Arizona’s vulnerable populations are struggling on a daily basis but usually do so in silence, undetected by traditional radar and rankings, often unaware themselves of their high risk for being pushed or pulled into full crisis. Ineligible for financial assistance under strict eligibility guidelines, they don’t qualify as poor because vulnerable populations are not yet in full crisis. To be clear, this report is not about the “poor,” at least not in the limited sense of the word. It is about our underemployed wage earners, our single-parent households, our deployed or returning military members, our under-educated and unskilled workforce, our debt-ridden neighbors, our uninsured friends, our family members with no savings for an emergency, much less retirement.

More than one in 10 Arizona public high school students have disabilities. One-third of these youth remain unengaged in work or education following graduation, creating a significant public policy challenge for the state. Why is this so? This report shares findings from 2014 surveys and focus groups conducted with youth and families as well as interviews with education leaders across the state. These responses highlight how Arizona schools and families are preparing these youth, and what the state still needs to do to ensure youth with disabilities have a role to play in Arizona’s job market.

Bullying and violence in K-12 schools have been in the policy spotlight in Arizona for almost a decade. However, current indicators and recent traumatic events show that a range of anti-social behaviors on school campuses remain a major threat to student well-being and learning. This briefing was distributed at panel discussion on bullying and safe school environments, focusing on such issues.

This follow-up to the 2001 landmark report, "Five Shoes Waiting to Drop on Arizona's Future," focuses on the projected future of the state if Arizona fails to address its Latino educational attainment gap. The publication is more of an economic impact statement than an education report, with indicators pointing out consequences and contributions, depending on action or inaction in closing the gap of Arizona's future workforce.

The success of school choice policies is most often measured by the number of students who leave their home school to take advantage of choice options. But what about the other side of the equation? What about students who stay in the same school, even though other options are available? New analysis by ASU scholar Dr. David Garcia reveals that reenrollment rates for Excelling schools are close to reenrollment rates for Failing/Underperforming schools.

“What about the water?” was one of the questions Morrison Institute for Public Policy asked in its 2008 study, "Megapolitan: Arizona’s Sun Corridor". That report looked at the potential growth of the Sun Corridor as Tucson and Phoenix merge into one continuous area for economic and demographic purposes.

With its brief review of the water situation in urban Arizona, "Megapolitan" left a number of questions unanswered. This report will consider questions like these in more detail in order to examine the Sun Corridor’s water future. This topic has received less sophisticated public discussion than might be expected in a desert state. Arizona’s professional water managers feel they are relatively well prepared for the future and would like to be left alone to do their job. Elected officials and economic-development professionals have sometimes avoided discussing water for fear of reinforcing a negative view of Arizona. This report seeks to contribute to this understanding, and to a more open and informed conversation about the relationship of water and future growth.

Because of the urgency of workforce issues and the desire to begin a statewide discussion about workforce goals and choices, the Governor’s Council on Workforce Policy wanted to understand if, and how, program governance and organization are hampering progress and what changes might be beneficial. The council asked Morrison Institute for Public Policy (School of Public Affairs, College of Public Programs, Arizona State University) to: (1) Explore the strengths and weaknesses of the organization of Arizona’s workforce system, particularly at the state level (2) Review how other states have revamped their systems and connected workforce and economic development (3) Recommend options for improving Arizona’s system During the second half of 2003, Morrison Institute for Public Policy talked with more than 60 workforce professionals, business people, and workforce board members across Arizona either individually or in small groups, researched other states’ approaches through interviews with officials in other states and national organizations, analyzed responses to an online survey of selected local workforce investment board members, and reviewed a wide variety of materials on economic, workforce, and community development. This report is the first of many steps for Arizona to reflect and act on workforce development governance and its system, because as Thurgood Marshall said, "You can’t stand still. You must move, and if you don’t move, they will run over you."