One component of a multi-faceted evaluation of the state's STW initiative involves surveying seventh grade students regarding career awareness and career exploration and counseling in order to help students who may be interested to identify, and select or reconsider, their interests, goals and career majors, including those options that may not be traditional for their gender, race, or ethnicity.

One component of a multi-faceted evaluation of the state's STW initiative involves surveying tenth grade students. Thus, the survey was designed to assess the extent to which Arizona tenth grade students have selected career majors, planned a course of study for high school and beyond, and received adult guidance related to careers. As part of the evaluation, the intent was to look at the extent to which career preparation and work experiences truly are system-wide and impact students. In contrast, the purpose was not to evaluate whether STW program participants are receiving school-based learning components.

Many Arizona street-level police officers and sheriff’s deputies report that they are skeptical of the ability of Arizona’s “pro-arrest” policy to reduce domestic violence, frustrated by a perceived lack of follow-up from prosecutors, and often at odds with victims whose predicaments they may not fully understand.

Domestic violence is a major social problem throughout Arizona, and a major daily challenge for law enforcement officers. Every day in Arizona, domestic violence injures victims, damages property, destroys families, breeds further crime and anti-social behavior, and perpetuates itself in younger generations. Like most states, Arizona has "criminalized" domestic violence (DV) by adopting laws and policies that bolster law enforcement officers’ arrest powers and require them to arrest suspects under certain circumstances.

In spring 1997, Arizona repeated a spring 1996 statewide public poll that established baseline measures of public attitudes toward school-to-work (STW). Samples were drawn from three constituent groups: parents, businesses, and educators. Over 2,700 Arizonans participated each year. Overall awareness of STW was up significantly among every group. The belief that local schools were involved increased, but many parents, businesses, and teachers still said their schools were not involved or they were unsure.

In both studies, a majority of educators rated the overall quality of education positively, whereas parents and businesses were more moderate in their ratings. Well over 90 percent of all groups said some degree of change was needed. Almost 90 percent of each group advocated that schools teach more than just basic skills. Three-quarters or more of all groups supported changing teachers' duties to emphasize instruction in teamwork, work habits, and work-related concerns; ensuring more collaboration in program and curriculum design; providing more comprehensive learning programs; providing "Career Majors"; and creating student employment opportunities.

Two beliefs pervaded the emerging STW system: the state must do a better job of identifying and serving special populations and not everyone is optimistic STW will succeed. Over half of all groups would be willing to pay additional taxes to support STW programs and all groups would vote for candidates supportive of STW.