Raising Arizona was the challenge of the 20th century. Sustaining Arizona is now the challenge of the 21st. A crucial part of that task is not just understanding today’s knowledge economy, but mastering it.
If the state makes this fundamental transition, the brief history of Arizona’s future will read simply: They succeeded in the second stage. Human capital took its rightful place as a chief component of competitiveness. As a result, the story will go, Arizona moved into the top ranks of economic leadership after years in the second tier. Equity and prosperity resulted too. Most important, the state was ready for the next stage of competition. This happy ending for Arizona, of course, has been envisioned repeatedly over time. And in fact, a variety of human capital policies and programs to achieve it are in place. However, many would say that human capital is an area of unfinished business for Arizona. The Arizona Minority Education Policy Analysis Center (AMEPAC) developed "To Learn and Earn" to highlight the issues and asked Morrison Institute for Public Policy at Arizona State University to support the effort with research and analysis. In turn, AMEPAC will present the issues to Arizona stakeholders for their feedback. This process will kick off a multi-partner series of policy action projects. The first results will be presented in November 2009 at the next human capital conference presented by the Arizona Commission for Postsecondary Education.

This research study clearly articulates the critical need for industry to work in conjunction with educators in order to develop an emphasis on STEM (Science, Technology, Engineering and Math) in our schools systems. This partnership is essential for creating a competitive global workforce in Arizona. Aggressive action must be taken now, to fuel the growth of our economy with a properly educated workforce that will improve our standard of living. Changing our culture to celebrate innovation requires a comprehensive plan and collaboration between business, academia and our government. We have an obligation to our children and our country to support this initiative with our time, funds and energy.

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.

Believing that voters might support transit if they felt like an integral part of the transit proposal decision-making process, the Phoenix Chamber of Commerce's Valleywide Transit Task Force set out in early 1995 to initiate a bottom-up process which would enable people to say, "here's what we want." The Task Force agreed that the first step in the process was to initiate a new dialogue. the Morrison Institute for Public Policy was asked to write a briefing paper, which would re-invigorate the transit debate. The resulting report, "Transit in the Valley: Where Do We Go From Here?" painted a bleak picture of the Valley's existing transit system and challenged many long-held conventional wisdoms. The dialogue had begun. The report was then presented to the citizens of 17 Valley cities and towns for their consideration in 16 public meetings sponsored by cities and their local Chambers of Commerce. In community forums conducted between October 1996 and February 1997, more than 500 Valley residents discussed the Valley's transit future. This document summarizes the questionnaire responses by 501 people who attended the forums.