A key outcome of the Arizona Multimodal Freight Analysis Study is “a strategy for establishing freight analysis as an integral part of Arizona’s long-range planning process.” This study was directed to include the following as part of the strategy development:

• Broad themes to guide future freight planning.
• A description of how multimodal transportation networks impact the freight industry.
• Potential impacts of freight strategies on economic development in Arizona.
• A strategy for freight data collection, analysis, and planning.
• Measurable indicators describing the impact of freight traffic on the performance of Arizona’s multimodal freight transportation network.

This Plan defines visionary, yet pragmatic, investment choices Arizona will make over the next 25 years to maintain and improve its multimodal transportation system. The Plan is not rigid or fixed. It is part of a continuous process of planning, implementation, operation, and preservation and will evolve over time to reflect and be responsive to future changes in needs, resources, and priorities. This Plan is strategic in nature, examining investment types for ADOT’s capital program; it does not examine nor recommend any specific projects.

Weather conditions in Arizona can find you driving in sunny, moderate climates of the low desert to ice and snow of the mountain regions in a couple of hours. The Arizona Department of Transportation wants to make sure that your travel throughout the state is safe and enjoyable, no matter what the climate. We offer the enclosed winter driving information to ensure that you save the slipping and sliding for the slopes and not the roadways.

Seeking to identify how Arizona Department of Transportation could accomplish the greatest service improvements with the most efficient use of funds, ADOT engaged ARCADIS to perform a Crash Data Collection and Analysis study and examine the possibilities offered by technological innovations such as Electronic Data Entry, Relational Database Management Systems, and Geographic Information Systems. The study resulted in a comprehensive report with three components: an examination of best practices in use in the United States today, a use case and gap analysis examining ADOT's current data work, and a technical memorandum outlining how changes could be implemented.

This report examined the effects of freeway development on land use and property values. A case study was prepared for the Superstition Freeway (US60) corridor in Mesa and Gilbert, Arizona. Among the findings were the following observations:
* New freeways provide substantial benefits to users in the form of travel time savings and reductions in costs associated with operating motor vehicles.
* Access benefits are transferred from highway users to non-users through changes in property values.
Freeway construction may have an adverse impact on some properties, but in the aggregate, property
values tend to increase with freeway development.
* Not all properties values are affected by freeways in the same way. Proximity to the freeway was observed to have a negative effect on the value of detached single-family homes in the US60 corridor, but to have a positive effect on multifamily residential developments (e.g. condominiums) and most commercial properties.
* The most important factor in determining negative impact on property values appears to be the level of traffic on any major roads in the proximate area, which implies that regional traffic growth is more significant than the presence of a freeway per se.
* Given the beneficial effects of freeway development on the value of certain types of properties, local
governments may benefit from appropriate planning and zoning decisions in the vicinity of a freeway
corridor.

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.)