Although not Federally listed as threatened or endangered, the roundtail chub, also a sportfish in Arizona, is nearly extirpated from sections of the Verde and Salt river drainages. The purpose of this investigation, from March 1998 through March 2000, was to describe ecological requirements and population dynamics of roundtail chub. The objectives were to describe species composition, distribution and abundance, quantify habitat selection by different life stages, estimate population size, quantify movement and age and growth, and describe the reproductive capacity of roundtail chub.

Apache trout is a federally threatened salmonid native to headwaters of the Little Colorado, Black, and White rivers in east-central Arizona. Decline of Apache trout to threatened status was attributed to over-fishing, habitat degradation and negative interactions (predation, competition and hybridization) with introduced nonnative salmonids. Although over-fishing is no longer considered a threat, habitat degradation and negative interactions with nonnative salmonids continue to threaten Apache trout, and it is towards these threats that recovery actions are directed. While barrier construction began in 1979 and livestock exclusion began in the mid-1980s, the efficacy of these recovery actions at increasing Apache trout abundance and improving habitat condition had not been evaluated. We therefore initiated a study to evaluate the efficacy of riparian fencing and barriers.

The goal of our study was to develop information to help manage aquatic plants in Arizona’s reservoirs to benefit sport fish management activities and angler access. To attain this goal we surveyed aquatic plants in reservoirs throughout Arizona and evaluated if the Arizona Game and Fish Department’s aquatic weed harvesting program was benefiting the fisheries program. Aquatic plant harvesting is probably a worthwhile endeavor to improve angler access and keep our angling customers satisfied. However, we strongly recommend that more effective decontamination procedures be implemented to limit the spread of invasive species

Phoenix Early Head Start (EHS) is a program for first-time teen parents and their families. It is a family-centered program intended to provide early, continuous, intensive, and comprehensive child development and family support services for vulnerable families and their very young children. This report presents case studies of 12 families, all EHS participants, who agreed to be followed throughout their participation in the program so that their stories could be updated as they unfolded from one year to the next. The case study families were interviewed for the first time in August 1997 and again in August 1998. Common themes in the family's stories regarding EHS's role include: (1) assistance from caring staff; (2) reassurance from home visits and child development; (3) help in becoming good parents; (4) help with personal goals; (5) help with daily life; and (6) socialization opportunities for children and parents.

Amidst the numbers and statistics that comprise a program evaluation, it is easy to lose sight of the program participants themselves. That is one rationale for a case study--to tap into some of the rich background information that only participants can provide. To develop some of this background information for the five-year program evaluation of Phoenix Early Head Start(EHS), a case study was undertaken of 12 families who were representative of all EHS program participants. Each of the 12 families agreed to be followed throughout their participation in the program so that their "stories" can be updated as they unfold from one year to the next.

The Phoenix Early Head Start (EHS) program is a family-centered program intended to provide early, continuous, intensive, and comprehensive child development and family support services for first-time teen parents and their very young children. This report presents case studies of 12 families, all EHS participants, who agreed to be followed throughout their participation in the program so that their stories could be updated as they unfolded from one year to the next. The case study families were interviewed in August of 1997, 1998, and 1999. Four of the families had participated in the first two interviews but had withdrawn prior to the third interview. Additional information was obtained through conversations with family support specialists in May 2000. Common themes in the families' stories regarding EHS's role include: (1) assistance from caring staff; (2) reassurance from home visits and child development; (3) help in becoming good parents; (4) help with personal goals; (5) help with daily life; and (6) socialization opportunities for children and parents. During the study, most families made progress to widely differing degrees. Although somewhat apprehensive about life without the safety net of EHS, all eight families seemed much more confident than earlier, had some knowledge and understanding of their children and themselves, and had articulated and taken some steps toward achieving personal and family goals.

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.)