A series of small earth movements occurred along the slopes of State Route 87 at about mile marker 224 (between the Bush Highway and Route 188) throughout the winter of 2007‐2008, culminating with a landslide on Friday, 21 March 2008. This landslide buckled the southbound lanes, displaced the northbound lanes, and closed the highway for nearly a week. The mass movements occurred on slopes that were constructed with re‐vegetated, laid back slopes; soil nail walls; and rip rap‐lined channels. However, our reconnaissance mapping indicates that most, if not all, of the slope movements are located within a much larger, older landslide adjacent to, and cut by, SR‐87. No specific trigger for the landslides was immediately apparent, although a combination of factors (e.g., precipitation, groundwater levels, etc.) may have contributed to conditions for the slope failure. Headscarps of various types of landslides are present along both sides of the highway. Results from our preliminary investigation indicate that up to three other paleo‐landslides may be present in the immediate vicinity. The full extent and nature of these landslides are unknown and require further investigation to evaluate their potential to be reactivated and risk they pose to the highway.

This field trip guide was created for a Project WET conference held in Tucson, Arizona, June, 2007. This guide discusses the general geology of the Santa Catalina Mountains in Sabino Canyon, and points out evidence of the July 2006 floods and debris flows. There are stops in the first few miles of canyon, and towards the end of the tram road, where the most spectacular debris flows are located.

In order to begin to assess debris‐flow hazards along the Santa Catalina Mountains in Pima County, we mapped the extent and character of relatively young prehistoric debris‐flow deposits in detail at fifteen
canyon mouths. Mapping was conducted on a scale of 1:6,000 using aerial photographs, detailed
topography, and field relationships. Deposits were classified into relative age categories based on
topographic relationships, soil development and surface characteristics of the deposits. Ages of selected
debris‐flow deposits in four canyons – Soldier, Sabino, Finger Rock and Pima – were estimated using
radiocarbon (14C) and cosmogenic (10Be) isotope methods.

Evidence of past debris flows were found in all fifteen canyons. Relative age dating, corroborated by
10Be, indicates the largest and most extensive deposits in all canyons are late Pleistocene to early
Holocene in age. Events from 2006 show that some potential exists for debris flows to exit the mountain front into developed areas near canyon mouths.

The goal of this study is to develop a method for identifying potential post-fire debris flow hazard areas prior to the occurrence of wildfires, providing more time for local governments and emergency planners to develop and execute hazard mitigation strategies. This pilot study focuses on the communities of Pine and Strawberry, which are located in forested canyons at the base of the Mogollon Rim in north-central Arizona. Results from this project will provide local agencies, emergency planners and land managers more effective tools for prioritizing watershed treatment areas and implementing mitigation measures to alleviate potential impacts and threats from post-fire debris flows to infrastructure, human life, and property in a timely and cost-effective manner.

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.)

This report presents the second comprehensive look at the conditions of children and families in Arizona. Building upon information presented in the 1992 Factbook, this document presents and analyzes 48 indicators of child well-being. Following the executive summary and tables, chapter 1 provides an overview of the data for the state as a whole, including a summary of key findings and tables depicting raw numbers, rates adjusted for population growth, and rate changes over time. Racial and ethnic breakdowns are presented when such data are available.

Chapters 2-16 offer individual county profiles, following the general format established in the state chapter. These chapters offer insights into regional variations and identify varying conditions for children across the state. The report charts data within the state and county chapters for each of the following six categories: (1) poverty; (2) child health and safety; (3) child abuse, neglect, and out-of-home care; (4) early care and education; (5) children in school; and (6) teens at-risk. Overall, findings reveal significant improvements for a few indicators since 1990, most notably within birth-related items, such as an increase in the percent of women receiving timely prenatal care and a decrease in low birth-weight births. Findings also suggest there has been a worsening for many indicators, including poverty, firearm-related deaths and hospitalizations, alleged child abuse incidents, and births to teens.

This study was conducted as a progress evaluation of charter schools in Arizona. The study was funded by the Arizona Department of Education and conducted during calendar year 1998 by the Morrison Institute for Public Policy.

A total of 303 parents of charter school students, 171 students, 123 teachers and 54 directors completed surveys about charter schools. Fourteen focus groups were held around the state with parents, students, teachers and directors. Individual interviews were conducted with 23 persons, most of whom either hold policy-making positions related to charter schools or are employed by professional organizations that interact frequently with the schools.

With so much new school reform activity within the United States centering on charter schools, a fresh appraisal of the situation is in order. This briefing summarizes the history of charter school laws and updates their current status across the country. Although this is not intended to be a comprehensive review, several charter school research projects are described: some that have revealed lessons learned in the implementation of charter school laws, and others, more national in scope, that were designed to systematically describe existing charter schools and document their impacts.