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The first installment in the "To Learn and Earn" project, published in March 2009, concluded that Arizona has "unfinished business" in human capital--the knowledge and skills that are so important to stimulating innovation, creating wealth, and promoting economic growth. It identified the next step in finding solutions as looking closely at Arizonans' experiences to answer questions about such topics as career planning, moving from school to work and hiring priorities. The result is this "on the ground" look at education and employment through the eyes of high school and college students, parents, young adult workers, educators, workforce professionals, guidance counselors, and employers. [This paper was prepared for the Arizona Minority Education Policy Analysis Center and was sponsored by the USA Funds, Helios Education Foundation, and the Arizona Minority Education Policy Analysis Center. For the full report, "To Learn and Earn: Arizona's Unfinished Business in Human Capital," see ED508028.]

Raising Arizona was the challenge of the 20th century. Sustaining Arizona is now the challenge of the 21st. A crucial part of that task is not just understanding today's knowledge economy, but mastering it. Ray and Charles Eames, the creative geniuses behind many iconic 20th century designs, debuted their film "Powers of 10" in 1977. In nine minutes, the viewer zooms from a picnic in a park to a view of the universe from outer space back to being inside the cells of the human body. The journey is a powerful lesson in perspective. For decision makers, the lesson is clear: each level offers crucial input for wise choices. This paper applies the "Powers of 10" idea. As a result, this paper looks at issues and demands from three perspectives: 30,000 feet, 10,000 feet, and on the ground. Each level provides insights vital to Arizona finding new ways to develop a quality workforce suited to "stimulating innovation, creating wealth, and promoting economic growth." "To Learn and Earn" concludes with questions that the Arizona Minority Education Policy Analysis Center (AMEPAC) sees as a starting point for working with partners throughout Arizona. (Contains 35 endnotes.) ["To Learn and Earn: Arizona's Unfinished Business in Human Capital" was written with Richard Toon and Yuri Artibise. This report was prepared for the Arizona Minority Education Policy Analysis Center (AMEPAC).]

This report identifies and explains the issues, challenges and options affecting formal and informal arts education in Arizona today. It ascertains the feasibility of mechanisms to track formal and informal--or school- and community-based arts education over the long term. The Morrison Institute for Public Policy (School of Public Affairs, College of Public Programs) designed the "Beyond Snapshots" study to gather input from a selection of state arts education experts, teachers, and representatives from schools, districts, and arts and culture organizations. Each research component focused on the current statewide environment for arts education; input on issues, innovations, and challenges; and outlooks on an ongoing arts education "census" of formal and informal activities. The project showed that: (1) the status of arts education and its delivery in schools and community arts organizations continue to vary widely across the state; (2) assessment is viewed as one key to the growth of arts education; (3) Arizona's arts educators and arts professionals appear to be ready for a regular "census" of formal and informal arts education; and (4) A "census" should target both school-based and community-based activities and learning. Information tools should provide data to track inputs and outcomes; connect, and grow, and develop; and understand attitudes and outlooks. An appendix provides respondents' comments about arts education stories and setbacks. A list of selected tables is also included. (Contains 4 tables.) [This report was written with Ellen Jacobs and on behalf of: the Arizona Arts Education Research Institute, Arizona Department of Education, Arizona Commission on the Arts, Arizona State University Northern Arizona University, The University of Arizona, and Maricopa Partnership for Arts and Culture.]

The approval of Proposition 301 by Arizona voters in November 2000 was a significant step toward a new foundation for the state's economic future by providing a long-term funding stream for science and technology investments. This new sales tax enabled the state to create an economic development strategy appropriate for the knowledge economy. This study evaluated the economic potential of Proposition 301 at Arizona State University and developed a model for assessing its long-term value. The new paradigm for assessment of long-term economic impact, called "CAT," will keep score on science and technology research through study of Connections between university researchers and businesses, Attention generated by university research, and Talent recruited, retained, and developed. The first-year Proposition 301-funded programs provided many illustrations of how CAT measures can be applied in the future to analyze the value of science and technology research, and some examples are described. In the future, Proposition 301 research activities are likely to converge in even larger, more interdisciplinary collaboration to draw together research teams from many fields. These teams will be essential for the next generation of science and technology innovation. (Contains 42 references.) (SLD)

In 1996, the City of Phoenix Enterprise Community Job Linkages Initiative sought to increase employment by matching local people with local jobs. Evaluation of the second project at Friendly House found that Friendly House, during the 18 months of the grant, increased residents' employability skills and linked them with Enterprise Community employers through the following seven services: job readiness training, introduction to computers, case management, support services, job placement assistance, and follow-up at 30, 60, 90, and 120 days after employment. Of 51 people who began working, 65 percent completed the retention period. It was estimated that program participants earned a total of approximately $367,000 during the pilot period. Fifty-eight percent of participants said that the program was excellent; the remaining 42 percent rated it as good. Women outnumbered men in the program, and 85 percent of the participants were Hispanic. More than half were 21 to 34 years of age. Approximately 75 percent were single, divorced, or separated, and many were single parents. The report concludes that if community groups want to increase employment, they must be prepared for a complex, demanding effort. (Included in the report are an executive summary; recommendations; and discussions on: the importance of matching people and jobs; conveying a sense of caring and personal support; the stresses caused by the "numbers" orientation of performance contracting; and program development issues such as using technology, creating alliances, addressing language barriers, and creating a continuum of services.) (KB)

Project STRIDE was conducted at Keys Community Center in Phoenix, Arizona, to create job linkages and prepare local people for jobs in distressed areas through relationships among residents, employers, and service providers. The project's components include a community jobs team, group employability training, goal-setting, computer training, job seeking and retention skills, linkages with area employers, case management, and follow-up. On-the-job training with a major manufacturer was used at the beginning of the project, but was discontinued. An evaluation of the project after 16 months was conducted through interviews and discussions with staff, instructors, and participants, observations, and reviews of program records. During the 16 months (August 1997-December 1998), the project received 213 inquiries and performed 157 educational assessments; 107 people started training, 77 graduated, 51 began jobs and 7 more went on to more training or education; 19 were not working or unknown. As of January 1999, the wages of all workers ranged from $5.50 to $12.60 per hour, with an average of $7.70 per hour. STRIDE's program costs were $2,596 for completers; $3,920 for those who began work; and $4,876 for those who remained in jobs, school, or training through December 1998. Project participants had positive feelings about Project STRIDE at the end of training and at the 120-day retention mark. Recommendations include developing a vision and plan for Keys Community Center and STRIDE, staff development, continuing technical assistance from practitioners in training and development, long-term follow-up, and increasing staff to allow for a growing caseload. (KC)

A study of 55 school districts and a group of opinion leaders examined the status of arts education in Arizona. Information from surveys collected and interviews conducted throughout 1995 and 1996 was analyzed to determine whether or not improvement occurred following the 1988 "Vision 2000" program. Survey responses and interviews suggest: (1) signs of improvement appear along with indications of status quo maintenance; (2) four out of ten respondents thought the overall status of arts education was better now than five years ago, another third thought it was about the same; (3) significant support for arts education exists among school personnel and parents; (4) funding, staffing, and curriculum were identified as the most critical need over the next 3 years; (5) arts education remains vulnerable to funding cuts, neglect, and competition from other educational priorities; (6) local sources of external funds are often used to supplement district funds but the potential for private funding of the arts has not been fully tapped; and (7) Arizona schools compare reasonably well with schools nationally in terms of the provision of visual art, music, and other arts programs. Recommendations are made for continued study, establishment of arts education quality indicators, monitoring, and mechanisms for reporting and sharing statewide data regarding the status of arts education. (MM)

This volume presents a comprehensive review of current research on the implementation of quality arts programs in U.S. schools, and an indicator of areas that need to be explored, with emphasis on community priorities and initiatives. The 49 quantitative and qualitative reports, articles, and dissertations are divided into five sections: (1) six are evaluation studies of "broad-based" arts programs implemented at many grade levels and in a variety of settings, which concern programs that tend to involve more than one arts discipline, include the arts in multiple roles, or involve a large number of people; (2) 17 are smaller-scale "targeted" studies, using various methodologies, and tend to focus on one arts discipline or type of student or to examine a specific research question; (3) nine present "compilations" of research in a particular area, often cutting across disciplines; (4) 12 describe "attitudes" among students and parents and public opinion, on issues and programs, including studies that focus on students perspectives about the arts and their experiences; and (5) five highlight the "status" of arts education and the arts economic impact at the local level. (DQE)

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, include: (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; and (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; and (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; and (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. (MM)