During the mid-part of the last decade, when the population growth rate was at its highest, the Phoenix area experienced rapid development and urban sprawl. The result has been an intensification of the Urban Heat Island effect. In this edition of Decades, author Sally Wittlinger discusses this uncomfortable consequence of urbanization.

Throughout Arizona and the Southwest, the odds are against high achievement in schools with a mostly Latino, mostly poor student enrollment. Some schools, however, "beat the odds" and achieve consistently high results or show steady gains. Why do these schools succeed where others fail? Using the methodology of business guru Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Others Don't," the authors of this report found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. The authors compared them with similar schools that are performing poorly. The comparisons yielded many insights that are contrary to conventional wisdom. One key result is the unearthing of six elements of success that can translate into broader messages for education policy and strategy. The report recommends the creation of leadership programs for principals and teachers and calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona.

In a rapidly growing desert metropolis such as Phoenix, the question of which water conservation measures and factors actually save water and which do not is an obviously important one. The water-related decisions made today and in the years to come will have lasting impact on the future of this area, including upon its sustainability. Estimates from the City of Phoenix suggest that, in non-SRP-areas, water demand will exceed water supply by the year 2025--absent droughts or intervention.

This report documents and analyzes the results of a multivariate regression analysis designed to estimate the effects on residential, single-family water consumption of a host of factors, particularly water conservation policies.

In the fall of 1995, the City of Phoenix Police Department convened a special group of people known to be deeply involved with the social and personal aspects of domestic violence. This group, which came to be called the Phoenix Police Department's Joint Task Force on Domestic Violence, consisted of police and criminal justice personnel, social service and health care providers, and a number of interested community members. Task Force members soon began earnest discussions on how best to reduce the incidence of domestic violence-a crime that is, sadly, the number one call for police service in the City of Phoenix.

Community policing — “a collaboration between the police and the community that identifies and solves community problems” — is not new to the City of Phoenix Police Department. They adopted this philosophy in the early 1990s. In 1995, they sought to expand community policing in Phoenix by applying for, and receiving, a $1.5 million grant from the U.S. Department of Justice to implement the Comprehensive Communities Program (CCP) — a project designed to implement community policing in an urban neighborhood and demonstrate its potential.

This briefing paper summarizes the measures used in the CCP evaluation and briefly examines whether
results answer the question: Is community policing effective? More specifically, it focuses on whether the Comprehensive Communities Program resulted in outcomes desired by neighborhood residents. That is—Did crime go down? Do residents feel more safe? Does a formal partnership between the police and a neighborhood make a difference?

Throughout Arizona and the Southwest, the odds are against high achievement in schools with a mostly Latino, mostly poor student enrollment. Some schools, however, "beat the odds" and achieve consistently high results or show steady gains. Why do these schools succeed where others fail? Using the methodology of business guru Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Others Don't," the authors of this report found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. The authors compared them with similar schools that are performing poorly. The comparisons yielded many insights that are contrary to conventional wisdom. One key result is the unearthing of six elements of success that can translate into broader messages for education policy and strategy. The report recommends the creation of leadership programs for principals and teachers and calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona.

No American metropolis has been more loved or hated than Los Angeles. Witness how for 25 years Phoenix’s mantra has been “We are not L.A.” Unfortunately, that mantra has not produced an agenda for making Phoenix a better place. “Are nots” and “don’t wants” never turn into action, even when there is agreement on what that action should be. “We Are L.A.?,” the second issue in Morrison Institute’s policy briefing series Forum 411: Engaging Arizona’s Leaders, looks at how smog, congestion, and density have defined the two places. The briefing provides an overview of the two metro regions and how they compare on several important measures. The report not only challenges the myth that Phoenix has become too much “like L.A.,” but also proposes a new way of thinking about what it means to be Phoenix. “We Are L.A,?” argues that metro Phoenix must come up its own homegrown identity more powerful than simply “not L.A.”