An update to the Flagstaff Regional Plan 2030 (FRP30), to bring its Road Network Illustration (Map 25) into compliance with Arizona Revised Statute requirements and to resolve inconsistencies between Map 25 and parts of the Flagstaff City Code. This update does not alter the intent of FRP30; it is only concerned with correcting errors, removing legal vulnerability, and improving the readability of FRP30.

In 1996, the Arizona Legislature charged our universities, community colleges, and Board of Regents to collaborate to develop ways for students to seamlessly transfer from community colleges to universities. Meeting the higher education needs of our state was and is a priority of these three bodies. The Academic Program Articulation Steering Committee was formed as the cooperative body to carry out this charge. On behalf of the community colleges and Arizona Board of Regents, it prepares an annual report to the legislature on the progress toward improving articulation and transfer.

In the Arizona University System, research that leads to real innovations translates to technologies and products that improve lives and stimulate the economy. This report provides an in-depth and comprehensive review of Arizona's higher education research enterprise. It is designed to allow the reader to easily locate any single research metric for any of Arizona's three public universities and quickly compare each Arizona university's performance against those of its Board-approved peers.

The TRIF budget provides seed-funding and support for significant research projects at all three universities. The supported research includes projects in bioscience to improve health and projects in sustainability and renewable energy, including water, solar, and forest health. At the UA, TRIF also supports space exploration and optical solutions, while at ASU it supports work with national security systems. TRIF dollars continue to support research critical to the future economic development of the state of Arizona and to a quality educational experience for our students. TRIF supported workforce development projects, especially in Arizona’s high-need areas, including The University of Arizona College of Medicine-Phoenix to train more doctors to address the shortage of physicians in Arizona.

The Arizona Board of Regents presents in this 2020 Vision a framework for the Arizona University System to improve the economic strength of our state and quality of life for Arizonans over the next 12 years. This plan lays out a series of touchstones for this ambition organized around four key themes: Educational Excellence, Research Excellence, Community Engagement and Workforce Impact, and Productivity. This plan builds on a foundation manifested in previous strategic planning efforts of the universities and the Board, including the establishment of a medical college in Phoenix, development of new health professions programs not offered by public institutions in the state, growth in the research enterprise, and increasingly intensive efforts to provide baccalaureate access to all regions of the state.

In the 2009 report entitled "Vision 2020," the Arizona Board of Regents outlined the objective of raising Arizona to the national average of college graduates in the work force and moving Arizona to the status of a large scale center for academic research. This realignment plan outlines how both of these significant goals will be achieved in an era of more modest public investment.

Since 1996, Arizona has been building a comprehensive statewide system of school-to-work opportunities for students from kindergarten through college, supported by a School-to-Work (STW) implementation grant from the U.S. Departments of Labor and Education. After 3 years, a public opinion poll of a 2,200-person random sample drawn from parents, businesses, and educators sought information on these five topics: (1) public awareness of the STW initiative, (2) perceived need for school change; (3) reactions to specific changes embodied by STW; (4) specific attitudes toward STW; and (5) support for the STW initiative.

The polling data showed that awareness of STW among educators is up; increasing percentages of parents and educators report being involved in a regional partnership; and there are high levels of support for changes in the public school system, types of learning programs needed, STW implementation, and the changes in school operations that STW signifies. Educators are increasingly viewing STW as a broad-based career exploration and preparation initiative designed to meet the needs of all students.

Support for STW is also growing along the lines of public policy, tax-paying readiness, and candidate support. On the other hand, fewer businesses than in the past report being aware of STW or involved in local school efforts, although a majority of businesses polled continue to express high levels of support for STW,. More businesses view STW as a program that is limited in scope, serves only select students, and is likely to fail because of entrenched bureaucracy, and growing numbers of parents and teachers are beginning to share these views. The study concluded that policy-level action is needed to keep STW alive in Arizona.

The state envisions actively promoting GSPED’s (Governor’s Strategic Partnership for Economic Development) vision of economic development, and linking workforce development efforts with GSPED. This means fundamentally changing the way the state does business. And, similar to most "new" initiatives, there are those who embrace the challenges implied and those who prefer the status quo. Prior to forging ahead with a new agenda to link economic and workforce development using GSPED as an organizing framework, the OWDP commissioned a statewide opinion poll to assess public attitudes toward these potentially controversial ideas. This briefing paper summarizes the results of the polling.

In spring 1996, a statewide public poll was conducted to establish baseline measures of public attitudes toward school to work prior to its widespread implementation in Arizona schools. Findings indicated that although 83 percent of administrators had heard something about STW, more than half of the teachers and 7 of 10 parents and businesses had heard nothing. All constituent groups were uniformly high in terms of their support for all five proposed changes that could result from STW.