The Strategic Plan comprises an ambitious set of goals and objectives. It is a “living” document that will guide our focus and activities. As such, some objectives and expected results will be subject to change as information and events unfold. Objectives and measures aligned to drive achievement have also been developed in Units, Sections, and Divisions throughout the Department.
Our Plan includes ambitious, innovative goals and objectives focused on developing great schools, excellent teachers, and successful students. We believe that implementing this Plan in partnership with education, business and community stakeholders will help us achieve our mission: To serve Arizona’s education community, ensuring every student has access to an excellent education.
Annual dropout rates in Arizona public schools grades seven through twelve.
Remarks made by Tom Horne, Superintendent of the Arizona Department of Education.
In view of the increased prevalence of overweight and obesity in American youths, the Arizona Department of Education’s Health and Nutrition Services has taken the initiative to evaluate the nutritional content of competitive foods and beverages sold on school campuses in Arizona. This study also intends to evaluate the financial implications to schools when replacing foods and beverages found to be less nutritious with healthier choices.
The Team Nutrition Grant Project began in 2003 with the goal to guide and assist schools to create and maintain a coordinated, comprehensive school health program. Such a program integrates a school’s child nutrition programs, with the classroom, the community, and entire school environment. A coordinated, comprehensive school health program (CSHP) can be implemented to create a healthy school environment through a “model” nutrition policy. Using the USDA’s Food and Nutrition Service Team Nutrition’s Changing the Scene, A Guide to Local Action, the project proposed to implement the model at a state level by forming a state level coalition of key decision makers within the school environment.
Arizona’s Instrument to Measure Standards (AIMS) is the statewide, standards-based assessment. AIMS measures the performance of students, schools, and districts on academic standards in reading, writing, and mathematics and is administered to students in grades 3, 5, 8, and high school. The central components of standards-based education include a curriculum aligned to the Standards, instructional materials aligned to the Standards, and the evaluation of teachers to ensure the Standards are integrated into instructional practices. These components are the organizational foundation for successful student achievement of the skills and knowledge of the Standards.
The theory of factor market distortions deals largely with taxing inputs. However, input subsidies are not only common in manufacturing. For example, U.S. agriculture is heavily dependent on input subsidies.
If water subsidies in the production of California cotton were removed, along with commodity payments, production of cotton in California would likely cease. Likewise, transportation subsidies were common in both the U.S. and Canada, and still prevail in the U.S.
The Arizona Department of Education is pleased to provide you with this state report card as a part of our compliance with the federal No Child Left Behind law. We are working hard to raise academic standards for Arizona students. We are also holding our schools accountable for how well students perform academically. We are restoring classroom discipline, which is an essential component for achieving academic excellence. We also have an extensive state program to help schools whose test scores show a need for improvement. We are working hard to make sure Arizona students and schools are performing to their absolute potential.
We compare the current Canadian Supply Management regime in which producers and importers benefit from rent-seeking activities that set production quota and import quota levels with those under a tariff, in which producers partakes in rent-seeking activities in order to induce the government to introduce a favorable tariff regime. We explore three different quota-setting games: (1) the import quota and production quota are set at a level that arises from a Cournot-Nash equilibrium between producers and importers; (2) the producer marketing board acts as a Stackelberg leader, taking into account the importers’ reaction to its production quota level; and (3) the importer behaves as a Stackelberg leader, taking into account producers’ reaction to its import quota level. We compare these quota-setting games with two different tariff-setting games: (1) A non-cooperative game in which the government sets the tariff at a level that maximizes tariff revenue; and (2) A cooperative game in which producers, through rent-seeking activities, induce the government to set the tariff at a level that maximizes joint government and producer rents.