The Maricopa County Voluntary Vehicle Repair and Retrofit Program has been suspended due to current economic circumstances that have resulted in a loss of funding for the Program. While the Program is unable to provide financial assistance for vehicle emission repairs, the Air Quality Department recommends that the necessary repair work be completed by ASE (Automotive Service Excellence) certified professionals at an Arizona Green Business repair facility. From its introduction in January 1999 through June 2009, the Voluntary Vehicle Repair and Retrofit Program had been funded by the State of Arizona. From July 2009 through November 2010, the program was funded by an Energy Efficiency and Conservation Block Grant from the U.S. Department of Energy. The Program provided monetary assistance to qualifying owners of older, high-emitting vehicles that had failed a required emissions test. Over the years, the program helped over 11,700 vehicles meet Arizona emissions standards, resulting in the reduction of over 2,100 tons of pollution.

During a fiscal year, employment sites are processed by the Trip Reduction Program. The TRP produces a detailed statistical summary report for each employment and student site. In addition, the TRP Task Force, along with the TRP staff, reviewed and approve Trip Reduction plans. The report tracks and analyzes the commuting habits of employees and students in Maricopa County.

The purpose of this handbook is to provide a practical guide offering a comprehensive overview of the
department’s policies and interpretations of Rule 310. The intent is that this guide will be useful and used. The handbook is organized to respond to topical questions and it is structured to provide answers to the most commonly encountered compliance challenges.

These regulations constitute the legal basis for control of air pollution sources in Maricopa County, Arizona. They are adopted to implement the policy set forth in Title 49 of the Arizona Revised Statutes and to fulfill the State's responsibilities under the Federal Clean Air Act and its amendments to provide a legally enforceable State Implementation Plan for the attainment and maintenance of the National Ambient Air Quality Standards. This printing of the regulations incorporates changes adopted by the Maricopa County Board of Supervisors through January 2011.

These regulations constitute the legal basis for control of air pollution sources in Maricopa County, Arizona. They are adopted to implement the policy set forth in Title 49 of the Arizona Revised Statutes and to fulfill the State's responsibilities under the Federal Clean Air Act and its amendments to provide a legally enforceable State Implementation Plan for the attainment and maintenance of the National Ambient Air Quality Standards. This printing of the regulations incorporates changes adopted by the Maricopa County Board of Supervisors through September 2013.

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.