If Arizona is going to be successful not only in improving minority access to higher education, but more importantly, minority student success in higher education, a systematic approach needs to be developed. The answers to improving minority access and achievement in higher education requires a holistic view of education as a system as well as an integrated look into the drivers of academic success. A fundamental problem exists with current policies designed to improve minority representation in higher education. Arizona’s lack of both a systematic view of the problem and the creation of a framework to evaluate policy ideas are sources of these disappointing results. The purpose of this paper is to fill in the gap by providing a framework of focus for academic success to be used to enhance Arizona’s approach to higher education policy.

Unlike the rest of the Phoenix metropolitan area, population density in central Phoenix dropped during the 1970s and 1980s. The primary cause was a decrease in the number of housing units. Rising vacancy rates contributed, but the increase in vacancy rates was similar to that of the entire metropolitan area. Between 1990 and 1995, population density rose in central Phoenix. A sharp decline in vacancy rates was a major factor in the turnaround, though the vacancy rate decline only matched that of the entire metro area. Another major factor in the increase in density was the rising number of people residing in prisons, homeless shelters, or on the streets.