Much of Arizona’s criminal justice system is organized and functions at the municipal and county level. Aggregating the data to describe system activity for the state as a whole can mask important differences in crime and criminal justice system activity at the local level. In this report, data available on law enforcement, court, probation, and corrections activity impacting each county are compiled to give county-based criminal justice policymakers and practitioners an overview of crime and criminal justice system activity in their county.

Much of Arizona’s criminal justice system is organized and functions at the municipal and county level. Aggregating the data to describe system activity for the state as a whole can mask important differences in crime and criminal justice system activity at the local level. In this report, data available on law enforcement, court, probation, and corrections activity impacting each county are compiled to give county-based criminal justice policymakers and practitioners an overview of crime and criminal justice system activity in their county.

Much of Arizona’s criminal justice system is organized and functions at the municipal and county level. Aggregating the data to describe system activity for the state as a whole can mask important differences in crime and criminal justice system activity at the local level. In this report, data available on law enforcement, court, probation, and corrections activity impacting each county are compiled to give county-based criminal justice policymakers and practitioners an overview of crime and criminal justice system activity in their county.

Much of Arizona’s criminal justice system is organized and functions at the municipal and county level. Aggregating the data to describe system activity for the state as a whole can mask important differences in crime and criminal justice system activity at the local level. In this report, data available on law enforcement, court, probation, and corrections activity impacting each county are compiled to give county-based criminal justice policymakers and practitioners an overview of crime and criminal justice system activity in their county.

Much of Arizona’s criminal justice system is organized and functions at the municipal and county level. Aggregating the data to describe system activity for the state as a whole can mask important differences in crime and criminal justice system activity at the local level. In this report, data available on law enforcement, court, probation, and corrections activity impacting each county are compiled to give county-based criminal justice policymakers and practitioners an overview of crime and criminal justice system activity in their county.

The "2003 White Paper" attempts to present a comprehensive statewide report on the occurrence of crime in Arizona, as well as the associated workload of the criminal justice system. One of the most comprehensive resources since the publication of the "1995 White Paper" was the "2002 Crime Trends in Arizona" report. The "2003 White Paper" builds upon the "Crime Trends" report and gives the reader the comprehensive comparison to the changes that have taken place in the criminal justice system since the "1995 White Paper." It is the intent of this study to provide information in a factual and objective manner allowing easy access and individual interpretation.

This report summarizes some of the findings from the Arizona Youth Survey administered to 8th, 10th, and 12th grade students. The results for each city are presented along with comparisons to the results for the state. The survey was designed to assess school safety, adolescent substance use, anti-social behavior and the risk and protective factors that predict these adolescent problem behaviors.

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.)