The purpose of the Arizona Trails 2015 Plan is to gather information and recommendations to guide Arizona State Parks and other land management agencies in the management of motorized and non­‐motorized trails, and guide the distribution and expenditures of the Off‐Highway Vehicle Recreation Fund and the Federal Recreational Trails Program. The Arizona Trails Plan is updated every five years.

This planning document details the results of extensive surveys of Arizonans’ thoughts, preferences and priorities regarding trails and off-highway vehicle routes. Throughout the year 2008, staff at Arizona State Parks and faculty at Arizona State University partnered to solicit information from more than 5,500 Arizonans about what types of motorized or non-motorized trails they use, how often they use trails, what they like or don’t like about trails, and what trail managers should focus their time and dollars on to make the trail experience better.

The Arizona Water Banking Authority was created in 1996 to store the unused portion of Arizona’s annual allocation of the Colorado River. By storing this unused water the AWBA secures a dependable water supply necessary to ensure the state’s long-term prosperity. The plan is intended to govern the operations of the AWBA over the course of the entire calendar year.

The Arizona Water Banking Authority was created in 1996 to store the unused portion of Arizona’s annual allocation of Colorado River water. Until the AWBA was created, Arizona had not fully utilized its 2.8 million acre-foot allocation of Colorado River water and the state’s leaders recognized that leaving a portion of Arizona’s allocation in the river was a lost opportunity. The AWBA was created to provide assurances that water users within the state had secure, long-term water supplies.

The report states that the State Parks system is in imminent danger of complete collapse as a result of financial starvation during most of this decade. A chronic lack of capital funding has led to the devastation of Parks infrastructure. In addition, budget cuts in Fiscal Years 2009 and 2010 so far have forced the closure of several parks and reduced hours at 17 other sites. The Task Force's chief recommendation is that the State should implement a Sustainable State Parks Fund, which would be financed by a $14 to $15 annual contribution to be collected from owners of non-commercial vehicles as a part of the vehicle registration process. The proceeds would be dedicated to the operation, maintenance and capital needs of State Parks. In return, private vehicles bearing Arizona license plates would be admitted free to State Parks.

This report documents the activities of 18 state-funded partnerships in Arizona's school-to-work (STW) system: 10 regional partnerships, most in their fourth year of implementation, and 8 Maricopa County partnerships, all in their first year of implementation. The report is divided into two sections. The first section highlights the status of each of the 10 regional STW partnerships as of the midpoint of the state's fourth year of STW implementation. Profiles are provided in alphabetical order and provide a brief description of the changes and accomplishments in the past year. The second section profiles each of the 8 Maricopa County STW partnerships approximately three-quarters of the way through their first 13 months of STW implementation. Profiles are provided in alphabetical order and provide a brief description of the status of partnership activities and accomplishments to date. Each profile consists of the following seven components: (1) partnership name; (2) site visit date; (3) school profile; (4) employers/Governor's Strategic Partnership for Economic Development representation; (5) goals 1-6: system governance and partnership development, program coordination and integration, technical assistance, community involvement, public awareness, and system evaluation; (6) discussion (partnership assets, partnership challenges); and (7) summary and suggestions.

Arizona seventh-grade students were polled in 1997, 1998, and 1999, to determine the extent of their participation in career awareness and exploration activities, the impact that the activities have had, and how they were delivered. Survey results provided evidence of systemic change in the regional school-to-work (STW) partnerships. Further, data suggested that the way career awareness activities are delivered makes a difference in their effectiveness. The comparative survey conducted in 1999 supported the contention that STW students differed from their classmates and that STW made a difference for students. The regional analysis compared randomly selected classrooms over 3 years. Changes between 1997 and 1999 were measured in participation metrics and the role of adult mentors. The relative share of students who had at least some idea of their career interests was consistently high (86.8 percent). The mean number of STW activities per pupil increased significantly and the share of students participating in five types of activities rose. A key finding supported over the 3-year period was that students who participated in a variety of activities were better able to identify their career interests. The role of adult mentors intensified. The share of students who talked to adults about careers, and who discussed careers with a counselor, increased significantly between 1997-99.

In spring 1998, 1,020 seventh-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 seventh-grade students in 1997. Data showed that student participation in activities increased. Top-ranked activities were the same in both years: classroom speakers, discussions with adults, class projects, field trips, and job shadowing. In both years, more than 60 percent said at least one activity helped them think about choosing a career; roughly 35 percent indicated having a definite idea of what they want to do in the future; and student participation in various activities was positively related to their ability to define a career interest. In both years, mentoring by other adults was up, whereas mentoring by school personnel had decreased. Students who talked to adults about their careers were significantly more likely to have identified a career interest. In both years, fewer boys were apt to report any adult talked to them about careers. The number of students who planned to take classes in high school that teach job skills showed a statistically significant decrease. Girls were more certain they would take classes. In both years, about one-third of students agreed some jobs are best for women, and some for men; boys agreed most often.