Compiles information on plants and animals that are already recognized by the federal government as imperiled species, species which have been extirpated, and a much larger number of species that are in decline either locally or nationally. Descriptions of status, location, distribution, and habitat needs are presented for each species proposed. The report also considers vegetative communities, their history of decline and modification, and recommends priorities for their protection.

If one species had to be chosen to preserve and restore, perhaps it should be cottonwood. Cottonwood-willow forests, where they exist and are healthy, indicated the presence of a viable riparian area, which is in turn the key to conserving great proportions of our native species. A reflection of the dire status of our riparian systems is that the Sonoran cottonwood-willow and Sonoran mesquite-cottonwood forests.

Chronicles how the intention to conserve a relic population of Gila topminnow under current resource conditions is generally insufficient. We have let the resource base degrade too far to expect project and site specific responses to stem losses, much less lead to recovery. The Gila topminnow was considered to be among the most common of fishes in the Santa Cruz River system in the early 1940s. Three decades later is was considered endangered; and in another three decades time, its recovery is not foreseeable, given the piecemeal approach to protection efforts.

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.)