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 document describes first-year outcomes of the Arizona Transition Project, which is part of the National Head Start-Public School Transition Project. The project seeks to maintain the early benefits of Head Start through the primary grades and beyond. Outcomes for 1992-93 relating to children, families, system, and policy for the years K-3 were examined. Quantitative and qualitative data were gathered from over 100 children and their families enrolled in three Transition schools and three control schools in Phoenix, Arizona. Data were obtained through child assessments, interviews with families and key collaborators, questionnaires of teachers and family advocates, and observation. Findings indicate that the Transition Project has had substantial progress in achieving its objectives: Transition students are outscoring control students on most measures; Transition services are being implemented as planned; staff are enthusiastic about project goals and services; startup problems have been minimal and handled through a well-developed communication network; and people feel included in decision making. A summary of evaluation results is offered. Recommendations are made to use student achievement data to identify gaps in skills development, refine program implementation processes, develop linkages with other programs, and disseminate information to local and state policy makers. Eighteen tables, six figures, and an appendix that summarizes data-collection instruments are included.

The state envisions actively promoting GSPED’s (Governor’s Strategic Partnership for Economic Development) vision of economic development, and linking workforce development efforts with GSPED. This means fundamentally changing the way the state does business. And, similar to most "new" initiatives, there are those who embrace the challenges implied and those who prefer the status quo. Prior to forging ahead with a new agenda to link economic and workforce development using GSPED as an organizing framework, the OWDP commissioned a statewide opinion poll to assess public attitudes toward these potentially controversial ideas. This briefing paper summarizes the results of the polling.

In the spring of 1998, the Office of Workforce Development Policy (OWDP) of the Arizona Department of Commerce commissioned a statewide opinion poll to assess public attitudes toward the state’s plan for economic development as implemented through GSPED — the Governor’s Strategic Partnership for Economic Development. The poll was designed to assess both the public’s understanding of GSPED and their reactions to using the concept of industry clusters as a tool for organizing both economic and workforce development efforts.

In the spring of 1998, the Office of Workforce Development Policy (OWDP) of the Arizona Department of Commerce commissioned a statewide opinion poll to assess public attitudes toward the state’s plan for economic development as implemented through GSPED — the Governor’s Strategic Partnership for Economic Development. The poll was designed to assess both the public’s understanding of GSPED and their reactions to using the concept of industry clusters as a tool for organizing both economic and workforce development efforts.

One question posed by members of the Governors’ Council on Workforce Development Policy pertained
to whether polling results vary by urban versus rural residency. Specifically, the question was raised as to whether the responses of rural residents differ from those who live in urban areas. Therefore, at the request of the Council, results of the polling were analyzed in order to answer the question: Does urban versus rural residency affect respondents' answers? The answer to this question is, in short, No.