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For help with a story, contact Michael Kelley at (602) 633-8965 or mkelley@goldwaterinstitute.org.

  • Report Offers Advice to Governor's Tax Review Commission

    Posted on June 09, 2003 | Type: Press Release

    Consumption-Based Tax Best Way to Enhance Savings, Investment, and Growth

  • Study Questions Link Between Higher Education Spending, Growth

    Posted on May 12, 2003 | Type: Press Release

    PHOENIX-In a study released today by the Goldwater Institute, John Locke Foundation higher education policy analyst Jon Sanders finds little evidence that government spending on higher education drives economic growth. "Given the claims of Arizona's higher-education spending advocates," Sanders says, "you would expect to see a robust correlation between increased state spending on higher education and economic growth. In fact, I found that there was no consistent, statistically significant correlation."

  • Study Urges Arizona to Adopt a Colorado-Style Expenditure Limit

    Posted on April 21, 2003 | Type: Press Release

    PHOENIX-In a study released today by the Goldwater Institute, Harvard/MIT Data Center fellow Michael J. New reports that Colorado's Taxpayer Bill of Rights has been the most effective expenditure limit enacted in any state during the last three decades. "Enacting a Colorado-style constitutional amendment is Arizona's best hope to restrain spending, generate tax relief, and help prevent future fiscal crises of the kind that have plagued the state during the last two years," Dr. New states.

  • Goldwater Study Weighs in on Scottsdale Fire Services Debate

    Posted on April 07, 2003 | Type: Press Release

    Scottsdale Should Reject City Department, Open Process to Competitive Bidding

  • Study Documents Widespread Racial Bias in Special Education

    Posted on March 31, 2003 | Type: Press Release

    PHOENIX-In a study released today by the Goldwater Institute, Children First America vice president Matthew Ladner finds evidence of pervasive racial bias by public school districts in the labeling of children as "learning disabled." By mislabeling children as disabled, Ladner writes, "The erring districts may seriously damage children's self-images and confidence in their own capabilities-perhaps permanently."

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