The CAFR includes all funds of the State (primary government), as well as its component units. Blended component units, although legally separate entities, are in substance part of a government's operations. Therefore, data from these units is combined with data of the primary government. Discretely presented component units are shown separately to emphasize that they are legally separate from the primary government and to differentiate their financial position and results of operations from those of the primary government. Discretely presented component units prepared in accordance with the Governmental Accounting Standards Board are reported in a separate column in the government-wide financial statements. Discretely presented component units prepared in accordance with the Financial Accounting Standards Board are presented as separate financial statements immediately following the government-wide financial statements to emphasize that they are prepared in accordance with accounting standards other than those promulgated by the GASB.

Throughout Arizona and the Southwest, the odds are against high achievement in schools with a mostly Latino, mostly poor student enrollment. Some schools, however, "beat the odds" and achieve consistently high results or show steady gains. Why do these schools succeed where others fail? Using the methodology of business guru Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Others Don't," the authors of this report found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. The authors compared them with similar schools that are performing poorly. The comparisons yielded many insights that are contrary to conventional wisdom. One key result is the unearthing of six elements of success that can translate into broader messages for education policy and strategy. The report recommends the creation of leadership programs for principals and teachers and calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona.

Throughout Arizona and the Southwest, the odds are against high achievement in schools with a mostly Latino, mostly poor student enrollment. Some schools, however, "beat the odds" and achieve consistently high results or show steady gains. Why do these schools succeed where others fail? Using the methodology of business guru Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Others Don't," the authors of this report found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. The authors compared them with similar schools that are performing poorly. The comparisons yielded many insights that are contrary to conventional wisdom. One key result is the unearthing of six elements of success that can translate into broader messages for education policy and strategy. The report recommends the creation of leadership programs for principals and teachers and calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona.