularly at the state level (2) Review how other states have revamped their systems and connected workforce and economic development (3) Recommend options for improving Arizona’s system During the second half of 2003, Morrison Institute for Public Policy talked with more than 60 workforce professionals, business people, and workforce board members across Arizona either individually or in small groups, researched other states’ approaches through interviews with officials in other states and national organizations, analyzed responses to an online survey of selected local workforce investment board members, and reviewed a wide variety of materials on economic, workforce, and community development. This report is the first of many steps for Arizona to reflect and act on workforce development governance and its system, because as Thurgood Marshall said, "You can’t stand still. You must move, and if you don’t move, they will run over you."

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.

Economic development leaders and public officials throughout the country are tending to the effects of a sour economy and huge state budget deficits when they would rather be creating quality jobs and new economy assets. According to the most prominent thinking on today’s knowledge economy, locally developed and exported technology will be the primary economic differentiator between future winners and losers. Thus, with long-term fiscal and economic health at stake, the 50-state race is on for advantages and leadership in science and technology. This report sheds light on these issues through an overview of Arizona’s standing in science and technology today, short case studies of four competitors in the west, as well as Arizona, and ideas for Arizona’s leaders to consider as they strive to give our state an edge.

This paper, drawing upon historical data and information from surveys and interviews with more than 50 legislators, lobbyists, and knowledgeable observers, finds that the term limits reform adopted by the Arizona voters in 1992 has caused legislators to make some painful adjustments. Because of term limits many legislators have decided to run for another office prior to the expiration of their terms. This has often meant trying to move from the one legislative house to another, most commonly from the House to the Senate. On the plus side, the report finds that term limits have encouraged greater competition for legislative and other seats and have given voters a greater choice among candidates. To some extent, limits have been a force toward a more inclusive governing process. At the same time, they have generally reduced the power of legislative leaders and generally increased the influence of lobbyists and staff, though not all lobbyists and staff have gained equally. Recent newcomers to the Arizona Legislature are probably not any less knowledgeable than previous classes of newcomers, but under term limits there are more newcomers and members have less time to learn their jobs. For many, the limit to four two-year terms (eight years total) provides too little time to learn how to do the job and do it well.