In order to carry out the intent of Federal Fair Housing legislation, the United States Department of Housing and Urban Development, Fair Housing and Equal Opportunity division, requires that Community Development Block Grant entitlement jurisdictions comply with regulations to affirmatively further fair housing. This mandate is carried out by the CDBG jurisdictions, in part, by completing an Analysis of Impediments to Fair Housing Choice in their jurisdictions. The State of Arizona is a CDBG Entitlement Jurisdiction and has authorized the Arizona Department of Housing to conduct this analysis. HUD grantees are required to do the following:

-- Complete or update an “Analysis of Impediments to Fair Housing Choice” (AI) pursuant to HUD’s Fair Housing Planning Guidebook every three to five years in coordination with the Consolidated Planning Process.
-- Use their comprehensive AI study as the basis to formulate a “Fair Housing Plan” with measurable “actions to be taken to overcome the effects of any impediments” and take those appropriate actions.
-- Maintain records, including their AI study and records to support actions taken and to be taken in regard to implementing the Fair Housing Plan.

This AI is a supporting document to the State of Arizona Consolidated Plan and should be reviewed and evaluated within the context of that plan.

The agency is dedicated to allocating funds in a responsible manner to assist as many Arizona homeowners as possible and through ongoing adjustments to the program we remain optimistic that new avenues will be successful in reducing foreclosures and stabilizing our neighborhoods. Reports highlight the outstanding efforts of the Arizona Department of Housing, Arizona Housing Finance Authority, and the Arizona Home Foreclosure Funding corporation. We are confident that through the tireless efforts of the agency and our dedicated partners we will push through this recession and emerge stronger and better prepared for whatever challenges the future holds.

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.