Arizona’s public behavioral health care system, which serves some 150,000 mentally ill and vulnerable state residents, is wrestling with a number of urgent challenges. In addition to budget cuts resulting from the current economic crisis, and the demands of a 28-year-old class-action lawsuit, the system has been repeatedly criticized in several areas, including for inadequate staff, data, housing support, and crisis services. On July 22, a panel of professionals who play key roles in the system discussed these and other issues before some 300 behavioral health providers, supervisors, and policymakers at the annual Summer Institute hosted by Arizona State University’s Center for Applied Behavioral Health Policy. This paper provides an abbreviated report of that discussion, which was partially designed and moderated by ASU’s Morrison Institute for Public Policy.

Severe and widespread budget cuts in behavioral health and substance abuse services for lower-income Arizonans who don’t qualify for AHCCCS have already taken effect across the state. Even before these cuts were implemented, it was clear that the publicly-supported behavioral health system in our state was not adequately serving many Arizonans who needed mental health or substance use disorder treatment. This paper represents an effort by Arizona State University’s Centers for Applied Behavioral Health Policy and the Morrison Institute for Public Policy to promote and enrich Arizona’s public dialogue about these problems and potential solutions.

Throughout Arizona and the Southwest, the odds are against high achievement in schools with a mostly Latino, mostly poor student enrollment. Some schools, however, "beat the odds" and achieve consistently high results or show steady gains. Why do these schools succeed where others fail? Using the methodology of business guru Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Others Don't," the authors of this report found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. The authors compared them with similar schools that are performing poorly. The comparisons yielded many insights that are contrary to conventional wisdom. One key result is the unearthing of six elements of success that can translate into broader messages for education policy and strategy. The report recommends the creation of leadership programs for principals and teachers and calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona.

Throughout Arizona and the Southwest, the odds are against high achievement in schools with a mostly Latino, mostly poor student enrollment. Some schools, however, "beat the odds" and achieve consistently high results or show steady gains. Why do these schools succeed where others fail? Using the methodology of business guru Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Others Don't," the authors of this report found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. The authors compared them with similar schools that are performing poorly. The comparisons yielded many insights that are contrary to conventional wisdom. One key result is the unearthing of six elements of success that can translate into broader messages for education policy and strategy. The report recommends the creation of leadership programs for principals and teachers and calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona.