“What about the water?” was one of the questions Morrison Institute for Public Policy asked in its 2008 study, "Megapolitan: Arizona’s Sun Corridor". That report looked at the potential growth of the Sun Corridor as Tucson and Phoenix merge into one continuous area for economic and demographic purposes.

With its brief review of the water situation in urban Arizona, "Megapolitan" left a number of questions unanswered. This report will consider questions like these in more detail in order to examine the Sun Corridor’s water future. This topic has received less sophisticated public discussion than might be expected in a desert state. Arizona’s professional water managers feel they are relatively well prepared for the future and would like to be left alone to do their job. Elected officials and economic-development professionals have sometimes avoided discussing water for fear of reinforcing a negative view of Arizona. This report seeks to contribute to this understanding, and to a more open and informed conversation about the relationship of water and future growth.

In preparation for new federal legislation that promotes unprecedented levels of comprehensive planning and service integration at state and local levels, an analysis of state issues relevant to comprehensive service delivery is necessary. This paper examines such state issues, with a focus on Arizona's at-risk population, and presents a framework for comprehensive service delivery. It provides the rationale for such service delivery, summarizes the literature on research-based practices, illustrates district approaches to comprehensive service delivery, and sets forth guidelines for developing a comprehensive plan. System components of an effective plan are discussed in detail--student education, parent/family involvement, social/economic services, health services, and professional development. Five general principles underlie success: philosophy, people, processes, promising practices, and partners. Recommendations for developing comprehensive service delivery programs include the following: (1) build on existing information; (2) consolidate knowledge; and (3) think long-term. Contains 11 figures and over 250 references. Appendices contain information on Arizona practitioners' views and an illustration of a side-by-side program analysis.

With so much new school reform activity within the United States centering on charter schools, a fresh appraisal of the situation is in order. This briefing summarizes the history of charter school laws and updates their current status across the country. Although this is not intended to be a comprehensive review, several charter school research projects are described: some that have revealed lessons learned in the implementation of charter school laws, and others, more national in scope, that were designed to systematically describe existing charter schools and document their impacts.

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.)

The Phoenix metropolitan area is known worldwide for the rapid and continuous expansion of its population, economy, and development of desert land. Even during recessionary periods, it has continued to grow. Leaders in other metropolitan areas envy this achievement and the many benefits it has created for Valley residents. But some members of our region, both leaders and lay people alike, consider the Valley’s phenomenal growth to be a mixed blessing. Indeed, they would say we are plagued by success. The purpose of this brief paper is to create a framework for discussion of how our region’s future growth can embody quality. It is not intended to be a comprehensive Morrison Institute for Public Policy treatment of the myriad issues of urban growth. Because of this paper’s brevity, some important details about growth are not included. Fortunately, detailed studies of the Valley’s growth have been done before (e.g., by Gruen Associates/Maricopa Association of Governments in 1975 and the Morrison Institute in 1988). Instead, this paper identifies key concepts and suggests questions to be used as a point of departure for steering a future course.

This report deals with state-level technical assistance and other activities pertinent to at-risk issues in the current context of educational reform. Specifically, the report discusses state options to support Arizona schools in delivering comprehensive services and implications for Arizona policymakers.

The "fit" of "at-risk" education in Arizona was examined in relation to reform initiatives. Focusing on technical assistance and related issues at the state level, researchers examined literature, interviewed a sample of Arizona Dept. of Education personnel, surveyed Arizona principals statewide, and gathered information from other states.