An update to the Flagstaff Regional Plan 2030 (FRP30), to bring its Road Network Illustration (Map 25) into compliance with Arizona Revised Statute requirements and to resolve inconsistencies between Map 25 and parts of the Flagstaff City Code. This update does not alter the intent of FRP30; it is only concerned with correcting errors, removing legal vulnerability, and improving the readability of FRP30.

This publication contains lobbying definitions, statutes, and lobbyist forms for those interested in how to register as a lobbyist and file with our office. This booklet helps explain how to register and file lobbyist reports with the Election Services Division. Included are deadlines, instructions and reporting requirements – all at your fingertips for quick reference.

The Arizona notary law was amended in 1996, 1997, 1999, 2000, and 2004. The 1996 amendments comprised the first major revisions of the notary law in Arizona in more than 50 years. Rules, effective August 25, 2004, are included in this manual which contains:

* A question and answer section
* Notary laws
* Rules
* Instructions for completing a notary application form
* An application form
* Name/Address form
* An index

The Secretary of State’s Office publishes this manual as a guide for Arizona notaries. Revisions to this manual include concise explanations of how to apply with our office, how to purchase a notary bond, information about your commission, duties as a public official, samples of notarial acts, and the laws and rules that govern Arizona notaries. Arizona notaries are required to have a copy of this manual and keep it as a reference.

This handbook is chiefly intended to help political committees at the state level to understand and comply with the laws of the state relating to campaign finance reporting and to provide some technical assistance and practical guidance on how to use the Secretary of State's campaign finance software to facilitate such reporting. Much of this handbook may be useful to political committees in other Arizona jurisdictions as well.

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 report presents the second comprehensive look at the conditions of children and families in Arizona. Building upon information presented in the 1992 Factbook, this document presents and analyzes 48 indicators of child well-being. Following the executive summary and tables, chapter 1 provides an overview of the data for the state as a whole, including a summary of key findings and tables depicting raw numbers, rates adjusted for population growth, and rate changes over time. Racial and ethnic breakdowns are presented when such data are available.

Chapters 2-16 offer individual county profiles, following the general format established in the state chapter. These chapters offer insights into regional variations and identify varying conditions for children across the state. The report charts data within the state and county chapters for each of the following six categories: (1) poverty; (2) child health and safety; (3) child abuse, neglect, and out-of-home care; (4) early care and education; (5) children in school; and (6) teens at-risk. Overall, findings reveal significant improvements for a few indicators since 1990, most notably within birth-related items, such as an increase in the percent of women receiving timely prenatal care and a decrease in low birth-weight births. Findings also suggest there has been a worsening for many indicators, including poverty, firearm-related deaths and hospitalizations, alleged child abuse incidents, and births to teens.

This study was conducted as a progress evaluation of charter schools in Arizona. The study was funded by the Arizona Department of Education and conducted during calendar year 1998 by the Morrison Institute for Public Policy.

A total of 303 parents of charter school students, 171 students, 123 teachers and 54 directors completed surveys about charter schools. Fourteen focus groups were held around the state with parents, students, teachers and directors. Individual interviews were conducted with 23 persons, most of whom either hold policy-making positions related to charter schools or are employed by professional organizations that interact frequently with the schools.