Morrison Institute for Public Policy Publications Archives

The U.S. Census Bureau’s most recent report shows Arizona has the second highest poverty rate in the nation. This shameful distinction calls attention to a long-standing social problem that has been exacerbated by challenging economic times. In this edition of Policy Points, authors Richard C. Knopf and Brian Simpson examine the increasing demand for emergency food assistance, hunger's impact on children, and the growing number of Arizonans experiencing need for the first time.

The war on poverty during the 1960s succeeded, cutting the national poverty rate in half by the early 1970s. Since then, however, the poverty rate of Americans under the age of 65 has increased. The poverty rate has climbed particularly among children; compared to an average of 15.5 percent during the 1971-to-1975 economic cycle, the poverty rate in each of the three cycles since 1982 averaged between 18 percent and 21 percent. One-in-five children lives in poverty and Arizona has consistently experienced higher poverty rates than the national average for all age groups except seniors.

A grassroots dialogue-to-action program designed to inspire bottom-up collaboration on issues of domestic violence proved to be a success and several important lessons were learned to help full implementation. This briefing evaluates the pilot program of the Purple Ribbon Study Circles Project, which ran in six cities in Greater Phoenix from September through December 2008.

This document describes first-year outcomes of the Arizona Transition Project, which is part of the National Head Start-Public School Transition Project. The project seeks to maintain the early benefits of Head Start through the primary grades and beyond. Outcomes for 1992-93 relating to children, families, system, and policy for the years K-3 were examined. Quantitative and qualitative data were gathered from over 100 children and their families enrolled in three Transition schools and three control schools in Phoenix, Arizona. Data were obtained through child assessments, interviews with families and key collaborators, questionnaires of teachers and family advocates, and observation. Findings indicate that the Transition Project has had substantial progress in achieving its objectives: Transition students are outscoring control students on most measures; Transition services are being implemented as planned; staff are enthusiastic about project goals and services; startup problems have been minimal and handled through a well-developed communication network; and people feel included in decision making. A summary of evaluation results is offered. Recommendations are made to use student achievement data to identify gaps in skills development, refine program implementation processes, develop linkages with other programs, and disseminate information to local and state policy makers. Eighteen tables, six figures, and an appendix that summarizes data-collection instruments are included.

The Arizona Head Start--Public School Transition Project is 1 of 31 demonstration projects designed to test whether advances by Head Start children could be maintained by continuing Head Start-type services into kindergarten through the third grade, and to identify, develop, and implement transition practices to bridge the gap between Head Start and public schools. This study evaluated the Arizona project in its fourth year of implementation. Participating were two cohorts of students at three transition and three comparison schools in Phoenix. The program components evaluated were: (1) developmentally appropriate practices, curriculum, and materials; (2) physical health, mental health, and dental services; (3) family services; and (4) parent involvement. Findings indicated that all components had been implemented by the time of the 1995-96 evaluation. Both cohorts had similar public assistance participation, and all groups showed dramatic decreases in public assistance since program entry. The vast majority of parents from all groups reported positive interactions with schools; qualitative data confirmed continuing positive impact on teachers, schools, and the Head Start agency. Transition services, especially those of family advocates, were seen as crucial to smooth transitions. There were observable differences between transition and comparison classrooms; however, quantitative data showed few significant differences in gains made by children between transition and comparison classrooms. Confounding variables of high attrition, variations in student English proficiency, and the existence in comparison schools of transition-like services may have influenced the results. Promising practices and further challenges were identified and recommendations were made for improving the collaboration between the Head Start program and the public schools, and improving the evaluation process. (Three appendices include a summary of data collection instruments. Contains 20 references.)

This second criminal justice brief is, like the first, based upon further analysis of the data gathered in the preparation of Layers of Meaning: Domestic Violence and Law Enforcement Attitudes in Arizona. The findings presented here expand on the findings and issues presented in the full report. The aim of this briefing is to present additional information and analysis in support of Arizona's ongoing public conversation about reducing and preventing domestic violence.