Morrison Institute for Public Policy Publications Archives

Arizona Ideas includes notions large and small, homegrown and borrowed, current and historical. From A-Z, every one -- whether originally born here or adapted from elsewhere-- contributes to the state’s competitive position. Arizona Ideas also explores the roots of Arizona’s tradition of self-criticism --some call it a sense of insecurity or inferiority in comparison to other places -- that often surfaces in discussions of public policy. This observation has provoked considerable debate, but few would deny that this perspective exists. It is time to debate this idiosyncrasy out in the open and find better ways of moving the state ahead.

As part of a multi-faceted evaluation of the state's STW initiative, a survey was conducted to establish baseline measures of counselors' time use and attitudes toward STW prior to its widespread implementation in Arizona schools. This paper discusses counselors' roles and responsibilities--that is, how they currently spend their time. The study will be replicated annually, with the hypothesis that if STW has the impact intended, then one should see marked increases in the time spent counseling students on work/career issues.

The March 2006 responses to a statewide representative telephone survey show that a majority of Arizonans see science and technology research as a source of high-paying jobs and are every bit as interested in science and technology as leaders are. Arizonans "get" the benefits of a science and technology-based future and the power of science and technology to spawn desirable employment opportunities. Some cautions emerge as well, but even so, most Arizonans look to science and technology as integral to a bright economic future.

The fourth, and final, annual statewide public opinion polling is part of a multifaceted evaluation of Arizona's school to work (STW) initiative. Baseline data were established in spring 1996; comparative data have been collected annually since then. The polling assesses public attitudes toward STW, and determines their level of support or opposition to the initiative. Each year, three constituent groups were polled: parents, businesses, and educators. Sample sizes in 1999 yielded results comparable with those in 1996, 1997, and 1998 results. Findings indicate the following: public awareness of STW has grown significantly during the past 4 years; awareness of involvement in a regional partnership has grown; most Arizonans are satisfied with the overall quality of public schools, but are least satisfied with those aspects of education that relate more closely to STW, and are in favor of changes in public schools that support STW outcomes; and many Arizonans are skeptical that STW "can work." Clear majorities of Arizonans support STW on every indicator of support measured, including the following: willingness to pay taxes to support STW; willingness to vote for pro-STW elected officials; identification of STW participation as "very important" in the lives of students; indication that one would change schools to allow a child to participate in STW; and support to include STW in the state's budget.

The School-to-Work (STW) Opportunities Act of 1994 is intended to "offer opportunities for all students to participate in a performance-based education and training program." Nevertheless, certain populations remain hard to reach. In particular, out-of-school youth--students aged 16 through 24 who have not completed high school and are not currently enrolled in school--pose a unique challenge for emerging STW systems. This document explores the manner in which Arizona’s 13 state-funded STW partnerships (for FY 1996-97) are serving out-of-school youth. In addition, new system elements and regional STW plans for service expansion for this population are detailed. Innovative programs within the partnerships are also highlighted.

The purpose of this brief report is to provide information about Arizona’s system of workforce development, the Workforce Investment Act of 1998 (WIA), how the Act has been implemented in the greater Phoenix area and the program’s relevance to business. It is an update of a previous brief on the subject from February 2000. Prepared by Morrison Institute for Public Policy at the request of Greater Phoenix Leadership, the information contained in this report is intended for a business audience.

States have always administered federal programs. But, states usually have had very little say in how they carried out programs. All states could generally do was follow the rules laid out by federal agencies. But now, devolution is giving states more power over programs. And, in general, Americans have said that they approve of the idea. A 1998 nationwide poll, funded by The W. K. Kellogg Foundation, showed that a majority of Americans perceive devolution to be a positive development for the country.

This report documents the activities of 18 state-funded partnerships in Arizona's school-to-work (STW) system: 10 regional partnerships, most in their fourth year of implementation, and 8 Maricopa County partnerships, all in their first year of implementation. The report is divided into two sections. The first section highlights the status of each of the 10 regional STW partnerships as of the midpoint of the state's fourth year of STW implementation. Profiles are provided in alphabetical order and provide a brief description of the changes and accomplishments in the past year. The second section profiles each of the 8 Maricopa County STW partnerships approximately three-quarters of the way through their first 13 months of STW implementation. Profiles are provided in alphabetical order and provide a brief description of the status of partnership activities and accomplishments to date. Each profile consists of the following seven components: (1) partnership name; (2) site visit date; (3) school profile; (4) employers/Governor's Strategic Partnership for Economic Development representation; (5) goals 1-6: system governance and partnership development, program coordination and integration, technical assistance, community involvement, public awareness, and system evaluation; (6) discussion (partnership assets, partnership challenges); and (7) summary and suggestions.

Arizonans have gained a reputation for their low opinion of government, despite -- or perhaps because of -- the major role played by all governmental levels in residents’ daily lives. This view was reflected in the responses to this segment of the survey, as panelists generally gave low ratings to the government services they were asked to judge. This was especially true of lower-income panelists. But the respondents’ low ratings might not always have been based upon personal experience: Few panelists said they had sought information from government or community agencies. This may be due to the increasing popularity of the Internet as a self-help source, but it could also mean that relatively few residents need the services or know they are available. In any case, more than half of those who did seek information said they were satisfied with the result. Panelists were not dismissive of all collective efforts at social betterment. They expressed high levels of agreement that good community-based programs can prevent many social problems, from drug and alcohol addiction to child abuse and juvenile delinquency. Asked how they themselves would distribute public funds for social problems, most respondents choose programs for children, affordable housing, and health insurance.

Good jobs and good schools—few would disagree that these are essential elements of a secure and rewarding life. Both are also vital components of a healthy society: Good jobs create revenue to support quality schools, which in turn produce a superior workforce to fill those jobs. Based on survey panelists’ responses, most Arizonans seem to feel that they’re doing well on the employment front, but not quite so well concerning education.