The Mexican gray wolf subspecies was listed as endangered in 1976. In 1998 a nonessential experimental population was established in New Mexico and Arizona. Eleven captive-born and reared animals were released into the Blue Range Wolf Recovery Area. In June 2007, the U.S. Fish and Wildlife Service contracted with D.J. Case and Associates to assist in planning and implementing public input for a scoping process to identify issues to consider in developing alternatives preparatory to development of a new Environmental Impact Statement for the Mexican gray wolf introduction program.

This report documents the efforts of the Arizona Department of Transportation to implement the American Association of State Highway and Transportation Officials DARWin‐ME pavement design and rehabilitation guide. As part of this implementation, the research team also prepared a practical stand‐alone user’s guide that provides guidance for obtaining inputs, conducting design, and establishing the recommended pavement design.

A diverse community of abundant, native amphibians is persisting along waterways of urban and urbanizing Tucson. Community and government leaders in Tucson support the concept of urban amphibian conservation in principle. Meanwhile, concurrent, commingled plans for infrastructure improvements and ecological restoration along major urban riparian corridors are being developed under leadership from Pima County, City of Tucson, and U.S. Army Corps of Engineers.

Paradoxically, as this work gets underway, it could impact local amphibian populations – temporarily via direct earth-moving impacts, and permanently via elimination of seasonal waters in which amphibians breed. Pima County wishes to minimize these negative impacts, and to learn how to protect, manage and improve habitat conditions for native amphibians. This report describes means by which—despite complex public health issues—such conservation may be possible with proper planning.

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.

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.

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.)