This follow-up to the 2001 landmark report, "Five Shoes Waiting to Drop on Arizona's Future," focuses on the projected future of the state if Arizona fails to address its Latino educational attainment gap. The publication is more of an economic impact statement than an education report, with indicators pointing out consequences and contributions, depending on action or inaction in closing the gap of Arizona's future workforce.

With unemployment up, consumer spending down, and governments facing revenue shortfalls, Arizona must become more competitive than ever before. AZ Workforce: Latinos, Youth and the Future, produced as part of the ASU Office of Public Affairs’ César E. Chávez Leadership Lecture, examines the “unfinished business” of Arizona’s workforce. The report notes reasons why the workforce remains a critical issue: A skilled workforce is critical to expanding the state’s economy. Arizonans must have the skills employers need. Arizona ranks 17th on Milken Institute’s State Science and Technology Index overall, but 33rd among states on the Human Capital Index; Demographic shifts have put workforce issues front and center. Aging and minority growth in light of enduring disparities make Arizona’s current workforce a priority; and, Arizona’s employers will have to look harder at homegrown workers. Conservatively speaking, for everyK-12 student another Arizonan needs help with skills. For example, more than 430,000 Arizonans do not speak English well, while more than 600,000 Arizonans did not finish high school. AZ Workforce looks at big picture facts and figures about the state’s 3-million-strong workforce. By 2030, Arizona may have more than 10 million residents. A key part of the big picture is that the generation replacing older workers has less education than today’s mature workforce.

This report both updates statistics and perceptions and adds new features. Thus, readers may look at quality of life based on how residents feel or on the trend lines revealed in the numbers. What Matters reports what people think about Greater Phoenix, how they view their own lives, and whether they believe the region is on the right or wrong track. The sections are presented in the order of importance assigned to them by the survey rankings (i.e., Education appears first, Public Safety and Crime second, etc).

What Matters is intended to support decision-making on public issues and to provide a reference for policy makers, civic and business leaders, community activists, and other residents. In response to feedback on previous issues, this edition includes additional indicators for healthcare and more information on higher education. Price and income data have been adjusted for inflation, and more information has been added where appropriate for a fuller picture of trends. Different approaches or completely new sources of data were required in some of this issue’s indicators because of changes in data sources. While every effort was made to choose items that would be stable, there is no way to control for how data are collected or reported over the years. On the whole, however, the 1997 baseline remains intact.

In 1996, ASU’s Morrison Institute for Public Policy began asking residents and leaders in Greater Phoenix, “What does quality of life mean to you, and how do you measure it?” After an 18-month process, the first volume of What Matters was published in September 1997, creating a baseline of opinion and data about “quality of life” and what it means to the people who live here. The report was quickly recognized both within the region and nationally among indicator projects for its simple, yet unique presentation of public perception (survey) data and regional statistical, or indicator, data.

What do we mean by "shoes waiting to drop?" We mean the trends that are already well under way — but that we can't quite see yet. These trends could overwhelm us if we don't spot them now and aggressively use our knowledge to plot our course for the future. The five "shoes" highlighted in the report are: A Talent Shake Up; Latino Education Dilemma; A Fuzzy Economic Identity; Lost Stewardship; and The Revenue Sieve.