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ContributorsGlatt, Abe (Composer) / Bard, Ben (Lyricist) / Harry Von Tilzer Music Pub. Co. (Publisher)
Created1917
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ContributorsSandler, Linda (Author) / Vandegrift, Judith A. (Author) / Morrison Institute for Public Policy (Publisher)
Created1994-09
Description

Arizona's Serve-America program, administered by the Arizona Department of Education (ADE), began in fiscal year 1992-93 under the auspices of the National and Community Service Act of 1990. Serve-America links community service projects with schools and youths in grades K-12. This second annual report documents the second year of project

Arizona's Serve-America program, administered by the Arizona Department of Education (ADE), began in fiscal year 1992-93 under the auspices of the National and Community Service Act of 1990. Serve-America links community service projects with schools and youths in grades K-12. This second annual report documents the second year of project implementation and updates the policy context in which programs are operating. It focuses on 15 sites--including both schools and community-based organizations--funded to implement community service programs during 1993-94. A pre- and post-test study investigated the relationship between "at-riskness" and "connectedness to the community." Findings indicate that the projects made considerable progress toward accomplishing proposed goals and resulted in positive outcomes for local communities and student volunteers, particularly those at risk. Some projects were more effective than others in positively influencing at-risk participants. The following recommendations are offered: (1) the ADE should continue to support community service programs; (2) the ADE should sponsor more technical assistance and evaluation training; (3) the state should expand training and assistance; and (4) further research about Arizona's effective community service projects is warranted.

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Created2000-07
Description

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

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.

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Created1998-08
Description

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

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.

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ContributorsSandler, Linda (Author) / Heffernon, Rick (Author) / Malone, Kim (Author) / Southwest Human Development, Inc. (Sponsor) / Morrison Institute for Public Policy (Publisher)
Created2000-10
Description

The Phoenix, Arizona, Early Head Start (EHS) program is for first-time teen parents and their families. The end of 1999-2000 marked the fifth and final year of a research and demonstration grant for EHS and concluded the fourth full year of program implementation. This report provides a five-year perspective on

The Phoenix, Arizona, Early Head Start (EHS) program is for first-time teen parents and their families. The end of 1999-2000 marked the fifth and final year of a research and demonstration grant for EHS and concluded the fourth full year of program implementation. This report provides a five-year perspective on program process and outcomes for children, families, staff, and the community. The report also examines the program's community linkages and efforts to build community capacity to serve very young children and their families. Evaluation findings reveal that at the end of 5 years, Phoenix Early Head Start remains "on track." Program parents and children received support through a wide array of services; a range of community linkages and partnerships have helped expand resources and options for families; and much has been learned about how to train staff who work with children from birth through age 3 and their families.

Recommendations for the program included adopting a child development instrument to determine program effects on children, allocating resources to address employment/training issues for program parents, taking action to retain staff, maintaining an intensive staff training agenda in child development at all program levels, and disseminating information on the program's experiences. The report's four appendices include details on the continuous improvement evaluation plan, evaluation methodology, and a summary of data collection instruments and methodological notes. (Contains 52 references.)

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ContributorsSandler, Linda (Author) / Heffernon, Rick (Author) / Malone, Kim (Author) / Morrison Institute for Public Policy (Publisher)
Created2000-02
Description

The Phoenix, Arizona Early Head Start (EHS) program is for first-time teen parents and their families. The 1998-99 project year marked the fourth year of a 5-year research and demonstration grant for EHS and concluded the third full year of program implementation. This report analyzes Year Four program services and

The Phoenix, Arizona Early Head Start (EHS) program is for first-time teen parents and their families. The 1998-99 project year marked the fourth year of a 5-year research and demonstration grant for EHS and concluded the third full year of program implementation. This report analyzes Year Four program services and outcomes for children, families, and staff. The report also examines the program's community linkages and efforts to build community capacity to serve very young children and their families. Evaluation findings suggest that at the end of the 1998-99 project year, EHS continues to be on the right track. An array of direct services are in place to assist program families; an expanded staff training agenda on child development is helping family support specialists in their work with parents and children; and a range of community linkages and partnerships are helping to expand resources and options for families. Some areas continue to warrant attention, however. These include: helping young parents as their children become toddlers; defining and clearly articulating the rules and regulations guiding the transition of families out of the EHS program; developing ways to retain long-term staff members and better orient new employees; and conveying EHS knowledge and experience (and its relevance to public policy) to state and local decision-makers in a way that is both accessible and understandable to them. (Contains 18 references.)

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ContributorsSandler, Linda (Author) / Heffernon, Rick (Author) / Sheety, Alia (Author) / Morrison Institute for Public Policy (Publisher)
Created1999-03
Description

The Phoenix, Arizona Early Head Start program is a family-centered program providing early, continuous, intensive, and comprehensive child development and family support services for low-income pregnant women and families with children ages birth to three. Analyses were conducted of program and participant data and program processes from Year 3, the

The Phoenix, Arizona Early Head Start program is a family-centered program providing early, continuous, intensive, and comprehensive child development and family support services for low-income pregnant women and families with children ages birth to three. Analyses were conducted of program and participant data and program processes from Year 3, the second full year of implementation. The program components evaluated were: (1) child development, promoted through weekly home visits, site-based socialization activities, and weekly play groups; (2) family development services, provided by family support specialists to develop effective, supportive relationships, especially with fathers; (3) staff development, incorporating a multi-disciplinary approach reinforced by a relationship-based supervision model; and (4) community building and collaboration, including connections with Phoenix's program for young fathers and other family-focused initiatives.

Evaluation findings suggest that the program is on the right track. Among the program's successes are the launch of all planned child development activities, increased services by and access to the child development/disabilities specialists, and progress made through the male involvement component. The program continues to face challenges, including increasing staff skills in child development and parent-child relationships, helping young parents adjust to dealing with toddlers, reducing disruptive effects of staff turnover, and making the program and participants visible and vital to other family-centered community endeavors and to policy makers. Recommendations for future operations were derived from the evaluation findings. (Contains 49 references.)

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ContributorsSandler, Linda (Author) / Bierlein, Louann (Contributor) / Vandegrift, Judith A. (Contributor) / Dickey, Linda (Contributor) / Higgens, Karen (Contributor) / Morrison Institute for Public Policy (Publisher)
Created1994-10
Description

During 1993-94, the Morrison Institute for Public Policy at Arizona State University conducted a study on behalf of the Arizona Department of Education. This document presents findings of that study, which examined linkages between health services and schools for a comprehensive service delivery to students. Following the introduction, chapter 1

During 1993-94, the Morrison Institute for Public Policy at Arizona State University conducted a study on behalf of the Arizona Department of Education. This document presents findings of that study, which examined linkages between health services and schools for a comprehensive service delivery to students. Following the introduction, chapter 1 provides a national overview on children's health and the public schools, presenting national and legislative initiatives and a framework for linking health services and schools. Chapter 2 reviews what is known about the major issues in child health in Arizona and its schools, synthesizing health data from several sources.

Survey results from 531 Arizona school principals about school-based/school-linked health and social services are also analyzed. A discussion of the Arizona perspective follows in chapter 3, which examines the philosophy guiding state initiatives, key players, the processes that support school-based/school-linked health services, and a sample of current state activities. The fourth chapter provides a view of how some Arizona schools are attempting to address these issues through the provision of student health services at or near school sites. The last chapter reviews action necessary to facilitate linkages between schools and health services, and the status of Arizona efforts. It concludes with some considerations for the future. A conclusion is that the state is making significant progress toward promoting and, in some schools, implementing such services. Eight tables and seven figures are included.

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Created1999-08
Description

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,

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.

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ContributorsVandegrift, Judith A. (Author) / Sandler, Linda (Author) / Morrison Institute for Public Policy (Publisher)
Created2003-09
Description

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

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.