In this initial (interim) report, 21 different natural resource based outdoor recreational activities are identified. These activities are believed to represent the most popular natural resource based recreational activities in eastern Pima County. Based on the best information available, the document provides an overview and description of each of the noted activities. Information is also provided regarding the primary or preferred locations where the subject activity occurs. Data on participation in the individual activity is included where available. Use patterns, such as seasons when the activity is most prevalent, have been identified and trends related to changes in participation levels are discussed. Finally, issues related to the recreational activity vis-a-vis the goals of the Sonoran Desert Conservation Plan are also presented.

Describes the relation of the current and proposed system of mountain parks and preserves to the ongoing multi-species conservation planning process. Business interests will be able to pursue land uses which impact habitat, so long as defined conservation standards are met. This report simply frames planning possibilities by outlining the known potential of twelve park and preserve areas in eastern Pima County.

While we may view climate change issues as a more global or national problem, our unique Sonoran Desert ecosystem is a recognized global resource; hence climate change is an important consideration in how we manage and protect our fragile desert ecosystem. This discussion is designed to promote local awareness of how climate change may impact our resources.

Communities, states, and countries all over the world are using a type of reporting called "state of the environment" to provide a summary of the status and trends of key natural resources across and within various regions. Specifically, the purpose of a state of the environment report is to describe and monitor the health of the environment in terms of key indicators.

Based on the premise that school reform efforts must consider the needs of at-risk children, this paper discusses parallel reform efforts that focus on community service. The first part discusses logical linkages between community service and "at-risk" education and describes how Arizona is attempting to formalize these linkages within the state context of school reform. The Serve-America program, which arose from passage of the National and Community Service Act of 1990, allocates funds to states for school-based community-service programs in grades K-12. Through formalized school-community agency and youth organization/community agency partnerships, Arizona's Serve-America project is designed to: (1) encourage school-age and out-of-school youth to volunteer their services for the benefit of others in their communities; (2) increase the number of adult volunteers in Arizona's schools; (3) provide productive, meaningful experiences for participants; and (4) emphasize coordination of community agencies to avoid duplication and maximize utilization of local resources. Together, Arizona's Serve-America programs have involved over 3,300 youth and adult volunteers who provided over 11,500 hours of community service in the ares of education, community improvement, human services, public safety, and conservation. Participants reported positive changes in their attitudes and behaviors as a result of their community service and service learning participation.

This follow-up to the 2001 landmark report, "Five Shoes Waiting to Drop on Arizona's Future," focuses on the projected future of the state if Arizona fails to address its Latino educational attainment gap. The publication is more of an economic impact statement than an education report, with indicators pointing out consequences and contributions, depending on action or inaction in closing the gap of Arizona's future workforce.

Students with AP credit are often able to skip general studies courses and take courses related to their majors earlier in their college careers than students without AP credits. Recent federal and state policies have been aimed at expanding students’ access to AP courses. In this brief, we examine students’ access, participation, and success in AP courses in Arizona’s public high schools.

The Arizona Republic reported on a Jan. 10 panel discussion regarding Arizona's vulnerable giant data system called the Student Accountability Information System, or SAIS: Arizona's superintendent of schools, John Huppenthal, says the state's K-12 data system is on the "verge of collapse" and is seeking $35 million in state funding over the next two years to fix and improve outdated systems. "We figure we have 200 people in the department who are essentially full-time data wranglers," Huppenthal said. "It's like monks in the medieval ages copying stuff on paper." The state's K-12 data system was the focus of a panel discussion sponsored by Arizona State University's Morrison Institute for Public Policy. The nonpartisan research group released a report the same day calling the data system "antiquated" and "patched together." The report said the lack of a fully functioning system hampers the state's efforts to improve academic performance.