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 document is intended to give an overview of the Federal-Aid Program and its impacts on Arizona. There are four major sections in the report: (1) Overview of the Federal-Aid Program; (2) Arizona Federal funding highlights for the fiscal year; (3) Federal-aid Highway Program Characteristics; and (4) Federal-Aid Highway Program descriptions. The first section gives a general overview of how the Federal-Aid Program is financed, the authorization process and a discussion of the apportionment, allocation and obligation authority processes. The second section deals with Arizona Federal funding highlights the for fiscal year. The last two sections are devoted to characteristics of the core programs, including eligibility, limitations, apportionment formulas and descriptions of the funding categories.

Since 1986, the Arizona Department of Transportation has used a comprehensive regression-based econometric model to estimate Transportation Excise Tax revenues for Maricopa County. These revenues, which flow into the Regional Area Road Fund (RARF), are the major funding source for the Maricopa County Freeway Program. This document contains the official forecast of expected values for the Maricopa County Transportation Excise Tax as developed by the Arizona Department of Transportation in cooperation with the Maricopa Association of Governments, Valley Metro and Valley Metro Rail.

The Maricopa County Transportation Excise Tax, often referred to as the “1/2 cent sales tax” is levied upon business activities in Maricopa County, including retail sales, contracting, utilities, rental of real and personal property, restaurant and bar receipts, and other activities. Transportation excise tax revenues are deposited in the Maricopa County Regional Area Road Fund (RARF) which is administered by the Arizona Department of Transportation. These revenues were the principal source of funding for the Regional Freeway System in Maricopa County and were dedicated by statute to the purchase of right-of-way, design and construction of new freeways, widening of existing freeways and highways, improvements to the arterial street system, regional bus service and high capacity transit services such as light rail.

The State of Arizona taxes motor fuels and collects a variety of fees relating to the registration and operation of motor vehicles in the state. These collections include gasoline and use fuel taxes, motor carrier fees, vehicle license taxes, motor vehicle registration fees, and other miscellaneous fees. These revenues are deposited in the Arizona Highway User Revenue Fund and are then distributed to the cities, towns and counties of the State and to the State Highway Fund, which is administered by the Department. These taxes and fees represent a source of revenues available to the state for highway related expenses.

In spring 1998, 1,057 10th-grade students were surveyed as one component of a statewide evaluation of Arizona's school-to-work system designed by the Morrison Institute for Public Policy. This second survey measured attitudes toward and participation in career activities. Results were compared to baseline data collected from over 2,000 10th-grade students in 1997. Data indicated that, in both years, nearly all students had at least an idea of their career area of interest; gender differences were observed in students' selections of career interests. Student participation in activities increased. Statistically significant differences in participation by sex were evident: more girls reported learning about careers in class and participating in volunteer activities; and more boys participated in internships with pay, worked for pay in a job unrelated to their careers, and had business mentors. The share of students who had selected a career interest increased as participation rose. All 14 activities were at least "somewhat" helpful to students in making career selections. In both years, students ranked family, teachers, and friends most highly as influencing career interests. One-fourth of students in 1998 compared to one-third of students in 1997 indicated they never received career guidance at school. Less than one-half of students were aware of courses related to career interests; even fewer actually took a course related to their interests.

One component of a multi-faceted evaluation of the state's STW initiative involves surveying tenth grade students. Thus, the survey was designed to assess the extent to which Arizona tenth grade students have selected career majors, planned a course of study for high school and beyond, and received adult guidance related to careers. As part of the evaluation, the intent was to look at the extent to which career preparation and work experiences truly are system-wide and impact students. In contrast, the purpose was not to evaluate whether STW program participants are receiving school-based learning components.

Tenth-grade students in Arizona school to work (STW) regional partnerships were polled in 1997, 1998, and 1999, to determine whether systemic change was occurring across the state. Study results were mixed. Three activities increased significantly over the baseline year: class projects, computer use, and volunteerism. The use of career inventories declined over the same period. The role of adults in helping students explore career choices remained relatively stable. Further, the number of students who had some idea of their career interests had not changed significantly. Gender differences still existed and were largely unchanged. Fewer students reported taking courses related to their career interests. The relationship of participation in career-related activities to an ability to state a career interest continued to be strong. Students felt job shadowing, business mentors, and internships would be most helpful. However, fewer students participated in these activities. The participating students were better able to articulate their career interests and, in general, had more frequent and positive attitudes about participation in STW. Statewide programs reported positive student outcomes as a result of STW activities. Evidence of systemic change was beginning to be seen. Most significantly, class projects, computer use, and volunteer projects showed consistent gains over the three years.

One component of a multi-faceted evaluation of the state's STW initiative involves surveying seventh grade students regarding career awareness and career exploration and counseling in order to help students who may be interested to identify, and select or reconsider, their interests, goals and career majors, including those options that may not be traditional for their gender, race, or ethnicity.