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ContributorsGau, Rebecca (Author) / Morrison Institute for Public Policy (Publisher)
Created2000-02-28
Description

This brief provides information about the Workforce Investment Act (WIA) of 1998, how it will be implemented in the greater Phoenix, Arizona, area, and the program's relevance to business. The brief also discusses the current work force development system, including information on these five areas of interest: (1) what the

This brief provides information about the Workforce Investment Act (WIA) of 1998, how it will be implemented in the greater Phoenix, Arizona, area, and the program's relevance to business. The brief also discusses the current work force development system, including information on these five areas of interest: (1) what the literature says about work force development; (2) Arizona's current work force development system; (3) an overview of the WIA; (4) what's really new in the new system; and (5) what's in it for Arizona's business community. The report concludes that research and several prominent business organizations suggest that businesses can become involved in WIA in a number of ways that benefit companies as well as society, including participating on Local Workforce Investment Boards; using the one-stop career centers to fill employment needs; opening such centers; becoming approved training providers; suggesting potential board members; providing additional funds to boards; helping design and oversee local work force development programs; and providing information to the local boards and one-stop centers.

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Created1995
Description

This document profiles 11 examples of arts and education institutions across the country that are working to solve community problems. Programs, which reflect a number of purposes, are organized by category.

Large Urban Profiles, look at:

1. "Bridgemaking" in Chicago: Chicago Arts Partnership in Education.
2. Learning by Working: Young Artists at Work, Arts

This document profiles 11 examples of arts and education institutions across the country that are working to solve community problems. Programs, which reflect a number of purposes, are organized by category.

Large Urban Profiles, look at:

1. "Bridgemaking" in Chicago: Chicago Arts Partnership in Education.
2. Learning by Working: Young Artists at Work, Arts Commission of Greater Toledo.
3. Arts Education: Local Priority: Arts Integration Program, Tucson/Pima Arts Council.
4. Communications and Vocations: Arts Talk/Arts Workers, Rhode Island State Council on the Arts.

Small Urban Profiles, look at:

5. SPECTRA Plus: Cultural Council of Santa Cruz County.
6. Art for Science's Sake in Fairbanks, Alaska: Arts & Science Collaboration, Denali Elementary School and Visual Enterprises.

The Suburban Profile is:
7. "Strategy for Economic Development and Education: Blue Springs Arts 2000 Partnership.

Rural Profiles present:
8. Big Ideas in Small Places: Artists in Minnesota Schools & Communities, Minnesota Rural Arts Initiative COMPAS.
9. Parent Power for the Arts: Moms for Fun, Silver City, New Mexico.
10. Art for Every Student: Art in Education Special Project, Idaho's Salmon Arts Council and Brooklyn School.
11. Theater Development Through Arts Education: Dell'Arte, Blue Lake, California.

Common keys to program effectiveness are shown to be: leadership, vision, planning, community involvement, professional development, cooperative relationships, innovation, evaluation, and high quality services. Appendices list additional programs and contacts for the profiled programs.

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ContributorsMuro, Mark (Author) / Valdecanas, Tina (Author) / Kinnear, Christina (Author) / Waits, Mary Jo (Author) / Morrison Institute for Public Policy (Publisher)
Created2001-10
Description

What do we mean by "shoes waiting to drop?" We mean the trends that are already well under way — but that we can't quite see yet. These trends could overwhelm us if we don't spot them now and aggressively use our knowledge to plot our course for the future.

What do we mean by "shoes waiting to drop?" We mean the trends that are already well under way — but that we can't quite see yet. These trends could overwhelm us if we don't spot them now and aggressively use our knowledge to plot our course for the future. The five "shoes" highlighted in the report are: A Talent Shake Up; Latino Education Dilemma; A Fuzzy Economic Identity; Lost Stewardship; and The Revenue Sieve.

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ContributorsDickey, Linda (Author) / Vandegrift, Judith A. (Author) / Morrison Institute for Public Policy (Publisher)
Created1998-03
Description

The School-to-Work (STW) Opportunities Act of 1994 promotes the development of statewide systems that support workforce and economic development through changes in the ways that students are educated. Jointly funded by the U.S. Departments of Labor and Education, the Act emphasizes school-based and work-based learning and activities designed to connect

The School-to-Work (STW) Opportunities Act of 1994 promotes the development of statewide systems that support workforce and economic development through changes in the ways that students are educated. Jointly funded by the U.S. Departments of Labor and Education, the Act emphasizes school-based and work-based learning and activities designed to connect the two. In order to fulfill the Act’s work-based learning component, employers are recruited to work with students. Recruitment efforts have generated questions from employers concerning their obligations and legal responsibilities should they become involved in STW programs. This paper attempts to clarify these issues.

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Created2012-01
Description

Afterschool youth-development programs (AYDs) have grown significantly during the past 15 years in Arizona and nationally. Many providers have moved beyond simply providing a safe haven to actively promoting young people’s development. However, there is still tremendous opportunity for growth. There is also a continuing need to enhance coordination and

Afterschool youth-development programs (AYDs) have grown significantly during the past 15 years in Arizona and nationally. Many providers have moved beyond simply providing a safe haven to actively promoting young people’s development. However, there is still tremendous opportunity for growth. There is also a continuing need to enhance coordination and collaboration among programs in order to extend their resources and heighten their impact.

Morrison Institute worked with AzCASE and VSUW to construct a 55-question survey using Qualtrics on-line software. While the term “afterschool” was used, the survey was designed to measure all types of out-of-school programs, regardless of whether they operate before or after school, on weekends, or during school and summer breaks. Approximately 1,800 questionnaires were distributed to individual program sites in Maricopa and Pima counties via a list provided by AzCASE. Though the survey did not utilize a random sample, its 38 percent response rate (681 returns) suggests that its findings can help educators, youth-development professionals, policymakers and the business community understand the scope, characteristics and needs of afterschool services in Arizona’s two largest population centers.

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Created2009-07
Description

What a difference a year makes. In June 2008, AZ Views reported that “Arizonans have a strong sense of job security, despite the national economic slump and the state’s budget crisis.” That is no longer true, as this edition of AZ Views shows, and Arizona’s economic situation arguably is the

What a difference a year makes. In June 2008, AZ Views reported that “Arizonans have a strong sense of job security, despite the national economic slump and the state’s budget crisis.” That is no longer true, as this edition of AZ Views shows, and Arizona’s economic situation arguably is the best example of the worst case.

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ContributorsVandegrift, Judith A. (Author) / Greene, Andrea (Author) / Morrison Institute for Public Policy (Publisher)
Created1992
Description

Arizona At-Risk Pilot Project results suggest most effective means to involve parents are those that establish personal rapport between someone from the school and a parent and do not initially require high levels of commitment or participation. The "ideal" parent may be hard to find, but getting to know parents

Arizona At-Risk Pilot Project results suggest most effective means to involve parents are those that establish personal rapport between someone from the school and a parent and do not initially require high levels of commitment or participation. The "ideal" parent may be hard to find, but getting to know parents individually and assessing their needs are good first steps.

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Created2000-07
Description

The Phoenix Early Head Start (EHS) program is a family-centered program intended to provide early, continuous, intensive, and comprehensive child development and family support services for first-time teen parents and their very young children. This report presents case studies of 12 families, all EHS participants, who agreed to be followed

The Phoenix Early Head Start (EHS) program is a family-centered program intended to provide early, continuous, intensive, and comprehensive child development and family support services for first-time teen parents and their very young children. This report presents case studies of 12 families, all EHS participants, who agreed to be followed throughout their participation in the program so that their stories could be updated as they unfolded from one year to the next. The case study families were interviewed in August of 1997, 1998, and 1999. Four of the families had participated in the first two interviews but had withdrawn prior to the third interview. Additional information was obtained through conversations with family support specialists in May 2000. Common themes in the families' stories regarding EHS's role include: (1) assistance from caring staff; (2) reassurance from home visits and child development; (3) help in becoming good parents; (4) help with personal goals; (5) help with daily life; and (6) socialization opportunities for children and parents. During the study, most families made progress to widely differing degrees. Although somewhat apprehensive about life without the safety net of EHS, all eight families seemed much more confident than earlier, had some knowledge and understanding of their children and themselves, and had articulated and taken some steps toward achieving personal and family goals.

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Created1998-08
Description

Amidst the numbers and statistics that comprise a program evaluation, it is easy to lose sight of the program participants themselves. That is one rationale for a case study--to tap into some of the rich background information that only participants can provide. To develop some of this background information for

Amidst the numbers and statistics that comprise a program evaluation, it is easy to lose sight of the program participants themselves. That is one rationale for a case study--to tap into some of the rich background information that only participants can provide. To develop some of this background information for the five-year program evaluation of Phoenix Early Head Start(EHS), a case study was undertaken of 12 families who were representative of all EHS program participants. Each of the 12 families agreed to be followed throughout their participation in the program so that their "stories" can be updated as they unfold from one year to the next.

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ContributorsWelch, Nancy (Author) / Hunting, Dan (Author) / Toon, Richard J. (Author) / McCabe, Barbara (Author) / Jacobs, Ellen (Contributor) / Levi, Andrew (Contributor) / Maricopa Arts and Culture (Author) / Morrison Institute for Public Policy (Publisher)
Created2005-12
Description
Convinced by a compelling business case that showed how arts and culture contributes to a strong knowledge economy, the Maricopa Regional Arts and Culture Task Force called for a region-wide commitment to arts and culture development. The 30 elected, business, arts, and philanthropic leaders also agreed that, given the current

Convinced by a compelling business case that showed how arts and culture contributes to a strong knowledge economy, the Maricopa Regional Arts and Culture Task Force called for a region-wide commitment to arts and culture development. The 30 elected, business, arts, and philanthropic leaders also agreed that, given the current financial limitations of the region’s arts and culture sector, a new era of achievement would require a "well-rounded system of funding and support through public, private, and philanthropic means." Without this, the potential for arts and culture to help ensure "a high skill, high innovation economy in a great, livable place" would go unfulfilled. Given the economic imperatives, size of the arts and culture sector, and various election results, creating a "well-rounded system of funding and support" for arts and culture in metro Phoenix would seem to be realistic. Yet, for all of these and other pluses, the task force’s members realized that their successors would have to have "perfect pitch" on any proposal for a dedicated funding source for arts and culture.