Firestar Fund Community Scan DRAFT

Transcription

Building the Community Health of Maryvale Village:
A Roadmap for FireStar Investment
FireStar Fund Community Scan
City of Phoenix Council District 5
Maryvale Fight Back Neighborhood
By:
Richard C. Knopf
Professor and Director
Partnership for Community Development
John Burk
Lecturer
Department of Communication Studies
Renae V. Tenney
Program Coordinator, Senior
Rebecca VanCleave
Student Assistant
College of Human Services
Arizona State University at the West Campus
Phoenix, Arizona 85069
A Collaboration Among:
ASU Partnership for Community Development
City of Phoenix Fire Department
Stardust Foundation
United Phoenix Fire Fighters Association
Valley of the Sun United Way
April 15, 2006
TABLE OF CONTENTS
Executive Summary……………………………………………………………………. 6
Introduction……………………………………………………………………………… 8
Building Community Health in Maryvale Village through FireStar Investments.. 8
Overview…………………………………………………………………………………. 9
History of FireStar and the Maryvale Village Project…………………………….. 9
Asset-Based Community Building Model………………………………………….. 10
How Does Community Building Work? …………………………………………….10
Predictors of Successful Neighborhood Building…………………………………. 12
The Power of Asset-Based Community Building…………………………………. 13
Assessment of Maryvale Village…………………………………………………….. 15
Assessment Methodologies………………………………………………………… 15
Primary Insights………………………………………………………………………… 17
Assessment Component 1: Statistical Vital Signs Assessment………………... 17
Assessment Component 2: Review of Past Maryvale Village…………………..17
Planning Efforts
Assessment Component 3: Key Informant Research…………………………… 20
Assessment Component 4: Neighborhood Focus Groups……………………… 21
Assessment Component 5: Community Organizational Structure…………….. 33
Assessment Component 6: FireStar Planning Committee Neighborhood
Stability Factors……………………………………... 37
ASU’s Partnership for Community Development
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Assessment Component 7: Review of National Literature and Best Practices..42
Assessment Component 8: Interface with the FireStar Planning Committee… 47
Significant “Lessons Learned” from the Scan……………………………………. 55
Empowering Residents and Organizations……………………………………….. 55
Short-Term versus Long-Term Investments……………………………………… 56
Youth Development………………………………………..………………………… 56
Multi-Sector Partnerships………………………………..………………………….. 57
Building a Healthy and Vibrant Maryvale Village………………………..…………58
Literature Citations…………………………………………………………………….. 59
Appendices………………………………………………………………………..…….. 60
Appendix A: Maps of Maryvale Village………………………………………..….. 60
Appendix B: FireStar Planning Committee……………………………………….. 64
Appendix C: Community Vital Signs………………………………………..……... 66
Appendix D: Previous Reports of Maryvale Area………………………………... 86
Appendix E: Key informant Interview Protocol and Results…………………….. 176
Appendix F: Focus Groups Protocol and Results……………………………….. 208
Appendix G: Neighborhood Stability Factors (FireStar Planning Committee) .. 221
Appendix H: Neighborhood Assets………………………………………..………. 225
Appendix I: Key Indicators of Healthy Neighborhoods………………………….. 241
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LIST OF FIGURES
Figure 1: Core Components of Effective Community Building……………………... 10
Figure 2: Human and Organizational Assets………………………………………… 35
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LIST OF TABLES
Table 1: Differences between Asset-Based & Needs-Driven Approaches……….. 14
Table 2: Core Themes from Youth Focus Groups……………………………………32
Table 3: Core Assets, Challenges, and Opportunities………………………………. 38
Table 4: Key Indicators of a Healthy Neighborhood………………………………… 45
Table 5: FireStar Committee Priority Areas…………………………………………... 48
Table 6: Priority Areas and Intervention Strategies………………………………….. 50
Table 7: Action Plan…………………………………………………………………….. 53
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EXECUTIVE SUMMARY
Background
In 2005, the FireStar Fund was established as a collaborative venture between the
Valley of the Sun United Way, Stardust Foundation, United Phoenix Fire Fighters
Association, City of Phoenix Fire Department, City of Phoenix Mayor’s Office and other
community partners. This fund committed $150,000 over the course of a two-year
period to “improve the lives of people and communities in the Phoenix-metro region,
who are in social and economic distress.” This fresh approach to community building
would utilize the volunteer resources of the United Phoenix Fire Fighters Association
and their connections with other organizations and resources within the Phoenix
metropolitan area to conduct revitalization efforts in a specific community. Destined to
be a model for future FireStar Fund projects, the first year was dedicated to community
building efforts within the City of Phoenix’s Maryvale Village.
A FireStar Planning Committee was organized in June 2005 to provide oversight of the
FireStar investment within Maryvale Village. The Partnership for Community
Development (PCD) of Arizona State University’s West campus was commissioned to
conduct the assessment, partner with the FireStar Committee to develop goals for the
investment, and create an action plan in conjunction with the FireStar Fund partners.
The process focused on the broad question: How might the resources of the FireStar
fund best be invested to help the Maryvale Village neighborhood?
Methods
Working with the FireStar Planning Committee, the PCD implemented eight
methodologies to produce a neighborhood assessment and action plan. These
included:
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Socio-demographic/economic analyses
Review of prior assessment and planning efforts
Key informant interviews
Neighborhood focus groups/visioning sessions
Community asset mapping
Analysis of FireStar Committee Neighborhood Stability Factors
Review of national literature on community development
FireStar Planning Committee action planning
Results
Maryvale residents cherish many aspects of their neighborhood – its history, and its
human service organizations, its businesses, and its schools. They carry a vision for
the future of their neighborhood, which might be succinctly summarized as: “to have a
safe and secure neighborhood where all individuals and families can flourish
economically, culturally, and educationally to improve their quality of life.”
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At the same time, there are clear challenges that keep this community from reaching its
ideal. Residents would like to see their community come together to address issues
surrounding community pride, public safety, education, leadership, and inadequate
programming for youth and seniors.
After analyzing the community’s assets and identifying the challenges facing this
neighborhood, the FireStar Planning Committee, guided by the community’s vision,
produced an action plan. Three areas of priority investment were identified:
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Housing Quality and Safety (e.g., beautification, safety improvements, and
homeowner education).
Safe Neighborhoods (e.g., capital improvements, neighborhood education, and
recognition for neighborhood improvements).
Enhancing Neighborhood Cohesion and Strong Social Support Systems
(e.g., youth development programs, leadership development programs, senior
programs and human services programs).
Within each priority area, specific intervention strategies were identified. Moreover,
specific community partners and lead individuals were identified to champion plan
implementation.
Conclusion
The FireStar Fund stands as a significant partner in helping Maryvale residents reach
their vision and their potential. While the particular insights from this assessment are
rich and varied, four fundamental themes have emerged:
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Healthy communities are built by empowering the residents and organizations
within the community – not by outside organizations doing something for the
community.
Effective community development is accomplished by long term investments in
structural change – not by short-term investments in cleaning up community
“problems”.
Significant investments in the community’s youth will result in improved life
quality for all generations.
Effective community development happens when many sectors work together
in partnership.
By focusing on these themes, FireStar investments will powerfully affect positive change
within Maryvale Village. With the vision of FireStar clearly defined, and anchored in the
dreams of the community, the impact will be profound. Done well, these investments
could serve as a national model of excellence for affecting community change. The
residents of all communities will be the ultimate beneficiaries.
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INTRODUCTION
Building Community Health in Maryvale Village through FireStar Investments
Established in 1957, Maryvale Village has been the birthplace of dreams. Families
have been raised there, businesses have been built there, and the hopes of many
continue to flourish in its schools, its homes, its community facilities, and its faith
communities. Residents cherish its history, its parks, its people committed to its future,
its shopping districts, and its opportunities for fresh starts. At the same time, the
neighborhood faces some challenges, such as higher than average crime, higher than
average numbers of working poor, and tensions among neighbors of differing
backgrounds. In fact, the challenges are so great that Maryvale Village has merited
designation as a “Neighborhood Fight Back” area for City of Phoenix Council District 5.
For all of its challenges, Maryvale Village has amazing potential. Many community
organizations, working arm in arm with neighborhood residents and small businesses,
are creating pathways for empowerment. Fresh visions for the neighborhood are being
developed, strategic plans are being crafted, and plans for new neighborhood programs
and services are being designed. In this field of visions, one of the most promising is
that of the potential of the FireStar Fund.
The fund, which is a joint venture of the United Phoenix Fire Fighters Association, the
Stardust Foundation, the Valley of the Sun United Way, the City of Phoenix Fire
Department, and the City of Phoenix Mayor’s Office, has committed $150,000 over the
course of a two-year period to assist the Village in its revitalization efforts. Equally of
importance, the United Phoenix Fire Fighters Association has pledged the volunteer
resources of its members and existing education programs offered through the United
Phoenix Fire Fighters Association for these revitalization efforts. These assets, coupled
with the connections the Association has with other organizations and resources within
the Phoenix metropolitan area, hold great promise for the aspirations of Maryvale
residents.
If the investments surrounding the FireStar project are to be successful and enduring,
they must be based upon a model of effective community building. Effective community
building transpires when investments are made into a neighborhood’s strengths (or
assets) rather than simply focusing these investments on eliminating a neighborhood’s
weaknesses. Toward this end, this assessment is oriented to discovering ways in which
the financial and human resource investments of FireStar can provide an asset-building
strategy that will maximize its positive and sustainable impact on the Maryvale Village
community.
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OVERVIEW
History of FireStar and the Maryvale Village Project
The FireStar Fund was established in 2005 as a collaboration between the Stardust
Foundation, the United Phoenix Fire Fighters Association, the Valley of the Sun United
Way, the Phoenix Fire Department, the City of Phoenix Mayor’s Office and other
community partners. The mission of the Fund is to “improve the lives of people and
communities in the Phoenix-metro region, who are in social and economic distress”. To
carry out this mission, the Fund has established three goals:
1. To assist community members encountered by firefighters with unanticipated
emergency situations through an Emergency Assistance Program.
2. To provide opportunities to assist community issues in selected fire station
service areas through a Community Building Program.
3. To provide support for Existing Program Enhancements to existing Firefighters
Charities programs through the Fire Fighters Association focus on community
building activities.
This scope of work pertains to a sub-component of Objective 2 – establishing a
Community Building Program. As specified in the FireStar Fund prospectus,
Community Building funds are to be used to identify, target and improve a local
neighborhood by focusing and utilizing services from a wide variety of providers
including community members, schools, faith-based, social service, government and
business representatives. The first neighborhood selected was identified in June of
2005 as Maryvale Village – a designated City of Phoenix “Neighborhood Fight Back”
area. Geographically, it is bounded between Indian School Road on the north, Osborn
Road on the south, 67th Avenue on the west, and 51st Avenue on the east. A map of
this area is found in Appendix A.
As with all future FireStar communities, the program in Maryvale Village is to assemble
new and existing partnerships, programs, volunteers and local neighborhood
representation to develop a collaborative approach to community development. A
Planning Committee (see Appendix B) was organized in June, 2005 to provide oversight
for a four-point process of (1) conducting an assessment and developing outcome
measurements, (2) developing an implementation plan, (3) gathering collaborative
partners, and (4) implementing the program strategies. Arizona State University’s
Partnership for Community Development was commissioned to conduct the
assessment, develop outcome measurements, and create an implementation plan in
conjunction with the FireStar Fund partners to accomplish steps three and four of the
four-point process.
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ASSET-BASED COMMUNITY BUILDING MODEL
How Does Community Building Work?
The purpose of community development is to advance the quality of life of a community
economically, socially and environmentally. The professional literature on how to build
healthy new communities and revitalize deteriorating old neighborhoods is voluminous.
Yet, at its core, the literature suggests that the process of effective community
development involves six essential components (see Figure 1 – adapted from Green &
Haines, 2002). While each component can be understood as an independent element
Community Building
Community
Organizing
Evaluation
Visioning
* Establishing
Community Goals
* Vision Statement
* Evaluate
indicators
Production
Identifying
Assets
Action
Planning
* Encourage social
capital
* Process and
production
* Individuals
* Associations
* Institutions
* Creating an action plan at the simplest to a
comprehensive plan at the most ambitious
* Establishing benchmarks and indicators
* Internal
* External
* Bonding, bridging and linking
* Developing infrastructure: who, what, when
* How to mobilize assets
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Figure 1. Core Components of an Effective Community Building Process.
Adapted from Green and Haines (2002).
Details of the six components of community building depicted in Figure 1 are offered by
Green and Haines (2002). Briefly, they are:
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Community Organizing. In this element, the focus is on developing broad scale
participation of residents in the community building activities. There is an intentional
strategy to value and involve all residents regardless of interests, ages and
backgrounds. Efforts are made to clarify issues and build communication networks
throughout the community.
Community Visioning. The community creates a vision of where it wants to be in the
future. A visioning process establishes a desire end state for the community, a vision of
the future toward which it wishes to strive. Implicit in the visioning process is the notion
that the community can not only design its own future, but create it. In the context of
neighborhood development, visioning processes typically focus on generating answers
to three fundamental questions: (1) what do people want to maintain or preserve within
their neighborhood, (2) what do people want to create in their neighborhood (features
that may not exist now), and (3) what do people want to change in their community?
Answers to these questions set a destiny around which strategic action can be
organized.
Identifying Assets. Here, the notion is that effective community development happens
when assets are mobilized to move the community toward its vision. Assets exist at
three levels within a community or neighborhood. First, there are the assets of
individuals -- each resident is understood to have a gift that can be utilized to grow the
community toward its desired state. A particular senior citizen can have the ability and
skill set to tutor a high school student in math, and therefore, increase his capacity to
secure a higher paying job. A high school student can have the ability to pay a visit to a
home-bound senior, and thus, increase her desire to share artistic skills with other
students in the neighborhood. Second, there are the assets of associations,
organizations and informal kinship networks – such as parent-teacher-student
organizations, service clubs, block watch groups and the like. Each of these
associations, organizations and social networks have much to offer to community
development -- but are often disconnected with each other, and under-developed
relative to their capacity. Third, there are institutions – such as schools, non-profit
organizations, government agencies, businesses, and faith communities – all of which
have tremendous resources to offer to the community but also tend to be disconnected
in the context of serving a common vision for the community. The ultimate quest of
community building activities is to organize these assets into a coherent and synergized
whole to focus on the initiatives that the community self-identifies as the most important.
There are also assets external to a community – government, non-profits, foundations,
educational systems and businesses. Strategies need to be developed to help residents
gain access to these resources.
Action Planning. In this element, an action plan is developed to provide a road map of
how the desired vision will be achieved by mobilizing the assets. Put another way, an
action plan is the description of the activities needed to move the community toward its
vision. It answers the following questions: what needs to be done, how will success be
measured, what assets must be mobilized to accomplish this success, who is
responsible for accomplishing success, and when will it be done? They can range from
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very specific actions (such as organizing a neighborhood clean up day) to very
comprehensive neighborhood development plans (such as developing new
streetscapes and parks). Specific benchmarks and indicators need to be established
for each action item – so progress can be monitored and success can be gauged.
Strategies need to be developed for bonding and bridging assets within the community,
and making linkages to resources external to the community. Action plans should be
prepared that are based upon agreed-on strategies and goals established through
broad based community visioning processes.
Production. This component describes the outcomes that occur when action plans are
implemented. Successful community building focuses on producing not only tangible
outcomes, but on the development of relationships among community residents (often
referred to as social capital). Thus, there is a focus on building a good process that
engages residents with each other, as well as good outcomes that move the community
toward its expressed vision.
Evaluation. This element implies that there is constant monitoring of community
processes to ensure that identified actions are moving the community toward success,
and that the movement being generated is inclusive of the broad ranging interests of the
community as a whole. Sound evaluation includes both process and product
evaluation. It is also continuous, and provides feedback to community organizers about
the degree to which the interests of all residents are being incorporated into the
community building process.
These six components must all interact to ensure effective community building in
Maryvale Village. Every action to be taken must be anchored in a community visioning
process. Every community visioning process must be anchored in broad scale resident
engagement. Action plans must focus on building, mobilizing and connecting existing
assets with the community. Internal assets must be organized first, before connections
to the resources of the external community are made. Community building activities
only become effective when the community itself defines the destiny, and its own people
and organizations become the assets for creating the destiny.
Predictors of Successful Neighborhood Building
There has been an abundance of research on neighborhoods that have been revitalized
through community building efforts. In fact, a recent assessment by the Amherst Wilder
Foundation identified 525 studies in the written neighborhood-building evaluation
research literature (Mattessich, Monsey, & Roy, 2004). The Foundation’s analysis of
the research identified twenty-eight specific factors that separated successful
community building efforts from non-successful ones. These twenty-eight factors could
be summarized into six core themes. From a general perspective, success happens in
neighborhood building efforts when these six conditions are present:
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• The neighborhood has motivation from within the community, with identifiable
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leadership and broad scale awareness of issues.
There is widespread participation in the neighborhood building activities.
There is a good record of fact-finding, including systematic gathering of
information and analysis of issues.
Neighborhood building activities are built with an eye on both process and
product. There is a focus on building self-generating problem-solving activities
within the neighborhood.
People who wish to help the neighborhood must be perceived by residents as
sincerely committed to the neighborhood’s well being over the long haul, and
must be willing to develop trusting relationships with neighborhood residents.
People who wish to help the neighborhood must be listeners, with an open mind
and heart to the neighborhood, and the capacity to be flexible and adaptable to
constantly changing situations.
This basic premise – of building communities by working within by growing its assets –
is the cornerstone of a movement called Asset-Based Community Planning. It is a
paradigm that has been the focus of much writing in the community development
literature (e.g., Kretzmann & McKnight 1993; Green & Haines, 2002), and is generally
understood as the most effective model for driving neighborhood revitalization
processes in core urban environments.
The Power of Asset-Based Community Building
Under the asset-based model, the work of an outside organization desiring to be of help
is to view a neighborhood as full of assets, to find ways to “invest” in these assets to
help them grow, and to “empower” a community to manage the growth of these assets
on their own. People are seen as the source of solutions to what a community wants
(as opposed to programs being seen as the source of solutions to what a community
needs). Community organizations are seen as the vehicles for assembling community
assets – not outside agencies that only offer programs. If these community
organizations are empowered, the impacts are sustainable. If reliance on outside
agencies is produced, the impacts disappear when their programs disappear.
In short, the asset-based community development approach produces better results in
neighborhood revitalization than the commonly accepted needs-driven approach. Key
differentiating features of the two approaches are summarized in Table 1.
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Table 1. Differences between asset-building and needs-driven approaches to
community development.
Asset-Building Model
Focus on ASSETS
Builds from OPPORTUNITIES
INVESTMENT Orientation
Goal is EMPOWERMENT
Emphasis on COMMUNITY ASSOCIATIONS
People are CITIZENS
PEOPLE are the Answer
Help comes from RELATIONSHIPS
Impacts are SUSTAINABLE
Needs-Driven Model
Focus on NEEDS
Responds to PROBLEMS
CHARITY Orientation
Goal is SERVICE
Emphasis on AGENCIES
People are CLIENTS
PROGRAMS are the Answer
Help comes from CREDENTIALS
Impacts DISAPPEAR with Programs
For the FireStar Fund investment in Maryvale Village, the most successful strategy will
be to follow an asset-based approach. While FireStar might be helpful in organizing
some short-term programs for the community, it will produce more sustainable impacts
by working with the community to assemble its own assets in ways that will move the
community forward utilizing long-term outcomes.
To provide maximum effectiveness, a FireStar “investment” should be built upon the
following principles:
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Gifts abound within the community. Gifts exist among individual citizens,
neighborhood organizations, businesses, faith communities, schools, and nonprofit organizations. These gifts must be discovered, and gift-giving opportunities
must be offered. Strong communities know that there is unrecognized capacity
and assets in every neighborhood, and that all gifts must be cultivated,
acknowledged and valued.
All people and organizations care about something. People in neighborhoods
are motivated to act about things that concern them. If provided with the right
opportunities, people will respond and solve problems on their own.
Relationships build a community. One of the central challenges for FireStar will
be to constantly build and re-build the relationships between and among local
residents, local associations and local institutions.
People from outside of the community, such as FireStar participants, who want to
help must work with the people living and working in the community – not for
them. The development strategy must concentrate on building the problemsolving capacities of local residents, local associations and local institutions. It
must focus on encouraging hope, control and resourcefulness from within – as
opposed to developing dependency on people and resources external to the
community. Assistance that encourages reliance on external resources will only
result in the waning of accomplishments when the resources are removed.
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Assistance that leads to relationship building and the blossoming of internal
assets results in perpetual processes of growth.
ASSESSMENT OF MARYVALE VILLAGE
Assessment Methodologies
The assessment methodologies utilized for the FireStar Assessment in Maryvale Village
were constructed under the asset-based community development model. Data for the
assessment emerged from eight basic methodologies commonly associated with “best
practices” in asset-based planning:
1. Statistical Vital Signs Assessment. At the core of every neighborhood
assessment is an analysis of available data on socio-demographic and economic
indicators that define the neighborhood, its residents and its organizations. This
methodology calls for summarizing what is known about general demographic
and social trends in the neighborhood (see Appendix C).
2. Review of Past Maryvale Village Planning Efforts. Maryvale Village has been the
focus of assessment and planning efforts in the past, and has been analyzed as
a part of larger regional assessments. Each of these past efforts provides a
partial glimpse of the goals, hopes and challenges of the study area. This
methodology provides for an assessment of significant insights gleaned from
those studies (see Appendix D).
3. Key Informant Research. Strategically selected community members were
asked to participate in interviews to determine their perceptions of the
neighborhood based on how well government, non-profit, business, schools, and
faith communities are serving the community. Seven key informants were
selected for their capacity to have detailed insight about the neighborhood. They
were also selected to represent the various sectors of the community: business,
government, non-profit, faith-based, and community members. These individuals
were asked, through 90-minute interviews, specific questions about
neighborhood challenges, visions, points of pride, assets, social networks, and
prospects for the future from an asset-based planning perspective (see Appendix
E).
4. Neighborhood Focus Groups. Six neighborhood focus groups were conducted to
gain insights from the neighborhood residents about their visions, neighborhood
points of pride, perception of neighborhood assets, challenges, and possible
action plans for FireStar initiatives. The groups represented a diversity of
residents comprising the neighborhood (family structures, cultures, age,
employment), and were held at various locations -- including schools and
community centers (see Appendix F).
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5. Community Organizational Structure. An assets-based planning model calls for
the notion of building investments upon successful, existing neighborhood
structures. Accordingly, the purpose of this assessment was to identify strong
platforms upon which future FireStar investments could be successfully
constructed. First, an inventory of existing non-profit organizations, faith
communities, government agencies, educational organizations and businesses
serving the community was completed. Second, insights from Key Informant and
Focus Group methodologies were extracted to identify information on what
community organizations were working particularly well in responding to
community needs. Third, informal interviews with residents and community
leaders were conducted to identify existing leadership networks within the
community.
This information was assembled to create a visual picture of the “Community’s
Organizational Structure”, which provides insight as to strategically invest
activities of the FireStar Program.
6. Assessment of FireStar Planning Committee Neighborhood Stability Factors.
The FireStar Planning Committee generated 17 specific Neighborhood Stability
Factors (see Appendix G), and requested the ASU assessment team to evaluate
existing neighborhood conditions in light of each factor. Thus, these Factors
provided a framework for interpreting key informant and focus group results.
Data were collected with the intent of describing primary findings in the context of
the Neighborhood Stability Factor Framework.
7. Review of National Literature and Best Practices. This assessment is anchored
in nationally-recognized “best practices” for community development. One of the
key methodologies was to ensure that (a) core insights of asset-based
community planning methodology was reflected in the preparation of this report,
(b) nationally-accepted approaches to assessment were followed, and (c) core
insights about effective action plan development and asset-based intervention
strategies were considered. This methodology called for incorporation of national
“best practices” in neighborhood development into the FireStar investment
strategy.
8. Interface with the FireStar Planning Committee. This methodology called for the
engagement of the FireStar Planning Committee as the final action plan for the
FireStar initiative in Maryvale Village was developed. After primary insights from
methodologies 1 through 7 were presented to the Committee, an externally
facilitated visioning process was employed to guide the Committee through a
priority-setting action planning process. The results of that process framed the
conclusion of this assessment, and set the stage for a two-year action plan for
the FireStar project.
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PRIMARY INSIGHTS
In this main body of the report, we summarize only some of the more pervasive themes
emerging from each assessment. The reader is directed to Appendices C through G for
detailed accounting of the results for each of the eight methodologies listed above.
Even with this brief overview, the vision of Maryvale Village residents becomes quickly
grasped. As stated at the outset of this report, it is a neighborhood rich in history,
accomplishment, vision, and energy. While the challenges are real, the promise for a
neighborhood increasingly defined by strength, health, determination, and success is
even more real.
Assessment Component 1: Statistical Vital Signs Assessment
Most of the residences within the Village were constructed in the early to mid-1970s.
The original houses were constructed at selling prices within the $9,000 to $11,000
range, and the earliest neighbors were predominately white. While several of the
original homeowners, and children of original homeowners, still call the Village their
“home”, a wave of new residents purchasing homes on a re-sale basis has kept the
overall composition of the Village comprised of relatively young families. In fact, the
highest household unit proportionately is “couples with children”. Over forty percent
(42%) of the household units fall within this category. Over half (51%) of the population
is between 18 and 54 years of age. There has been a significant ethnic shift over the
past ten years, with the latest census reports (2000), showing nearly two-thirds (62%) of
the residents having an Hispanic heritage. Household income levels are relatively low -the annual household income rests below $35,000. Among adults, well over two-thirds
(69.3%) do not possess a high school diploma (or equivalent). A full Vital Signs
assessment is provided in Appendix C, compiled from the Neighborhood Fight Back
Assessment Report completed in 2004.
Assessment Component 2: Review of Past Maryvale Village Planning Efforts
A search of recent planning and assessment activities pertaining to Maryvale Village
revealed five specific documents:
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Council District 5 Fight Back Assessment Pre-Survey and Full Report
Choices on the Edge: Maryvale Community Assessment (Arizona Building
Blocks Initiative)
Attitudes toward Programs, Identification of Barriers, and Suggestions to
Improve Parent Involvement (Cartwright Elementary School District)
Concept Paper for the Organization and Structure of the Maryvale Alliance for
Community Initiatives (Maryvale Alliance for Community Initiatives)
West Phoenix Revitalization Discussion Findings
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Council District 5 Neighborhood Fight Back Assessment Pre-Survey and Full Report
The Council District 5 Neighborhood Fight Back Assessment Pre-Survey provides
Maryvale residents’ perceptions of their community. This document gathered residents’
characteristics, their view of the neighborhood’s problems (safety/crime,
streets/infrastructure, property conditions, and community/support services) their
perceptions on whether problem areas were getting worse, and their willingness to
become involved in bettering their community. This pre-survey provided a basis for
conducting the Neighborhood Fight Back Assessment. Residents indicated that their
main areas of concern were drugs/gangs, property crimes, speeding, neighborhood
appearance (trash, graffiti, cars in yards), and lack of communication between
neighbors. The pre-survey assessment results and comments as well as the full report
are reproduced in Appendix D.
Choices on the Edge: Maryvale Community Assessment
The Choices on the Edge: Maryvale Community Assessment sought to determine if
knowing more about the inner workings of the Maryvale community would reveal
potential changes that could have a positive affect on youth and juvenile justice. This
report provides an organizational structure for identifying the community’s strengths as
well as bringing forward the needs surrounding youth, family, community and juvenile
justice issues in Maryvale. The Choices on the Edge report provided key insights
clustered into the following categories: Youth, Families, Community, and Juvenile
Justice. Common themes for youth involved high truancy rates, the lack of positive
youth activities and services, youth perceiving that the police stereotype them, and a
severe lack of strong role models. In fact, youth stated they felt “forgotten” and
“ignored” by adults who should be providing them with guidance. Family themes
emerged around feelings of isolation due to language barriers, and immigrant parents
having trouble relating to their children due to a lack of understanding of U.S. culture.
Community themes included the inability to attract Latino involvement leading to
community segmentation, the underutilization of the faith-based community, the lack of
collaboration among the various community counterparts – government, community
organizations, residents, businesses; and a lack of trust between residents and the
police. Surrounding Juvenile Justice, emerging themes included lack of cultural
competency of workers in the juvenile justice system, need for increased
communication and cooperation throughout the system, and the need for communitybased programs to assist youth as they re-enter the community. The Executive
Summary for this assessment may be viewed in Appendix D.
Attitudes toward Programs, Identification of Barriers, and Suggestions
to Improve Parent Involvement
The Attitudes toward Programs, Identification of Barriers, and Suggestions to Improve
Parent Involvement report focuses on identifying barriers and concerns surrounding
parent involvement in the educational achievement of their children attending school in
18
the Cartwright Elementary School District. This report provides an organizational
structure for interviewing and surveying school district administrators, board members,
and community representatives to gather information on the satisfaction and importance
of parent involvement, and strategies for improving parents’ involvement. The report
provided key insights into the barriers and constraints facing parents in the Maryvale
community: 1) Language barrier between parents and school district, 2) Difficult for
lower socio-economic status parents to make involvement a priority when they are
struggling to make ends meet, and 3) Communication and expectation disconnect
between schools and parents. The report states the need for the Cartwright Elementary
School District to foster multi-language communities, develop a shared definition and
expectations of parent participation, and encourage parents to become involved by
communicating the various opportunities available to do so. The Executive Summary
may be located in Appendix D.
Concept Paper for the Organization and Structure of the Maryvale Alliance for
Community Initiatives
The Concept Paper for the Organization and Structure of the Maryvale Alliance for
Community Initiatives explains the process by which the Maryvale Alliance was created,
the purpose of the Alliance, and its primary goals. The Alliance was formed by merging
several workgroups created after the Maryvale Community Assessment in 2005. This
group addresses the recommendations of the assessment as well as other community
concerns, including juvenile delinquency, truancy, drop out rate, community health and
safety, housing, poverty, and access to jobs. Overall, this report provides specifics on
the Alliance’s organizational structure and its processes. However, it is important to
note that this paper provides a history of several community groups created in the past
decade. In 1992, Maryvale UNITE was formed, followed by the Maryvale Revitalization
Corporation in 2004. The Maryvale Alliance for Community Initiatives was created as a
direct result of the Arizona Building Blocks Initiative in 2000, and formed a partnership
with the Maryvale Revitalization Corporation, in which the corporation acts as the
Alliance’s fiscal agent. Today, the Maryvale Alliance and the Maryvale Revitalization
Corporation continue to work together to improve the Maryvale community. This
assessment may be viewed in Appendix D.
West Phoenix Revitalization Discussion Findings
The West Phoenix Revitalization Discussion Findings consist of information gathered
from group discussions conducted by the Maryvale Revitalization Corporation with the
Maryvale Block Watch Alliance and the Maryvale UNITE Neighborhood Association in
July 2005. Participants were asked to visualize what they would like the Maryvale
neighborhood to look like five years into the future. During the Maryvale Block Watch
Alliance discussion, primary areas of concern surfaced: health care (affordability, health
education); safety and security (increased police visibility), transportation (circular bus),
quality education (youth, ESL classes). The Maryvale UNITE Neighborhood
Association’s discussion focused on many of the same topics, including safety &
security and education. However, this group also voiced their concerns surrounding
19
property maintenance and cleanliness (removing junk cars, not parking cars in yards,
moving garbage cans off of the streets after pickup) and pride of ownership. The
findings may be found in Appendix D.
Assessment Component 3: Key Informant Research
The seven community leaders selected for the Key Informant methodology were
interviewed in August and September of 2005. A list of the key informants, the dates
they were interviewed and their role of interest in Maryvale Village may be viewed in
Appendix E. Complete results from these interviews are also presented in Appendix E,
and are summarized below:
Neighborhood Assets
Maryvale Village has a number of facilities, organizations, services and people
contributing to the vitality of the community. “Points of Pride” were listed as the
Maryvale Baseball Complex, and the dedication of current City of Phoenix programs,
including the councilman’s office for their commitment to improving the
neighborhood. Interviewees had accolades for the City of Phoenix’s Neighborhood
Services Department, the Neighborhood Fight Back Program, and the local police
department for their role in enhancing their community. They also listed
organizations and programs that “work well” in serving the Maryvale area including
the YMCA, Boys and Girls Club, New Beginnings Church, the Block Watch Program,
and the Maryvale Multi-generational Center.
Residents were generally seen by the key informants as among the Village’s
greatest assets. There was a sense that many are willing to contribute, and would
contribute to the growth of the Village if asked to do so.
Neighborhood Challenges
Most of the expressed concerns focused upon the Village’s language and cultural
barriers, the insufficient amount of activities and programming for youth, and crime.
Crime was often seen as a manifestation of the cultural barriers and inadequate
youth programming. There was concern about not only the number of positive
activities for youth, but the accessibility of these programs in culturally relevant
ways. The concerns revealed a need to bridge language and cultural barriers, to
increase parental involvement and support, and to empower youth to create goals
for themselves with a future-oriented mindset.
Concerns were expressed that families and single adults need additional social and
recreational resources as well. A common theme was the need for additional ESL
education to assist in bridging the divide between English and Spanish speaking
populations. Transportation and educational programming (especially ESL
education) seemed to be chief concerns for seniors in Maryvale Village.
20
In addition to developing programs to engage youth, seniors and families, the key
informants pointed to the need to gain community involvement of local businesses.
In general, there was an expressed need to gather all elements of the community
under a cohesive, united identity to foster a sense of inter-connectivity and
community pride.
Opportunities for the Future
Through a grounded understanding of the community’s existing assets and heartfelt
concerns for the challenges facing the neighborhood, interviewees voiced
opportunities for collaboration among residents of all ages to build a stronger,
healthier Maryvale. Their vision included empowering residents to become leaders
in the community by extending more invitations to community meetings, providing
‘new’ leaders with small tasks, and building their confidence by celebrating their
successes. These invitations need to be inclusive of the Hispanic population by
welcoming their participation and translating meetings into Spanish.
Many opportunities mentioned involved the community’s large population of youth.
They felt that youth assets were being underutilized causing teens to feel as if
outcasts in their own community. Opportunities for youth included providing positive
activities to build their leadership skills and bind them to the other members of their
community. Teens need to feel a sense of ownership and pride to assist in
decreasing negative behaviors and redirecting their activities to those that build their
community. This increased sense of empowerment and confidence also needs to
be harnessed and directed toward creating their own personal future goals.
Collaboration and resource sharing among the various segments of the community
is vital to growing the strength of a neighborhood. Typically, local businesses are
not being invited to participate in community meetings and the various sectors are
not communicating with each other. Opportunities to develop lines of
communication across government, faith-based, non-profit, business, schools, and
local community organizations would help with the leveraging of resources and build
stronger connections throughout the community as a whole.
Other opportunities mentioned included sharing information with residents regarding
the many services and programs currently available to them and their families,
framing community meetings around a more social setting to encourage public
participation, and developing personal relationships among neighbors so that these
ties also bind individuals to the community.
Assessment Component 4: Neighborhood Focus Groups
The six focus groups were conducted during August and September, 2005. The groups
included families utilizing the services of the Stewart Branch of the Boys and Girls Club,
the Fight Back Neighborhood Group, the Maryvale Block Watch Alliance, the Cartwright
School District, and two groups at Maryvale High School (youth and parents). On
21
average, 15 people were in each group. A total of 93 Village residents were involved in
the process (see Appendix F). The focus group methodology followed normal protocol
in the community building literature, sequentially following four fundamental
conversation themes:
•
•
•
•
What is your vision for the Maryvale neighborhood in 2020?
What are the neighborhood’s greatest assets (what’s working well)?
What are the neighborhood’s greatest challenges?
How could firefighters help the community continue to develop?
The facilitators guided the focus groups into several sub-conversations around these
four major themes. Confidentiality of response was ensured, and the facilitators guided
the conversations to ensure the diversity of expression, and to maximize the
contributions of all individuals present. The conversations, on average, lasted ninety
minutes. (Major themes were recorded on flip charts, and summarized in Appendix F).
Core themes are summarized below:
The Vision for Maryvale
Responses to the question “What would you like your neighborhood to look like
in the year 2020?” yielded a wide array of answers. At the heart of it all, a
dominant and pervasive theme emerged across all focus groups. If this theme
were to be expressed in a single vision statement, it would be:
“Our vision is to have a safe and secure neighborhood where all
individuals and families can flourish economically, culturally, and
educationally to improve their quality of life.”
Community safety was a common conversation point – effective police presence,
safe streets, and safe homes. In many ways, residents were speaking to the
need for programs and opportunities to build community cohesion, and to deal
with issues of cultural and ethnic diversity. In many different ways, they were
speaking to the need to build programs and opportunities to empower youth.
They envisioned expanded community facilities and recreation programs, and
extended hours and programs for current community facilities and programs.
They envisioned displaying Maryvale’s community pride through neighborhood
beautification and positive publicity.
Appendix F, Table 5 details specific themes that were developed by residents
during the focus groups pertaining to their ideals. The vision statements
generated include:
• Clean, safe, well-lit streets and sidewalks with landscaping throughout the
neighborhood
• Well-kept homes and yards that are in compliance with city ordinances
o No trash
22
•
•
•
•
•
•
•
•
o Yards maintained
o Fences maintained/properly installed
Laws enforced with adequate police response and presence that is
supported by the Phoenix Neighborhood Patrol and Block Watch groups.
o No graffiti
o No gunshots
o No gangs
o No loud music/noise
o Active animal control
o Traffic controls (to slow down cars in neighborhoods)
Safe parks, pools, and recreational centers/areas where children and
families can play and interact with others
High-performing K-12 schools with after-school programs for all the
neighborhood’s children
o Active parental involvement
o ESL classes provided
o Modern school facilities
Transportation that serves the needs of the elderly, home-bound, youth
and adults who do not have their own transportation and rely on public
transit to shop, attend school, get to work (all hours of the day), seek
medical care, etc.
o Maryvale circulator bus
o Connection to light rail
Multi-generational and cultural centers that service the needs of seniors,
singles, families, and youth.
Jobs nearby that provide a living wage (not minimum wage)
High quality retail stores nearby
A diverse neighborhood that is positively portrayed by the local media
Neighborhood Assets
According to residents, there are many things “working well” in the Maryvale
Village neighborhood (people, programs, services, and organizations). These
assets should be nurtured for continuity, and they can serve as platforms for
enabling the neighborhood to move toward its vision. When asked “what is
working well?”, focus group participants provided a lengthy list of facilities,
businesses, and community services that they felt were enhancing their quality of
life. Chief among them: the J.F. Long Family Center, the community pool, the
senior center, Cartwright School District, Family Resource Center, parks, and the
golf course. They also pointed to many nearby retail businesses that were
serving as assets to their neighborhood -- including Wal-Mart, Ranch Market,
CVS, Walgreen’s, fast food restaurants, dollar stores, and other small
businesses. They also noted a myriad of community partners and services that
had helped develop the neighborhood. These included ASU, neighborhood
23
block watch programs, City of Phoenix neighborhood patrols, CAP officers, the
involvement of the Phoenix Suns and Cardinals, the John F. Long Foundation
and its programs, the food bank, and the support of Sizzler’s restaurant. While
abundant with perceived assets, it is important to note that the residents rarely
mentioned safety, community activities, local leadership, and beautification as
areas of community strength.
Appendix F, Tables 1 and 2 detail specific themes that were developed about
community assets by the residents during the focus groups. The stated assets
include:
Facilities
•
Maryvale pool and park
•
Golf course at 59th Ave. and Indian School
•
Cricket Pavilion, which was a community effort
•
Maryvale Baseball Complex, which was a community effort
•
Maryvale High School
•
Rollero (roller skating)
•
Glendale Drive-in (remodel needed)
•
New library/multi-generation center
•
New Super Wal-Mart and Walgreen’s
•
Cartwright School District’s Family Resource Center
•
New grade school, middle school and high school
•
Police precinct and fire station
•
John F. Long Center
•
Desert West Center
•
Pizza Palace
•
Maryvale Hospital
Programs and Services
•
Youth partnerships and reaching out to area churches that include
programs such as resumes/interview assistance, homework assistance,
youth ministry, and other volunteer groups that help the community
•
Community Development Block Grant funding
•
Strongest Block Watch programs in the City
•
Neighborhood redevelopment
•
City services are very good
•
Area beautification projects
•
Greenbelt project
•
Cartwright School District
•
Little League
24
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Free swimming at public pools Monday thru Friday
Sunset School after-school program
Desert Reach after-school program
Desert Sands after-school program
Phoenix Neighborhood Patrol (PNP)
Social programs at John F. Long Center
Youth school sport teams – e.g., football
Good high school band
St. Vincent de Paul
Little League teams
Phoenix Suns and Arizona Cardinals involved in elementary school
Spanish theater in high school
Westcor shopping has reading programs
Food bank
July 4th celebration at Maryvale Stadium
People
•
Councilman Mattox, who is trying to improve the neighborhood
•
David Begs, Garbage Services, who helps with neighborhood clean-up
•
Residents
•
Good neighbors who look out for each other, have a level of trust with
Spanish speakers and are proud, hardworking parents who want the best
for their children
•
Different people – diversity
•
Mr. Long
•
Homeowners, who keep up their house and yard
•
Martha Garcia
•
Dwight Emery
•
Josie Romero
•
Volunteers – graffiti busting – Pioneer Ford
•
City staff/firefighters and police-resource officers
•
Hospital volunteers at Maryvale Hospital
•
Community Action Officers (CAO)
•
People helping out high school youth
•
Caring teachers
•
Most people in general, they are good and get along
•
People’s own initiative
25
Organizations
•
The Salvation Army
•
Jewish organization providing help with citizenship
•
St. Vincent del Paul
•
St. Augustine Food Bank
•
Boys and Girls Club
•
Libraries
•
SRP – good power/infrastructure
•
Police department – extraordinary support
•
Calvary United Methodist Church to build a community center– a
collaboration
•
Church of the Nazarene – free medical clinic
•
New Beginnings Church
•
Businesses that donate money to block watch or allow meetings there
•
John F. Long Foundation
•
St. Vincent de Paul
•
Small businesses
•
Dollar stores
•
Food bank
Other Points of Pride
•
History of community
•
Proud of potential for the future
•
Commitment of the community continues to improve
•
Ability to incorporate residents in an inclusive process
•
Diversity and culture; it is a neighborhood that is evolving
•
Civic pride, mobilizing to clean-up, get better, improve
•
Heritage and historical significance (proud history) with J. F. Long
providing first affordable housing subdivision in the City
•
Maryvale is a distinctive urban village
•
Ability to come together on issues: Communicative and supportive
•
Camaraderie of a few leaders, who work to break down barriers for
residents
•
Pizza Palace
•
New businesses, CVS, Walgreen’s
•
Remodeled shopping plazas
•
Ponchos
•
Clean streets
26
Neighborhood Challenges
While the residents take heart in the range of facilities, local business services,
and human services available to them, they were quick to identify challenges
faced as residents of the neighborhood (Appendix F, Table 3). Most frequently
expressed challenges centered on the themes of public safety, developing a
strong education base, building a sense of cohesion among diverse populations
residing within the neighborhood (age, race, culture), and the need for
community beautification. Safety concerns related to issues involving crime (car
theft, speeding, drug dealing, guns), water safety (pool fences, distribution of
information), domestic violence, and bullying behavior. Education concerns
related to crowded schools, quality of education being provided to their children,
truancy, the need for dedicated teachers and coaches, the need for a lighter
school tax base, and the need for sex and drug education. Community cohesion
concerns were directly linked to challenges in finding volunteer, parent, and
resident involvement in community activities. Youth shared their frustration with
clique conflicts in school, racism, disrespect for youth, and the apathy of adults in
their community. Beautification concerns related to the lack of “curb appeal” in
the neighborhood. Much concern was expressed about the presence of graffiti,
unsanitary restrooms in public facilities, littering, animal control enforcement, and
vacant homes in the neighborhood.
Appendix F, Table 3 details specific themes that were developed as residents
discussed neighborhood challenges. They include:
Public Safety
•
Police responses – long wait, unless critical (911 = decisions about
emergency), take reports over phone, not visible/present, controlled zones
for schools, non-emergency line not helpful, no curfew enforcement
•
Halfway houses – 71st and Flower, by schools and homes with kids,
alcohol rehab, always watching neighborhood, no regulation
•
Neighborhood safety – gunfire constantly, broken lights (especially at
night), no curfew, no vehicle control/traffic controls (canal), street racing –
no police action
•
Racing cars
•
Traffic safety (kids hit in crosswalks)
•
More police community involvement (presence)
•
Get rid of prostitution
•
Get rid of speeders/racers/cruisers
•
Gunshots and fireworks
•
Meth labs
•
Graffiti, tagging
•
Stolen cars
27
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Speeding
Cruising
Truancy
Theft, break-ins
Zip codes in Maryvale – crime rate, weapons, burglary, drugs, teenage
pregnancy, adjudicated youth
Restroom stalls don’t have doors
43rd Ave. and Encanto – drug sellers in parks
People urinate in sink in park restrooms
Lots of bums - asking for money
Security in parking lots
Need more cross walks
Shootings
Racism
Bullying
Groups not getting along
Drugs
Parents who aren’t tolerant
Lack of respect for youth
Education
•
Lots of schools (overcrowded), even new schools with lots of children
have high density
•
Schools better education standards – not high enough, especially high
school, school safety (resource offices), AIMS test kids not held back,
learning more in junior high than in high school. Grade schools better –
different standards, different districts, low standards in high school for
diploma
•
Traffic issues (foot traffic), photo radar, speed bumps, out of state plates
•
Youth programs, not enough positive programs (10 – 13), basketball,
Maryvale Park not safe, keep occupied/active, need transportation to and
from, not all sports, band, computers, YMCA needs to be accessible, pick
up and drop off
•
Schools-fire safety
•
Older kids (6th grade and up) need gun/fire safety
•
Lack of water safety information
•
Domestic violence prevention
•
Education – poor parenting
•
Teaching CPR
•
More parenting classes
28
•
•
•
•
•
•
•
•
•
•
•
•
•
More Head Start, youth development programs
Bad media images/influences on children
Seniors can’t read – no education to read
Teachers have problems
Need dedicated coaches and teachers
Need better attendance in schools
3 absence rule isn’t enforced
Teachers complain about tardy enforcement – they don’t report tardiness
Parent involvement
Education for sex, drugs
Involvement in school activities
Day care centers
Kid clubs
Socio-economics
•
Poverty/quality jobs lacking
•
Maintain quality shopping (big stores going west)
•
Poverty
•
Lack of entry-level jobs, emphasis on teens
•
West Phoenix Business Alliance – get refocused on Maryvale
•
Language barrier
•
Lack of higher paying jobs
•
Lack of civic clubs
•
Families are poor
Transportation
•
Public transportation (scarce), school (challenged to get to Boys and Girls
Club), not enough buses (long times 30 to 45 min), high school students
have to wait to get to take public buses, destination
•
Local bus (transportation) lacking – “GUS” or “ALEX”
•
Lots of traffic, parking issues at high school
•
More speed bumps
•
Clarendon and 59th Ave. needs a traffic light
Neighborhood Appearance
•
City not kept up – trash, take longer to get to clean-up (trees etc.),
recycling, bulk trash
•
Need – new theatre, jobs, skate park, bike park, water park
•
Public perception – image of Maryvale (press)
•
Graffiti
29
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Blight (appearance)
Congestion with stadium
House numbers
Yard clean up
Pool fences
Curb renews
Intersections in neighborhood
Vacant homes
Vacant businesses
Image of Maryvale – needs to be improved, not all shootings are in
Maryvale
Swings at park broken
Cold water fountains needed in parks
Green ponds
Dirty restrooms
Dirty parks
Restroom stalls don’t have doors
Littering – lots of beer bottles
More public phones
The Potential of FireStar Involvement
As part of the focus group conversations, community members were asked to
reflect on the question: What can firefighters do to help this neighborhood? As
one might expect, many of the responses focused on roles that would be
expected for professionals with expertise in public safety (see Appendix F, Table
6). Themes ranged from providing pool safety assistance, CPR training,
providing background checks for youth services, car seat safety, equipment
displays, fire truck “ride-alongs”, and general assistance with fire prevention.
Importantly, however, community members also expressed their interest in
having firefighters play a vital role in more basic forms of community
development that transcended their specific skill sets in the management of
public safety. Community members envisioned that firefighters could play a role
in communication education, the instillation of positive values in youth, helping
neighbors organize events, and helping build better community networking and
communication. Overall, these kinds of responses could be categorized as
falling into one of three broad categories: Prevention Education, Community
Involvement and Communication, and Facilitating Community Projects. Specific
suggestions included:
Prevention Education
•
Water safety - parents aren’t getting it, bilingual programs
30
•
•
•
•
•
Open house for CPR classes
Teach children to have respect for emergency vehicles
Teaching awareness of West Nile and other wellness issues
CPR lessons
Drowning prevention
Community Involvement and Communication
•
Fire Department information in Spanish and English
•
Showing up when called and invited them; unless we have a fire, they are
non-existent
•
Coalition of neighborhood people find out what their talents are – these
are the challenges, what can you do?
•
Assign community action office to fire department
•
Mentors and coaches – kids/community centers, kids going off edge
•
Open their doors for programs
•
A station in Laveen has wonderful model of fire involvement
•
Have liaison for fire department to bring updated information to Block
Watch
•
Be Big Brothers/Big Sisters
•
Volunteer at schools who don’t have programs
•
Build career knowledge programs
•
Host and facilitate town hall meetings
Facilitating Community Projects
•
Helping people, seniors, families to meet their needs - mowing lawns,
repairs, looking to be helped for something that is too much for one person
to do
•
Take blood pressure for people who can’t afford it, vital assessment
•
Repair bikes, houses
•
Fire hydrants – having them paint over graffiti
•
West Nile check for sources of mosquitoes, swimming pools
•
Report graffiti
•
Serve as umpires for sports
•
Clean up ball fields/parks
•
Boy scouts/girl scouts programs – used to have many
•
Need strong school associations
•
Traditions like flag raising at parks
•
Increase sense of pride
•
Good neighbor programs – how to respect kids
31
Community youth had a particularly illuminating perspective that demands
consideration in this regard. The basic themes emerging from the youth focus
groups are summarized in Table 2. While some themes relate to the skills of
firefighters as professionals in the public safety arena, most relate to the capacity
of firefighters to teach, empower, communicate, instill values, and build growth
and connectedness within the community. The data powerfully point to the need
for all community enablers working under the FireStar rubric to focus both on
short term projects with immediately tangible outcomes (e.g., neighborhood
clean-ups, fire safety programs) and long term investments more intangible
outcomes (e.g., diversity training, leadership development classes, developing
sports programs).
As the voices of the youth are considered, it is important to remember that a
dominant theme that ran through the adult focus groups was to invest heavily in
youth programs and services (Appendix F, Tables 3-7). Clearly, community
members of all ages perceive that added investments are needed in the area of
youth programs and services in order to build a strong and healthy Maryvale
Village.
Table 2. Core themes emerging from youth focus groups in Maryvale Village.
They can coach
our sports
They can visit our
schools
They need to talk/
listen to us and get
to know us before
they do anything
They need to come
as normal people –
not parent-like or in
uniforms
They need to be
relaxed and not
authoritarian
They need to observe
– see what’s going on
They need to be
open-minded about
how to help us
They need to be
good communicators
They could help
us work as
groups
Help us in life
problem-solving
Teach us
Organize activities
to help us grow
Serve as coaches
Teach us about career
options/pathways – not
just in their own
careers
Help us build
business skills
Take us in rides in
fire truck
Bring us equipment,
and show us how it is
used
Talk about things
beyond their own
interest area – give
us variety, life
coaching, etc.
Talk to us about
consequences of
choices we might
make
Teach us how to
act in case of
emergencies
32
Give us different
points of view
Show us GPS
equipment
Don’t do a
survey, talk to
us
Help different factions
in high school work
together
Be like our favorite
teacher – down to
earth, opening up
doors, saying yes,
giving us a sense
we are important
If people care about
us, we will respond
Assessment Component 5: Community Organizational Structure
If FireStar investments are to be successful, they must utilize existing organizational
structures and processes already in place, and successfully contributing to
neighborhood vitality. As part of the community assessment process, an inventory of
existing educational organizations, faith communities, governmental organizations, nonprofit organizations, and businesses serving the community was completed. This
inventory is presented in Appendix H.
From an educational perspective, the neighborhood is anchored by Sunset Elementary,
Frank Borman Middle School, and Maryvale High School – offering direct educational
services, social service support systems and selected after-school recreation programs
(Appendix H, p. 1-2). The neighborhood is also directly serviced by the Cartwright
School District’s Family Resource Center, dedicated to assisting families in support of
the education of their children. An additional fourteen educational entities, including
charter schools, support the K-12 needs of Maryvale Village (Appendix H, p. 2-5).
There are two faith communities within the boundaries of the neighborhood, one of
which offers preschool and kindergarten classes. In addition, four other faith
communities provide direct services to Maryvale Village residents (Appendix H, p. 5-6).
A wide range of government social service programs are delivered through City of
Phoenix, Maricopa County, and State of Arizona agencies. The neighborhood is
serviced by City of Phoenix Fire Station #25, Phoenix Police Department – Maryvale
Precinct, City of Phoenix Council District #5, City of Phoenix Parks and Recreation
Department – Central West District, City of Phoenix Palo Verde Branch Library, the
Maricopa County W.I.C. office, and the Arizona Department of Economic Security.
(Appendix H, p. 6-7). Medical support is provided by the proximate Maryvale Hospital
Medical Center, and it’s Family Assistance Programs (Appendix H, p. 7)
Eleven non-profit organizations identified provide direct services to Maryvale Village,
including the Stewart Branch of the Boys and Girls Club of Metropolitan Phoenix, which
is situated within the western boundary of the neighborhood, and the John F. Long
Family Services Center, anchoring the southeast corner of the neighborhood (Appendix
H, p. 7-9). Seven City of Phoenix Park and Recreation facilities provide direct services
33
to the neighborhood, but only one (Maryvale Baseball Park) is located immediately
within the neighborhood (Appendix H, p. 9-10).
Over fifty businesses are located within the neighborhood, and over fifty additional
businesses are located proximate to the neighborhood boundaries (Appendix H, p. 1015). The majority of these enterprises are small businesses, or small retail outlets or
franchises of regional or national chains.
During the key informant and focus group processes, neighborhood residents were
asked to report on what organizations, agencies, programs and services were “working
well” for the neighborhood (Appendices E and F). In other words, the residents were
asked to identify community organizations and programs that were working particularly
well in responding to community needs. The purpose was to identify strong platforms
upon which future FireStar investments could be successfully constructed. In addition
to the key informant and focus group analyses, a “network analysis” methodology was
utilized to identify successful organizations and programs currently existing within the
community. “Network analysis” involves the use of informal interviews with residents
and community leaders to identify existing leadership networks within the community.
The results of this process are presented in a visual manner within Figure 2. Eight
“spheres” of influence appreciated by community members were identified through the
assessments. These eight spheres represent core community assets upon which
successful FireStar investments could be made. It is important to recognize that there
are many other assets within the community (see Appendices E, F and H), such as City
of Phoenix Park and Recreation Programs, and Maryvale Hospital Family Services
Programs. Yet, the eight particular spheres identified in Figure 2 have been identified
through this assessment as having particularly strong operational platforms within the
community. Figure 2, then, represents key organizational structures with which FireStar
could partner to implement its action plans.
34
City of
Phoenix
Council Dis 5
Neigh. Servs
JF Long CC
Schools
Cartwright
ESD
Phoenix
Union
Boys &
Girls Club
Residents
Youth
Families
Seniors
FireStar
Fund
Faith
Communities
Maryvale
Revitalization
Corporation
Maryvale
Alliance
Community
Action Teams
Hispanic
Leadership
Institute
Figure 2. Human and organizational assets in Maryvale Village.
At the top center of Figure 2 is the first organizational sphere to be considered. In the
spirit of every asset-based community development model, the sphere suggests that the
neighborhood’s Residents must serve as a core asset base around which FireStar
investments must be made. A key theme that ran throughout all focus groups and key
informant surveys was the inherent gifts and capacities of the residents -- across all
generations, across all cultures, and regardless of the time of residency in the
neighborhood.
Moving clockwise, the next organizational sphere is the Maryvale Revitalization
Corporation. It was also recognized by residents and key informants as playing a
central role in neighborhood re-development efforts -- providing a strong organizational
structure for coordinating economic and life quality development for the neighborhood
(Appendices E and F). The Corporation has incubated the Maryvale Alliance, which
serves as a well-networked advocacy group for community issues (Appendix D). The
Alliance provides oversight to four Community Action Teams (CATs) that bring focus to
the issues of Health, Employment, Public Safety, and Youth and Family. FireStar
investments would be well served by integrating into the organizational structure and
action planning processes currently underway by these Teams.
35
Continuing to move clockwise in Figure 2, the Hispanic Leadership Institute was
recognized for its effectiveness in delivering programs that focus on the cultivation of
leadership and community development skills within the neighborhood’s predominately
Hispanic population. Faith communities were recognized for their capacity to offer
spiritual support, educational support systems, life skills training, basic safety net
services, and youth, family and senior programming. The Boys and Girls Club of
Metropolitan Phoenix was recognized for its effectiveness in delivery programs in art,
education and career development, health and life skills, character and leadership
development, and sports, fitness and recreation.
Local School Districts (Cartwright and Phoenix Union) were noted for their effectiveness
in providing educational offerings, extra-curricular offerings, and after-school activities
within the neighborhood (Sunset Elementary, Frank Borman Middle School, Maryvale
High School). The City of Phoenix was noted for its ability to provide a number of
services well regarded by the community. Particularly noteworthy are services provided
by the office of Phoenix Council District #5, the Neighborhood Services Department,
and the John F. Long Family Services Center.
In summary, Figure 2 offers a road map of what is working particularly well within the
Maryvale neighborhood. It presents a structure for channeling FireStar investments into
processes, systems and organizations that are already working well in the
neighborhood. By partnering with these processes, systems and organizations,
FireStar activities would maximize the potential for creating the changes that the
community desires.
Beyond this basic roadmap of what is working well within the neighborhood, the
residents (through the focus groups) offered specific suggestions on how to build
human capacity and empower Maryvale Village citizens to make their own community a
better place to live (Appendix F, Table 4). Some of the central themes include:
Communication
• Neighborhood newsletter
• Send art flyers – exchange among agencies, better information
• Classes for adults and kids
• Postings at local businesses, clubs, etc.
• Not a lot of computers for internet access
• Inform adults
• “Meet your neighbor” program
• Neighborhood community fair
• City of Phoenix flyers help
• Desert West Center flyers
• Get people together for information sharing
• Block Watch – networks
• Add annual event – networking, education material
36
Involvement
• Getting people to care and get to know their neighborhood
• Renters don’t speak English and don’t care about neighborhood
• Faith community could help
• Later hours for Boys and Girls Club
• Phoenix neighborhood patrols
• Pro-active police in community and zero tolerance
• Neighborhood organization – Maryvale UNITE
• The Block Watch Alliance and Maryvale UNITE groups need to grow and have
more visibility. They should develop programs they can implement.
• Finding out who are leaders
• Get groups pulled together in a collaborative effort to help neighborhood
(parents, schools, business, & government)
• A more formalized approach to get leaders together for on-going group
discussion about the community development process. Town hall meetings to
identify key issues as one whole group so they can decide on ‘one’ thing and get
it done to show success. Facilitated by neighborhood associations, or a larger
entity.
• Start community meetings with food and make it a social function (especially for
the older citizens). Develop personal relationships so that “I’ll do it because it is
you” becomes a commitment to participate.
• Leadership training would build confidence among citizens with leadership
potential.
Other
• Community service – court ordered could help clean up neighborhood
• Neighborhood initiative designation – redevelopment
• A West side mayor
Assessment Methodology 6: FireStar Planning Committee Neighborhood Stability
Factors
The FireStar Planning Committee’s Neighborhood Stability Framework identifies 17
specific factors that need to be considered in “any plan for the rejuvenation of a
distressed neighborhood”. A detailed description of each factor, together with an
analysis of how they affect neighborhood stability – including market value – is provided
in Appendix G. These factors provided a basis for discussion in the key informant
surveys (Appendix E) and played a key role in interpreting focus group results
(Appendix F). Indeed, all assessment data were collected with the intent of describing
primary findings in the context of the Neighborhood Stability Factor Framework.
Table 3 provides a summary of the conditions surrounding each factor using the assetbased planning model framework. The conditions are described by highlighting: (1)
37
core assets of strengths in the neighborhood pertaining to the factor, (2) core
challenges that undermine the strength of the factor, and (3) what opportunities exist to
address the challenges. During the analysis, it was determined that the need to
consider the vitality of “Senior Programs” was a recurring theme in the key informant
surveys and focus groups. Given the saliency of the issue, it was framed as an
additional factor for consideration, and incorporated into Table 3 as Factor 18.
Table 3. Core assets, challenges, and opportunities utilizing the FireStar
Neighborhood Stability Framework.
Stability Factor
1. Public Safety
Core Assets
Core Challenges
¾
Police
supportive of
Block Watch
Police do their
best
Firefighters
viewed
positively
¾
Pride of
ownership
reflected in
many homes.
¾
¾
¾
2. Housing
Conditions
¾
¾
¾
¾
3. Education
¾
¾
¾
¾
4. Infrastructure/
Appearance
¾
¾
¾
Cartwright
Elementary
School District
programs for
youth and
parents (ESL)
Phoenix Union
School District
Maryvale High
School
Family
Resource
Center
¾
City services
for power and
water
Maryvale
Revitalization
Corporation
Maryvale
Alliance
¾
¾
¾
¾
Core Opportunities
Not enough police
presence in
neighborhood
Police are many
calls behind the
demand.
¾
Some homes not
in compliance with
city ordinances
Blight in some
areas
Residents’ apathy
to change
¾
Many students and
parents speak
Spanish only
Lack of parental
involvement
Lack of afterschool programs
¾
Multi-family
dwellings push city
services to
capacity (sewer)
Lack of funds to
repair streets
¾
¾
¾
¾
¾
¾
Reduce crime:
gangs, guns,
drugs, traffic
violations
Increase
water/fire safety
education
Bring all homes
in neighborhood
in compliance
Continue
affordable
housing initiatives
to reduce
occupancy of
single-family
dwellings
Add more afterschool programs
for the youth
aimed at
reducing juvenile
delinquency
Teach more ESL
classes for
parents
Request
additional funds
for street repairs
Neighborhood
clean-up
Pride of
ownership
38
¾
¾
5.Transportation
¾
¾
6. Employment
¾
¾
¾
7. Faith
Communities
8. Youth Services
9. Land Use
¾
¾
¾
City Council
District #5
leadership
Neighborhood
improvement
programs:
sidewalks,
graffiti
reduction,
landscaping
Current bus
routes
School district
drop-off at
Boys & Girls
Club
¾
New
businesses
have moved
into the
neighborhood
(e.g., WalMart and
Walgreen’s)
Increased job
opportunities
Maryvale
Revitalization
Corporation
Most faith
communities
in the
neighborhood
have active
programs for
youth and
families
After-school
programs
provided by
many
agencies
(Boys & Girls
Club, schools,
and faith
communities)
A balanced
mixture of
residential,
parks, open
space, and
businesses
Lack of
transportation to
after-school
programs
Lack of
neighborhood bus
¾
¾
Most jobs in the
neighborhood are
minimum wage; do
not provide a living
wage to support a
family
¾
¾
Some faith
communities only
serve their
congregation
More community
outreach is needed
¾
Faith
communities
need to provide
broader outreach
by working
together to meet
community needs
Many after-school
programs at
capacity
Many students still
left with nothing to
do after school
contributing to
juvenile
delinquency
Lack of
rehabilitation of
unmanaged open
spaces
¾
More after-school
programs are
needed at more
facilities
Provide
programming that
captures and
maintains youth’s
interest
Incentives for
bringing new
businesses to
strip malls
Rehabilitation of
strip malls
¾
¾
¾
¾
¾
¾
¾
¾
¾
Add circulator
bus
Work with school
district to provide
transportation to
after-school
programs
Attract business
that can provide
residents with
living
wage/middleclass income
39
10. Shopping and
Services
¾
New retail
stores moving
into
community
(e.g. WalMart,
Walgreen’s,
Dollar Store)
¾
Not enough
shopping options;
mostly lower scale
¾
Attract shopping
and services that
diversify available
options.
11. Entertainment
Venues
¾
Some older
venues in
neighborhood
for youth,
families, and
seniors
¾
Venues are rundown
Transportation is
needed to access
venues outside the
neighborhood
¾
Parks
Pools
Recreation
areas
¾
Parks considered
unsafe
Additional
gathering areas
needed for youth
and families
¾
Few (if any) civic
organizations like
Rotary at which
neighborhood
organizations can
meet to address
neighborhood
issues
¾
Renovation of
current venues
(especially
theatres)
Transportation to
venues outside
the neighborhood
Better public
safety measures
for public
amenities
More areas to
accommodate
neighborhood
density
Develop
additional civic
organizations
targeting
business leaders
Provide outlet for
development of
leadership skills
Effectively
communicating
availability of
services
Prop 200 scares
away many
neighbors in need
for fear of turn in to
INS
¾
Little/no bonding
capacity given
property types and
values
¾
12. Public
Amenities
13. Civic
Infrastructure
¾
¾
¾
¾
¾
¾
¾
¾
¾
14. Social Services
¾
¾
¾
15. Tax Structure
¾
¾
¾
Block Watch
groups
Churches
Schools
City
organizations
Maryvale
Alliance
Maryvale
Revitalization
Corporation
¾
Provided at J.
F. Long
Center (City)
City of
Phoenix
Neighborhood
Services
Department
Faith
communities
provide many
human
services to the
neighborhood
Taxes are low
¾
¾
¾
¾
¾
¾
¾
Continuous
notification of
available services
to residents
Educate
undocumented
residents of
services available
to them without
fear of INS
Seek joint
bonding
opportunities like
West-MEC
School District to
increase capacity
40
16. Local
Neighborhood
Leadership
¾
¾
17. Healthcare
¾
18. Senior Services
¾
Few
community
leaders,
mostly agency
heads, are
committed to
making a
difference in
the Maryvale
neighborhood
Hispanic
Leadership
Institute
Maryvale
Hospital
¾
Services
provided at
senior centers
in the
neighborhood
Very few Hispanic
leaders (Martha
Garcia, Mike
Martinez, & Eli
Menez notably)
from the
neighborhood lead
community
improvement
efforts
¾
¾
Long wait times in
Emergency Room
¾
¾
Many seniors are
homebound and
isolated
Many seniors live
on fixed incomes
and have trouble
paying bills
Many struggle with
language barrier
¾
¾
¾
¾
¾
Cultivate
diversified
leadership
Increase number
of Hispanic
leaders in
community
Integrating health
education
programs into
community
Transportation to
senior centers
Additional ESL
education
programs
In general, the conditions revealed for most factors in Table 3 show significant
challenge for the neighborhood. But more importantly, they reveal significant assets,
which can be built upon to move the neighborhood toward greater vitality. And,
community members have expressed clear pathways for building opportunity.
Of the eighteen stability factors, ten can be identified as the most salient based upon
where conversation points rested during the key informant and focus group
experiences. Public Safety was a dominant theme from many perspectives – crime,
guns, drugs, traffic, personal safety, inadequate police presence, and appreciation for
firefighters and public education efforts, such as block watch programs. In regard to
Housing Conditions, residents were concerned about emerging blight and code noncompliance, but were optimistic about the capacity of the neighborhood to self-organize
clean-up programs and encourage their neighbors to maintain homes.
Residents and key informants were generally positive about the capacity of local school
districts to provide Education, but were very concerned about the lack of parental
involvement, cross-cultural communication issues, and dearth of after-school programs.
They generally appreciated the quality of existing city services for Basic Infrastructure/
Appearance and appreciated the work of the Maryvale Revitalization Corporation and
Maryvale Alliance. At the same time, they saw the need to build even more aggressive
neighborhood-specific initiatives (including the pursuit of grants) in this area.
41
Transportation emerged as a core concern, particularly in the context of providing
access for youth and seniors to recreation programs, community center programs, and
after-school activities. Transportation also emerged as a central factor in providing
access for residents to health care. The need for expanded Youth Service programs
was a common theme among all age groups. While several programs are offered by
many organizations, they are perceived to be dramatically underdeveloped in
relationship to need. Investments in youth services are perceived not only to provide
powerful alternatives to depreciative behavior, but are seen as the most important way
to form the leadership base necessary to move Maryvale forward to its vision.
Public Amenities such as parks, community pools, and recreation programs are
appreciated by residents, but concerns about safety while using them abound. There is
a desire for more public spaces and gathering areas, and programs for building a sense
of community within the neighborhood.
While many opportunities for building Civic Infrastructure already exist within Maryvale
Village, civic organizations such as the Rotary or Kiwanis Club are not directly active
within the community. Residents and key informants alike see the need for more
community-based organizations or networks to build self-generating mechanisms for
community problem-solving, leadership development, and resource development to
tackle community issues. In a similar vein, Local Leadership is seen as a priority need.
There are a few effective neighborhood leaders, but the number is relatively small. In
particular, there is a sense that a greater number of Hispanic leaders should be
cultivated within the neighborhood to provide leadership for community improvement
efforts. Finally, the need for increased capacity in Senior Services was a dominant
theme in focus group and key informant conversations. There are concerns about the
potential for loneliness, isolation and depression, language barriers, and constraints due
to fixed incomes. Increased recreation and socialization activities, and better access to
transportation were seen as viable solutions to these challenges.
Assessment Component 7: Review of National Literature and Best Practices
As the introduction to this report makes clear, all forms of assessment for this
community scan were anchored in nationally-recognized “best practices” for community
development. One of the key orientations was to ensure that:
•
•
•
core insights of asset-based community planning methodology was reflected in
the preparation of this report,
nationally-accepted approaches to assessment were followed, and
core insights about effective action plan development and asset-based
intervention strategies were considered.
In the national literature, much has been written about what constitutes key components
of a healthy and vital neighborhood – and what can be done from an intervention
perspective to help a neighborhood achieve maximum health and vitality (Kretzmann &
42
McKnight 1993; Green and Haines 2002; Anderson, Scrimshaw, Fullilove, and Fielding
2003; Mattessich, Monsey, & Roy, 2004).
Key insights from the national perspective are most succinctly captured by the work of
Anderson, Scrimshaw, Fullilove, and Fielding (2003). Their work describes the results of
a national Task Force on Community Preventive Services organized under the auspices
of the U.S. Department of Health and Human Services to summarize what is known
about the effectiveness of community-based interventions to improve the health of
communities.
Their comprehensive review revealed six primary characteristics of a healthy
community:
•
•
•
•
•
•
Quality Neighborhood Living Conditions
Opportunities for Learning and Developing Personal Capacity
Quality Employment
Strong Civic Engagement
Positive Community Norms, Customs, and Processes
Adequate Health and Human Service Programs
In general, the characteristics that define Quality Neighborhood Living Conditions
include housing quality and safety, safe neighborhoods, affordable housing, strong
social support systems, and strong business and community organizations.
Opportunities for Learning and Developing Personal Capacity include early childhood
learning opportunities, strong K-12 systems, good recreation and socialization activities,
and life-long learning opportunities. Quality Employment Opportunities include
economic viability for local businesses and workforce training and support for residents.
Strong Civic Engagement is essential to promote community identity and individual
action for the common good. Similarly, Strong Community Norms, Customs, and
Processes are important for building community cohesion, and, for individuals, a sense
of effectiveness in contributing a larger whole. Finally, Adequate Health and Human
Service Programs are necessary to provide basic life quality support systems for
community residents.
Importantly, Anderson, Scrimshaw, Fullilove, and Fielding (2003) addressed the
question of how to work with each of these six characteristics to build stronger
communities. For each of the six characteristics, they identified key indicator variables
that would define “success” if the characteristic was fully present. Then, drawing on the
work of the National Task Force on Community Preventive Services, they identified over
200 community-based intervention strategies that could be employed to move a
community toward such “success”. Appendix I presents an extensive summary of the
link between desired characteristics, key indicator variables, and potential intervention
strategies in a matrix format. An abbreviated version of the matrix is shown in Table 4.
43
This national framework is important for two reasons:
First, it provides a structure for identifying specific action strategies that could be
implemented by the FireStar program in light of the visions, assets, needs and
opportunities highlighted within this report. Under the asset-based community planning
model, it should be recognized that many of the intervention strategies documented in
Appendix I are already underway, and action strategies developed by FireStar should
be organized to bolster these successful performers. Other forms of intervention
strategies might be identified as important but absent or underdeveloped (e.g., multicultural special events, senior mentors in schools). In such cases, the FireStar program
could facilitate the creation of new energies within the neighborhood. At the same time,
new initiatives are not to be built from scratch. They would be built upon the capacities
of existing neighborhood assets (e.g., faith communities, the talents of individual
residents) to maximize community involvement and long-term sustainability of the
intervention.
Second, the information underscores the need to focus on building intervention
strategies targeted to long-term structural change in the community – as opposed to
short-term activities that focus on short-term gains. Short-term activities include those
that produce a very real and tangible benefit to the community – but do not strike at the
heart of the conditions which precipitated the need for the activity. Examples might be
neighborhood clean-ups, fire code enforcement, and housing hazard elimination. Longterm investment strategies seek ways for outside resources (such as FireStar) to work
with existing community assets (organizations, businesses, education systems, and
residents) to create enduring change in the way community assets are organized to
serve the community well. Primarily, the matrix of Appendix I points FireStar
investments away from short-term “in and out of the community action” and more
toward long-term investments in community change that result in:
•
•
•
•
•
•
Improved Neighborhood Living Conditions
Improved Opportunities for Learning and Developing Personal Capacity
Better Employment
Improved Civic Engagement
Coalesced Community Norms, Customs, and Processes
Better Access to Health and Human Service Programs
If organized in this way and in full partnership with the community assets identified in
this scan, FireStar investments in Maryvale village would be strategically positioned to
best empower the neighborhood to move toward its vision.
44
Table 4. Key indicators of a healthy neighborhood, and corollary intervention
strategies (adapted from Anderson et al., 2003)
Healthy
Neighborhood Indicator
Example of
Intervention Strategy
Component 1. Quality Neighborhood Living Conditions
Housing quality and safety
•
•
Safe neighborhoods
Affordable housing
Building, improving, & retaining
neighborhood assets
•
•
•
•
•
•
Neighborhood cohesion and strong
social support systems
•
•
Programs to abate housing hazards (lead paint
removal, rodent extermination)
Fire safety protection (e.g., inspections, detector
checks)
Neighborhood Watch programs
Rapid access to emergency personnel (e.g., fire,
police, and EMT)
Support for subsidized housing
Housing units for low-income, single adults
Increase neighborhood businesses and homebased enterprises
Increase cultural organizations and citizen
associations
Mentoring programs (e.g., Big Brothers/Big Sisters,
youth business mentoring, adopt-a senior
programs)
Neighborhood planning to increase public meeting
spaces (e.g., plazas, parks, trails, local open
space/ centers).
Component 2: Opportunities for Learning and Developing Personal Capacity
Early learning and child
development opportunities
•
Child development programs (e.g., Head Start)
•
High quality foster care programs
High quality educational systems
•
Schools as sites for human service support
systems (e.g., after-school programs, parenting
programs, or community support programs)
•
Senior citizens serving as models and mentors in
schools
Increased non-profit organizations (e.g.,
YMCA/YWCA programs, Boys and Girls Clubs
Community sports for youth
Recreation and leisure activities for
all ages
•
•
45
Life-long learning environment
•
Leadership development for all ages
•
Adult education programs
Component 3: Quality Employment Opportunities
Economic viability
Job training, workforce development
and employment opportunities
•
•
•
•
Small loans to support locally owned businesses
Local business clubs as resource for business
owners
Volunteer programs to mentor students in diverse
occupations
Quality, affordable child care for workers
Component 4: Strong Civic Engagement
Civic engagement in communities
Social engagement in communities
Community infrastructure to
maximize local decision-making
•
•
•
•
•
•
Voter registration drives
Active civic clubs (e.g., Rotary, volunteer
firefighters, parent-teacher associations)
Neighborhood social clubs
Community centers or facilities for group meetings
Training in negotiation/mediation skills for
community groups
Re-enforcement of cultural heritage to build
common interests (e.g., language courses or
Saturday schools to teach ethnic group customs
and art)
Component 5. Positive Community Customs, Norms, and Processes
Social solidarity and understanding
across diverse groups
Focal point for community growth
and social support activities through
religious organizations
Embracing multi-cultural beliefs and
customs
Support for community centers for
socialization
•
•
•
•
•
•
•
•
Anti-stigma campaigns (AIDS, mental illness, etc.)
Diversity training in schools and workplaces
Provide locations for social support, leisure and
spiritual fulfillment
Provide outlets for members to provide community
service
Neighborhood multi-cultural festivals
Multi-cultural training for care providers
Opportunities for after-school programs
Provide senior and youth programs that provide
alternative to unsupervised leisure (e.g., music,
sports, and art)
46
Democratic norms for equal voice
and influence for all community
members
•
•
Increased community voice in local government
Encouragement of accountability of public
agencies
Component 6. Adequate Health and Human Services Programs
Community-defined goals for health
and human service programs
•
•
Accessible health and human
service programs accessible
•
•
Culturally appropriate health and
human services
Promoting health and disease
prevention in the workplace
Monitoring community health
indicators
•
•
•
•
•
•
Community participation in health and human
service decision-making
Continuous access to health and human service
information for decision-making
Collaboration between health and human services
and broader social, economic, and political sectors
Use of media for community health education and
raising of awareness of health and human service
programs
Multi-cultural providers
Health education materials in multiple languages
Mental health promotion and care
Opportunities for exercise and healthy eating
Health indicators (e.g., preventable morbidity and
mortality or health disparities)
Socio-economic indicators (e.g., rates of
employment, crime, or housing availability; surveys
of quality community life)
Assessment Component 8: Interface with the FireStar Planning Committee
The FireStar Planning Committee (Appendix B) was presented with an overview of the
primary insights from the Community Scan, and then participated in an externallyfacilitated process to: (a) set a vision for its investments in Maryvale Village and (b)
establish priorities for action. The results of that process set the stage for articulation of
a two-year action plan for FireStar investments.
The process transpired during two action planning workshops conducted on February 8
and February 27, 2006. First, the primary findings determined through the various Scan
methodologies were presented. Then, the Committee was charged with prioritizing the
FireStar Fund goals for the Maryvale neighborhood, defining an action plan around
these priority areas, and identifying local leadership to implement and guide the action
plans.
The action planning prioritization process began by presenting the Committee with an
overview of potential intervention strategies as described in Appendix I and summarized
in Table 4 (above). As the matrix in Appendix I depicts, the potential action strategies
were organized within the context of 17 specific indicators of a healthy neighborhood
identified by the National Task Force on Community Preventive Services (Anderson,
47
Scrimshaw, Fullilove, and Fielding 2003) along with an additional indicator that surfaced
during the Community Scan. The Committee was asked to reflect upon the primary
findings of the assessment, and to identify specific indicator variables (from the matrix in
Appendix I) that should frame the focus for FireStar investments over a two-year period.
Prioritization was accomplished by a method known as the “dot” technique. Each of the
neighborhood health indicators was written on a separate large sheet of paper and set
up around the room. The corollary intervention strategies shown in Appendix I were
recorded on each “indicator sheet”. The Committee members were told that the listed
intervention strategies could serve as examples of the kinds of actions that could
transpire in Maryvale Village to positively affect each indicator variable. The Committee
members were asked to consider each of the 18 indicator variables and in the context of
the findings of the Community Scan choose the top three indicator variables deserving
of FireStar investment focus. Each committee member was given three colored dots,
and asked to place one sticker on each sheet to indicate their top priority choices.
The three neighborhood indicators receiving the most votes were:
•
•
•
Safe neighborhoods
Enhancing neighborhood cohesion and strong social support systems
Table 5 replicates the information from Appendix I that depicts the specific intervention
strategies correlated with these four neighborhood indicators.
Table 5: Priority areas for FireStar investments in Maryvale Village, and
exemplary intervention strategies (from Appendix I).
o Tenant organizations & support
o Public programs to abate housing hazards (lead paint removal, rodent
extermination)
o Child-proof homes (e.g., safety locks, poison symbols, scald-proof water
controls)
o Protection against extremes in the climate
o Removal of unsafe or abandoned building and debris in vacant lots
o Fire safety protection (e.g., inspections, detector checks)
o Neighborhood beautification
Safe neighborhoods
o
o
o
o
Rapid access to emergency personnel (e.g., fire, police, and EMT)
Home security systems
Animal control
48
o
o
o
o
o
o
o
Neighborhood policing by residents
Reduction of gang activity
Reduction of street racing
Reduction of drug trafficking and neighborhood “shooting galleries”
Increased sidewalks, recreation paths, and lighting
Reduction in liquor store density
Instruction of CPR/ First Aid
Neighborhood cohesion and strong social support systems
o Informal neighborhood social activities (e.g., sewing, book or gardening clubs)
o Mentoring programs (e.g., Big Brothers/Big Sisters, youth business mentoring,
adopt-a-senior programs)
o Involvement in community organizations (e.g., Kiwanis or Scouts)
o Senior centers
o After-school programs
o Accommodations for the disabled
o Elder day care
o Park, recreation and exercise programs
o Architecture designed to facilitate interaction (e.g., front porches, open spaces
and access pathways)
o Neighborhood planning to increase public meeting spaces (e.g., plazas, parks,
trails, local entertainment centers)
Once the neighborhood indicator prioritization process was completed, the Committee
participated in a brainstorming session to identify specific intervention strategies that
would be most appropriate for Maryvale Village, given the results of the Community
Scan. The intervention strategies depicted in Table 5 were understood as exemplars,
and the Committee was charged with the task of identifying specific intervention actions
that focus on the unique issues within Maryvale Village that would merit FireStar
investment.
The Committee began by focusing on the neighborhood indicator variable “Housing
quality and safety” (Row 1 of Table 5). Committee members were asked to reflect upon
two questions:
•
•
“What could the FireStar Fund do to enhance existing resources or programs in
the community towards achieving this goal?
“What new resources or programs could the FireStar Fund introduce to the
neighborhood to fill gaps and help to achieve this goal?”
The Committee broke into several small groups to discuss these questions, how they
related to the topic of “Housing quality and safety”, and then recorded their ideas for
intervention strategies that would be worthy of FireStar support given the results of the
Community Scan. Once the process was completed, the Committee re-assembled as a
whole, and the small groups reported their results. The facilitator then led the
49
Committee through a process of assembling the many ideas into core themes. Once
the core themes were identified, the specific interventions that the Committee agreed
would be important for each theme were identified. The entire process was repeated
for each of other two identified priority neighborhood indicators: “Safe neighborhoods”
and “Enhancing neighborhood cohesion and strong social support systems”.
Table 6 summarizes the specific intervention strategies recommended for each of the
priority neighborhood health indicators.
For Housing Quality and Safety, eighteen specific intervention strategies were identified
– clustered around three broad themes:
•
•
•
Beautification
Safety Improvements
Education
For Safe Neighborhoods, twenty-five specific intervention strategies were identified –
clustered around three themes:
•
•
•
Capital Improvements
Education
Recognition and Outreach Programs
For Enhancing Neighborhood Cohesion and Strong Social Support Systems, twenty-six
specific intervention strategies were identified – clustered around four themes:
•
•
•
•
Community Leader Development
Youth Programs
Human Services Department
Senior Programs
In total, sixty-nine intervention strategies were developed as priorities for FireStar
investments in Maryvale Village.
Table 6. Priority areas for FireStar investments in Maryvale Village, with specific
recommended intervention strategies based upon Community Scan results.
Neighborhood Health Indicator 1: Housing quality and safety
Theme 1: Beautification

Streetscaping
Graffiti abatement
Beautification of homes
50

Curb appeal enhancement
Anti-blight interagency program
Quarterly curb appeal & neighborhood rehabilitation programs
Neighborhood building awards
Theme 2: Safety Improvements

Pool fence program
Child-proof locks program
Vehicle safety
Smoke alarm program
Theme 2: Education

Resident education about existing programs
CPR education
Educate 10 to 20 community leaders in fire and life safety
Bilingual PSA campaigns
Public and private sector mentoring programs
Develop “train-the-trainer” programs
Develop additional resources through professional athletes, merchant
associations, and civic organizations
Neighborhood Health Indicator 2: Safe neighborhoods
Theme 1: Capital Improvements

Motion lights
Automatic gates (TOMAR)
Make-a-Difference Day
Mid-block lighting – SRP
Dusk to Dawn alley lights
More sidewalks
Activate resources of streets department
Paint curb numbers – Fire Station #25
Theme 2: Education

Enhance animal care & control educational services
Utilize Kids-at-Hope organization
Chase Bank – financial resources and investment
Boys & Girls Club (seek long-term commitment)
Good Neighbor program – C.O.P. / N.S.D.
Engage police
51

Neighborhood education process – school, street meetings & others
Develop Speaker Bureau for block watch meetings
Theme 3: Recognition and Outreach

Neighborhood Improvement awards
Incentives and recognition for residents and businesses
Engage major businesses – e.g., Home Depot, Lowe’s
Develop direct connections to Neighborhood Watch Programs
Increase already active involvement of Phoenix Council District 5 office
Home safety inspections
“V” program for medications
Institute block parties
Have on-duty fire companies attend community meetings
Neighborhood Health Indicator 3: Enhancing neighborhood cohesion and strong
Theme 1: Community Leader Development

Cultivate Maryvale community leadership
Support Hispanic Leadership
Volunteer recognition
Greater involvement of St. Vincent de Paul church
Increased cultural activities
Maryvale Association of Churches
Enhance involvement of faith-based communities in general
Resident education and awareness of current programs
Theme 2: Youth Programs

Expand programs and hours at Maryvale and Marivue pools
Expand hours and programs at Maryvale Community Center
Support programs at New Beginnings Church – Desert Reach program
Expand Big Brothers and Big Sisters school-based programs
Future YMCA
Support Stewart Branch of Boys & Girls Club
Develop more after-school programs
Expand mentoring programs
Expand Palo Verde Library programs
Expand programs at Desert West Multi-generational Center
Workforce Development
52
Theme 3: Human Services Department

Expand programs at J.F. Long Family Services Center
URRP Education
New Commercial Impact Fee to leverage ACM grant
Theme 4: Senior Programs

Increase senior adult health screenings
Increase senior health checks in community room or senior center
New senior center (40th Ave & Thomas)
Expand senior outreach – living assistance and care giving
Having completed the intervention planning process, the external facilitator guided the
Committee through an Action Planning Process. The primary focus of the action
planning process was to have the Committee – for each neighborhood indicator priority
area identified in Table 6 – provide answers to three questions:
•
•
•
What additional community partners need to be brought to the table to assist the
FireStar Committee in implementing the identified intervention strategies?
Who specifically should take the lead for ensuring action is accomplished for
each identified intervention strategy?
What the timeline should be for completing a full action plan for each of these
strategies?
Table 7 provides a summary of the results, and a framework for required action for the
Committee over the first ninety days of the two-year FireStar Fund investment period.
Table 7. Action plan for the first ninety days of FireStar investment in Maryvale
Village.
Intervention
Strategy
Needed Community
Partners
Primary Lead
Time Line
Neighborhood Health Indicator 1: Housing quality and safety
Beautification
-Graffiti Busters
(NSD)
-Valley Forward
-Police Department
-Parks & Recreation
-Home Depot & other
local home
improvement stores
Dwight Amery
(Maryvale Revitalization
Corporation)
&
Josie Romero
(City of Phoenix, Neighborhood
Services)
90 Days
53
Safety
Improvements
Education
-Phoenix Fire Dept.
and related
associations
-Bomberos
-Maryvale Hospital
-Community centers
-Marketing groups
(local in the area)
Tim Knobbe
(United Phx. Fire Fighters Assn.)
90 Days
Paul Knobbe, Capt.
(Phoenix Fire Dept.)
90 Days
Neighborhood Health Indicator 2: Safe neighborhoods
90 Days
Capital
Improvements
Education
Tony Matola
(United Phx. Fire Fighters Assn.)
&
Paul Knobbe, Capt.
(Phoenix Fire Dept.)
90 Days
Recognition/
Outreach
Dwight Amery
(Maryvale Revitalization
Corporation)
&
Josie Romero
(City of Phoenix, Neighborhood
Services)
90 Days
Neighborhood Health Indicator 3: Enhancing neighborhood cohesion and strong social
support systems
Community
Leader
Development
United Way
90 Days
Youth Programs
Mark Englehart
90 Days
Human Services -Mayor’s Office
-SRP Community
Department
Outreach
-Boy/Girl Scouts
Jesus Sapien
(City Council Office of Claude
Mattox, Councilman,
District 5)
90 Days
Senior Programs
City of Phoenix, Human Services
& City of Phoenix Mayor’s office
90 Days
54
This visioning and action planning process of the FireStar Committee has provided
necessary first steps to guide FireStar investments in Maryvale Village. Priority
neighborhood health indicators were identified, as were key intervention strategies for
moving the community forward on these indicators. And, additional community partners
were identified to bring into the action planning process, as well as specific individuals
to guide the first phase of FireStar investments.
SIGNIFICANT “LESSONS LEARNED” FROM THE SCAN
Maryvale Village has a cherished past and a promising future. Established in 1957, this
neighborhood has a rich history. It is growing and changing, with a wonderful mix of
original residents and relatively newly arrived, young families. While there are many
challenges, there are even more assets and opportunities. FireStar stands as a
significant partner in helping neighborhood residents and organizations reach their
vision and their potential. The potential, as expressed by those within the community, is
to “have a safe and secure neighborhood where all individuals and families can flourish
economically, culturally, and educationally to improve their quality of life.” The potential
is to become one of the best neighborhoods in the Phoenix metropolitan area.
While the voices of the community expressed through this Community Scan are rich
and varied, it appears that four fundamental themes of this scan are particularly
noteworthy of highlighting:
•
•
•
•
Healthy communities are built by empowering the residents and organizations
within the community – not by outside organizations doing something for the
community.
Effective community development is accomplished by long-term investments in
structural change – not by short-term investments in cleaning up community
“problems”.
Significant investments in the community’s youth will result in improved life
quality for all generations.
Effective community development happens when many sectors work together
in partnership.
Empowering Residents and Organizations
It is clear from the scan that neighborhood residents have many hopes and aspirations,
and that they are seeking ways to build even better lives for themselves, their families
and their neighbors. It is also clear from the literature on community building that true
community development happens only when assets within the community are mobilized
to create change. While external resources are important, these resources – in order to
be effective – need to be invested in ways that produce leadership within the community
to create enduring solutions to the challenges the community faces.
55
With important exceptions, there is an opportunity within Maryvale Village for making
investments in the cultivation of local neighborhood leaders from various cultural
backgrounds and groups. The need for diversified, multi-cultural leadership has made
the integration of activities and services among the various sectors difficult and rarely
attempted. This need for leadership development was expressed repeatedly by
community members and key informants as well as by those involved in business, nonprofits, government, and faith-based organizations serving the neighborhood. A
recurring theme was the need to mentor and encourage the development of leadership
skills within the Hispanic community, and to engage more civic organizations (e.g.,
Rotary) and service organizations (e.g., Kiwanis) in the neighborhood. At the same
time, the potential of expanding the existing organizational assets in the neighborhood
(e.g., schools, faith communities; Boys and Girls Club, City of Phoenix Neighborhood
Services) must be a priority of any program of external investment, such as FireStar.
Short-Term versus Long-Term Investments
There are many ways in which to invest in the development of a neighborhood. Some
investments are immediate, highly visible activities conducted over a relatively short
time-frame that produce a specific outcome -- such as a neighborhood clean-up activity.
While these investments are important, they may not result in the necessary structural
change in a community to perpetuate the desired outcome. Other investments are to
create fundamental changes within a community to bring about long-term solutions to
community challenges and long-term opportunities to assist residents in achieving their
vision of the ideal.
In the context of a FireStar investment in Maryvale Village, it follows that the most
successful strategy will follow an asset-based, long-term investment approach. While
FireStar investments might be helpful in organizing some programs for the community, it
will produce more sustainable impacts by working with the community to assemble its
own assets in ways that will move the community forward. For example, a short-term
needs-based problem-solving approach would have the FireStar investments work for
the neighborhood by creating a neighborhood clean-up day and engaging volunteer
firefighters in the task of neighborhood clean-up. A long-term asset-based investment
strategy would have the same volunteer firefighters working with neighbors to help them
create a neighborhood event that would encourage their own clean-up activities and a
subsequent celebration of what was accomplished. The former would create a “project”
with short-term success. The later would create a “format” for having the neighbors
repeat the process on their own accord in the future. From a long term perspective, it is
the “format” that will be more successful than the “project” in creating true community
development.
Youth Development
Well over one quarter of the residents of Maryvale Village are between 5 and 17 years
of age. As the community focus groups revealed, the youth of Maryvale Village have a
keen awareness of the challenges that face their neighborhood and have many
56
significant ideas on how to build an improved community. While they carry tremendous
insight, it is clear that they that feel generally excluded from community activities and
decision-making. Their ideal neighborhood would engender respect for people of all
ages and cultures, and openness to diversity. They envisioned Maryvale as a place
where “everyone was welcomed and belonged” – a safe place where people are
trustworthy, comfortable, communicated openly, and welcome people from diverse
ethnic backgrounds. Developing opportunities to encourage youth to provide
leadership toward these ideals would be a worthy focal point for FireStar investment.
Youth responses reflected years of hearing, living, and breathing the negative aspects
of being young adults growing up in a neighborhood with challenges. Empowering each
one of them with the knowledge of how he/she could contribute their unique gifts to
assist their neighbor and build a stronger sense of community would rally a tremendous
force for positive change. These sentiments were reflected during focus group
conversations with neighborhood adults, who expressed with equal conviction that more
opportunities were needed to develop the capacity of youth and shape them into
leadership roles within the neighborhood.
Multi-Sector Partnerships
The Community Scan revealed many facilities, programs and services being provided
from many organizational sectors serving the Maryvale community. A broad range of
governmental agencies, faith communities, educational organizations, non-profit
organizations, and other community organizations are contributing to neighborhood
vitality (Appendix H). Although these organizations are working well independently, it is
clear that there are many opportunities for the various entities to join forces to create a
synergy to provide a more effective, holistic approach to meeting neighborhood needs
and creating structure for the cultivation of leadership toward the community’s ideal.
For each identified ideal (e.g., community safety, youth development, multi-cultural
leadership development), all entities could consolidate resources and vision to bring
sharp focus to the most salient community needs. From this perspective, the greatest
power from FireStar investments would accrue from helping to consolidate existing
assets that currently do not work together – as opposed to creating new programs that
are not anchored in existing organizational assets within the community.
A multi-sector approach to community development would bring more constituents into
the community building process, sharpen the efficiency and strategic focus of resource
allocation, produce synergy among resources, help unify the community, and create
formats for enduring change long after the financial resources of the original FireStar
investment are expended.
57
BUILDING A HEALTHY AND VIBRANT MARYVALE VILLAGE
This assessment provides a glimpse of the amazing possibilities for Maryvale Village,
and the potentially powerful role of FireStar investments in affecting positive change
within the neighborhood. With the vision of FireStar set clear, and anchored in the
dreams of the community, the impact will be profound. The accomplishments of the
investments could be heralded as a national model of excellence for strategically
empowering a neighborhood to achieve its ideal through the development of sustainable
actions. There is much work to do, but the rewards will be great. The residents of all
communities will be the ultimate beneficiaries.
58
LITERATURE CITATIONS
Green, G.P. & A. Haines. 2002. Asset Building & Community Development. Thousand
Oaks, CA: Sage.
Mattessich, P., B. Monsey & C. Roy. 2004. Community Building: What Makes It Work.
St. Paul, MN: Amherst H. Wilder Foundation.
Kretzmann, J.P. & J.L. McKnight. 1993. Building Communities from the Inside Out: A
Path Toward Finding and Mobilizing a Community’s Assets. Chicago, IL: ACT
Publications.
Anderson, L. M., S.C. Scrimshaw, M.T. Fullilove, J.E. Fielding & the Task Force on
Community Preventive Services. 2003. The Community Guide’s Model for Linking the
Social Environment to Health. American Journal of Preventative Medicine, 24, 12-20.
59
Appendix A
Maps of Maryvale Village
• Regional Map
• Fight Back Neighborhood – Existing Land Use
• Fight Back Neighborhood – Zoning Boundary
60
Maryvale Regional Map
61
62
63
Appendix B
FireStar Planning Committee
64
FireStar Planning Committee
Sherry Ahrentzen, Ph.D., ASU - Stardust Center for Affordable Homes and the Family
Dwight Amery, Maryvale Revitalization Corporation
Steve Beuerlein, United Phoenix Fire Fighters Association Local #493
Michael Bielecki, Lewis and Roca
John Burk, Department of Communication Studies, ASU at the West campus
Gregg Holmes, Stardust Foundation
Chris Ketterer, City of Phoenix, Fire Department
Tim Knobbe, United Phoenix Fire Fighters Association Local #493
Richard C. Knopf, Ph.D., Partnership for Community Development, ASU at the West campus
Paul Luna, Valley of the Sun United Way
Tony Matola, United Phoenix Fire Fighters Association Local #493
Michael Pyatok, ASU - Stardust Center for Affordable Homes and the Family
Josie Romero, City of Phoenix, Neighborhood Services
Jesus Sapien, City Council Office, Councilman Claude Mattox, District 5
Bill Shields, United Phoenix Fire Fighters Association Local #493
Shelly Vasquez, Office of the Mayor
Staff Support for Stardust Activities:
Paul Knobbe, City of Phoenix, Fire Department
Joyce Lopez-Powell, Valley of the Sun United Way
65
Appendix C
Community Vital Signs
66
Demographics
Much of the information in this section was extracted from the Council District 5
Neighborhood Fight Back Assessment (Appendix D).
Social Characteristics

From 1990 to 2000, the neighborhood population increased by 14% and the
number of persons per household increased by 12%, however the number of
households decreased by 13%.
Table 1: Population and Households
Population
Households
Persons per
Household
1980
1990
2000
Change
1980-1990
Change
1990-2000
Change
1980-2000
4,395
1,242
4,049
1,333
4,633
1,154
-8%
7%
14%
-13%
5%
-7%
3.54
3.03
3.51
-14%
12%
-1%
Source: 1980 US Census, 1990 US Census, 2000 US Census, Landiscor Aerial Photographs, and
City of Phoenix Planning Department

The number of households increased from 1,242 in 1980 to 1,333 in 2000 for a
change of 7% during the 20-year period.

This population change reflects an overall increase of 5% during the 20-year
period between 1980 and 2000. This rate of growth is significantly less than the
city’s overall growth rate of 67% during the same time period.

The average household size (persons per household) decreased 1% during the
same 20-year period from 3.54 persons to 3.51 persons. The neighborhood’s
average household size was above the 2000 city average of 2.84 persons.
67
Household Type
100%
88%
80%
86%
83%
71%
66%
66%
60%
40%
20%
23%
9%
6%
3%
26%
11%
6%
25%
12%
2%
8%
0%
Neighborhood
1980
City
1980
Family
Neighborhood
1990
Single Person
City
1990
Neighborhood
2000
9%
City
2000
Other Non-Family

The percentages of family households, single-person households, and other nonfamily households in the neighborhood have remained fairly consistent during the
twenty-year period from 1980 to 2000.

The percentage of family households decreased from 88% in 1980 to 83% in
1990. This percentage then increased 3% to reach 86% in 2000.

Since 1980, the neighborhood has maintained a higher percentage of family
households and lower percentages of single-person and other non-family
households compared to the city as a whole.
Family Households
as a Percentage of All Households
60%
50%
50%
40%
30%
20%
10%
0%
24%
11%
3%
Neighborhood
1980
10%
3%
City
1980
25% 25%
13%
12%
8%
4%
13%
6%
Neighborhood
1990
Females without Husband
Couples with Children

42%
36%
28%
31%
27%
City
1990
23%
24%
23%
13%
6%
Neighborhood
2000
City
2000
Males without Wife
Couples without Children
Since 1980, the neighborhood has had a greater percentage of couples with
children than the city. In 2000, the neighborhood had 42% of couples with
children while Phoenix had only 24%.
68

Of the neighborhood’s total households, the percentage of female-headed
households has increased from 11% to 13% in 2000, as well as the percentage
of male-headed households from 3% to 8% in 2000.

The percentage of married couples with children households in the neighborhood
has decreased from 50% in 1980 to 42% in 2000. Like the neighborhood, the
city as a whole has experienced a decrease in the percentage of couples with
children from 31% in 1980 to 24% in 2000.

The percentage of married couples without children households in the
neighborhood has decreased from 24% on 1980 to 23% in 2000 to fall even with
the 2000 city rate.
Age Distribution
60%
40%
52%
53%
26%
21%
20%
0%
52%
10%
11%
15%
3%
City 1980
51%
56%
26%
15%
10%
8%
1%
Neighborhood
1980
21%
56%
19%
8%
13%
2%
Neighborhood
1990
4%
City 1990
Under 5 years
Between 5 & 17 Years
75 Years and Over
11%
10%
20%
9%
2%
Neighborhood
2000
11%
4%
City 2000

The age distribution in the neighborhood has remained fairly stable across most
age groupings since 1980.

Since 1980, the neighborhood populations under 5 years of age, and 75 and over
have increased their percentages slightly, from 10% and 1% in 1980 to 11% and
2% in 2000.

In contrast, the percentage of residents between 18 and 54, and between 55 and
74 decreased from 52% and 11% in 1980 to 51% and 10% in 2000.

In 2000, the percentage of residents between 5 and 17 years of age was equal to
its 1980 percentage of 26%.

In 2000, neighborhood percentages of residents under the age of 5, between 55
and 74, and 75 years and over were similar to those of the city. However,
69
compared to the city, the neighborhood has a higher percentage of residents
between 5 and 17 and a lower percentage of residents between 18 and 54.

The larger percentage of youth in the neighborhood corresponds with the area’s
larger household size.
Ethnic Distribution
5%
5%
City 2000
5%
2%
Neighborhood 2000
3%
5%
City 1990
Neighborhood 1990
34%
56%
62%
31%
20%
1%
6%
72%
27%
66%
2%
5% 15%
City 1980
2%
3%
Neighborhood 1980
0%
78%
19%
76%
20%
White (Non-Hispanic)
40%
Black
60%
Hispanic
80%
100%
Other

Significant ethnic shifts in the neighborhood between 1980 and 2000 include an
increase in the Hispanic population (from 19% in 1980 to 62% in 2000) and in the
other minorities population (from 2% in 1980 to 5% in 2000).

A significant decrease occurred in the White (non-Hispanic) population (from
76% in 1980 to 31% in 2000) and the Black population (from 3% in 1980 to 2% in
2000).

The 2000 percentages of Black and other minority populations in the
neighborhood (2% and 5% respectively) were less than or equal to citywide
percentages (5% for both).

The neighborhood’s Hispanic population (62%) was significantly higher than the
city’s (34%), while the neighborhood’s White (non-Hispanic) population (31%)
was much lower than the city’s (56%).

According to the 2000 U.S. Census, approximately 14% of all persons 5 years of
age and over in the neighborhood did not speak English well or at all.
70
Education and Schools

The percentage of the adult population that has graduated from high school is
often used as a measure of educational attainment. The city’s educational
attainment rate increased from 73% in 1980 to 79% in 1990 and then
decreased to 69.3% in 2000.

In 2000, an estimated 56.3% of the adult residents of the neighborhood had
graduated from high school, a decrease from 71.2% in 1990 and 70.9% in
1980. (Due to the unavailability of educational attainment rates at the census block level,
the estimated percentages exclude areas of the neighborhood east of 59th Avenue in 1980
and east of 55th Avenue in 1990 and 2000).
% Frank
Borman
96
%
Arizona
K-6
95
94
%
Arizona
7-8
94
%
Maryvale
H.S.
95
%
Arizona
9-12
96
25
4
20
2
23
2
20
2
27
2
20
2
4
10
6
10
4
9
100
99
100
98
99
95
0
1
0
2
1
5
---
---
---
---
4
2
8
6
--
--
--
--
71
76
% Sunset
Elementary
Attendance
Rate
Transfers Out
Transfers In
(Within District)
Transfers In
(Out of District)
Promotion
Rate
Retention
Rate
Dropout Rate
Status
Unknown
Graduation
Rate
Sunset School

Sunset School reports an enrollment of 865 students, which is above its
capacity of 717 students.

For the 2002-2003 school year, Sunset School met all applicable federal
AYP (adequate yearly progress) requirements.

Sunset School received an excellent rating in the Choda Elementary/
Junior High Choral Festival in 2002 and 2003.

The school also received the Bullies & Victims Anti-Violence Program
Award in 2002.

Sunset School achieved an increase in parent participation at school
events during the 2002-2003 school year.
71

The 2002-03 test scores for 2nd
through 6th grade in reading,
language, and mathematics were
below state averages.

Local, state or federal law
enforcement intervention was
never required during the Sunset 2002-2003 school year.

Sunset School activated a Student Discipline Program where students
receive counseling services resulting in a decrease of suspensions by
50% during the 2002-2003 school year.
Percent of Students Achieving One Year’s
Growth
Reading
Math
Grades 2-3
60
49
Grades 3-4
80
75
Grades 4-5
59
44
Grades 5-6
84
75
Frank Borman Middle School

Frank Borman Middle School, which has enrollment capacity of 745
students, reports an enrollment of 989 students.

For the 2002-2003 school year, Frank Borman Middle School met all
applicable federal AYP requirements.

A Frank Borman faculty member received the Toyota Teacher of the
Month Award in 2002.

In 2003, the school won the following awards: Pom & Cheer Coach of the
Year; Girls Basketball Conference Champions; and, Pom & Cheer
Sportsmanship Hall of Fame.

The 2002-03 test scores for both 7th and
8th grades were below the state scores
for reading, language and mathematics.

Local, state or federal law enforcement
intervention was required 20 times on school grounds during the 20032004 school year at Frank Borman Middle School.

During the 2002-2003 school year, Frank Borman Middle School
implemented intervention programs to provide support to students in
literacy.

According to the AIMS achievement test, students accomplished an
increase in writing skills during the 2002-2003 school year.
Percent of Students Achieving One
Year’s Growth
Reading
Math
Grades 6-7
64
67
Grades 7-8
83
67
72

Maryvale High School reports an enrollment of 2,450 students, which is
below its enrollment capacity of 2,819 students.

The 2002-03 test scores for 9th grade were significantly below the state
scores for reading, language and mathematics.
Maryvale High School received a U.S. Congressional Student Art Award in
2001 and a National DECA President Award in 2002.

Local, state or federal law enforcement intervention was required 72 times
on school grounds during the 2003-2004 school year at Maryvale High
School.

During the 2002-2003 school year, Maryvale High School increased the
attendance rate to 96.8% and decreased the dropout rate to 3.2%.
Economic Characteristics

City residents reported having an average household income of $55,408 in 1999.
In contrast, neighborhood residents reported having an average household
income of $40,757 in 1999, which was approximately 74% of the city average.

This figure compares to an average neighborhood household income of $33,597
in 1989, which was below the 1989 city average of $37,159. The neighborhood’s
household income did not grow as much as the city average between 1989 and
1999.

In 1999, more than half of the neighborhood’s households (51%) reported having
incomes below $35,000, compared to 42% of city households.

Nineteen percent reported annual incomes between $35,000 and $49,999.

Twenty-two percent of neighborhood households reported incomes between
$50,000 and $99,999, less than the percentage of city households (29%).

Eight percent of the neighborhood’s households reported incomes in excess of
$100,000.
73
Households Grouped by 1999 Income
40%
35%
30%
25%
20%
15%
10%
5%
0%
35%
29%
28%
19% 18%
16%
22%
14%
8%
Under
$15,000
$15,000$34,999
$35,000$49,999
Neighborhood
$50,000$99,999
11%
$100,000 +
City

As defined by the U.S. Census, the poverty threshold for a family of four persons
was $17,029 in 1999. At that time, 18.8% of the neighborhood’s population was
living below the poverty threshold. This percentage was greater than the 1999
city average of 15.8%.

The neighborhood had an unemployment rate of 9.5% in 1999, which was higher
than the city’s unemployment rate of 5.7% at that time.
Land Use and Zoning

The majority of the neighborhood consists of single family residential zoning,
predominantly R1-6, which permits single family residences with a density
ranging to 5.3 du/acre. Areas permitting higher density and multiple-family
residential are zoned R-5 (up to 43.5 du/ac).

Commercial zoning in the neighborhood is
primarily located along 51st Avenue and at
the intersections of Indian School Road
with 51st and 67th Avenues. These
commercial districts include C-2
(intermediate commercial) and PSC
(planned shopping center).

There has been no rezoning in the
neighborhood during the past ten years.
There have been no special permits
issued in the neighborhood during the
past five years.
Property Violation
Minor yard neglect
Parking violations
Poor exterior conditions
(paint, broken/boarded
windows)
Fences in need of repair or
replacement
At least one abandoned or
inoperable vehicle on site
Graffiti
Poor roof conditions
Major yard neglect
Percent of
Properties
20.0
18.4
13.1
11.9
8.9
3.7
3.1
2.1
74

In 2004, 2.3% of the properties in the neighborhood were either vacant or had an
unoccupied structure.

52.0% of the neighborhood’s properties had one or more maintenance violations
in August 2004.
75
76
77
Housing*

The neighborhood experienced an estimated 11% increase in the number of
housing units during the 20-year period between 1980 and 2000.

From 1980 to 2000, the number of single-family units increased by 168, multifamily units decreased by 32, and mobile homes and other dwelling units
remained the same.
Table 4: Number and Type of Housing Units
1980 (estimated)
1990
2000
Number
%
Number
%
Number
%
Singlefamily
1,189
95.7%
1,196
85.8%
1,161
84.3%
Homes
Multiplefamily
54
4.3%
198
14.2%
217
15.7%
Units
Mobile
Homes
0
0.0%
0
0.0%
0
0.0%
and
Other
Total
1,243 100.0% 1,394 100.0% 1,378 100.0%
Units
Source: 1980 US Census, 1990 US Census, 2000 US Census

The housing in this neighborhood dates from as early as the 1930’s, although the
median age is 45 years. The city’s median age of housing dates from the
citywide construction boom of the early to mid-1970’s. Thus the median age of
the neighborhood’s housing stock is approximately 20-25 years older than that of
the city as a whole.

For 2000, the average home value in the neighborhood was $77,221. Average
rent for 2000 was $698. These figures compare to the 2000 average home value
and rent for the city of $146,525 and $643 respectively.

In 2000, average neighborhood home values were 47% lower than the city
average, but neighborhood rents were 9% higher.

This data represent an increase of 31% in the neighborhood average home value
of $59,119 and a 27% increase in the neighborhood average rent of $548 since
1990.

The average neighborhood rent is higher than the city’s, because the rental units
are single-family homes.
78

The percentages of owner-occupied units in the neighborhood were 83% in
1980, 72% in 1990, and 76% in 2000. These data reflect a 7% decrease in
ownership rates during this 20-year period.

Percentages of owner-occupied units in the neighborhood were above city
averages in 1980, 1990, and 2000. The percentage of owner-occupied units in
the city’s housing stock during this same period decreased from 65% in 1980 to
61% in 2000, or 6% overall.

The percentage of renter-occupied units in the neighborhood in 2000 was 24%,
well below the city average of 39%.
Housing Occupancy
100%
80%
60%
40%
20%
83%
17%
65%
35%
72%
28%
76%
59%
41%
24%
61%
39%
0%
Neighborhood
1980
City
1980
Neighborhood
1990
Owner
City
1990
Neighborhood
2000
City
2000
Renter

The percentage of vacant housing units in the neighborhood decreased from
7.2% in 1990 to 1.5% in 2000, which partially accounts for the neighborhood’s
increase in population over this time period.

In 2000, the neighborhood’s vacancy rate was less than the city’s vacancy rate of
6%.

In 2000, approximately 45% of the residents had lived in the neighborhood for 10
or more years. This percentage was well above the city average of 23%.

In 2000, the overcrowding rate (more than one person per room) in the
neighborhood was 18.1%. This rate was above the city’s overcrowding rate of
12.5%.
Streets and Traffic
Streets, Sidewalks and Alleys

There are no unpaved streets in the neighborhood. Roads in the following areas
have received asphalt treatment: Osborn to Indian School Roads, 67th to 64th
79
Avenues (1992); Osborn Road to Grand Canal, 64th Avenue to 59th Avenue
(1991); Grand Canal to Indian School Road, 64th to 59th Avenues (1992);
Osborn to Indian School Roads, 59th to 55th Avenues (1991); Osborn to Indian
School Roads, 55th to 51st Avenues (new construction for ballpark).

There are alleys throughout the neighborhood. Alley conditions were included as
part of the neighborhood housing conditions survey conducted by the
Neighborhood Preservation Division in August 2004. This survey indicated that
16.8% of the alleys in the neighborhood showed minor weed, grass, and trash
violations.

The City of Phoenix Street Light Policy generally recommends that street lights
be placed approximately 250 feet apart. In areas where there are crime, security
and/or traffic concerns, the Street Transportation Director may determine that
street lights may be spaced at less than 250 feet or that existing street lights may
be upgraded to a higher intensity than the typical residential street lights.

According to the Streets Transportation Department, there are some sidewalks in
need of repair in the neighborhood, but the general condition of the area is good.
Traffic Patterns and Volumes

A study of 64th Drive between Amelia Avenue and Picadilly Road was conducted
in October 2003. This study showed that 64th Drive carries 2,391 vehicles per
day, which exceeds the maximum desired threshold for a local street of 1,000
vehicles per day. Two speed humps were installed in April 2004.

A study of Clarendon Avenue between Indianola Avenue and 57th Avenue was
conducted in December 2002. This study showed that 64th Drive carries 1,031
vehicles per day, which exceeds the maximum desired threshold for a local
street. Two speed humps were installed in June 2003.

It is often an indication that a local street is experiencing unusually high levels of
cut-through traffic when total traffic exceeds 100 vehicles per hour or 1,000
vehicles per day. The Street Transportation Department has documented local
street traffic volumes above this level on 64th Drive and Clarendon Avenue.

There are no documented unusual levels of truck and/or commercial traffic in the
neighborhood.

There is no residential parking program in effect or proposed for the
neighborhood.
80
Infrastructure
Water

According to the Water Services Department, City of Phoenix water service is
available throughout the neighborhood.

There are currently no funds targeted for the city’s Water Main Replacement
Program (WMRP).

There are no Capital Improvement Program (CIP) water main replacement
projects within the neighborhood.
Sanitary Sewer

According to the Water Services Department, sanitary sewer service is available
in the streets/alleys throughout the neighborhood.

There are no areas in this neighborhood targeted for the Small Diameter Sewer
Pipe Rehabilitation Program.
Storm Drainage

Areas of the neighborhood north of the Grand Canal and north of Osborn Road
are located within the 100-year floodplain.

A Fairmount Avenue residence set below street-level grade has experienced
flooding and drainage problems. Maricopa County Flood Control District
(FCDMC) constructed a detention basin as a first phase approach for addressing
flooding issues in the area. No recent complaints have been filed since the
construction of the detention basin.

There are no other documented unique storm drainage issues that are a problem
in the neighborhood.
Public Safety
Police Protection

The neighborhood is served by the Maryvale Precinct, located at 6180 W.
Encanto Blvd.
81

The number of reported crimes in the neighborhood has decreased overall by 5%
since 2001. The total number of crimes committed in the neighborhood during
each of the past three years was 650 in 2001, 671 in 2002 and 616 in 2003.

The crime rate is the number of crimes per 1,000 persons. The following crime
rates are based on estimated city and neighborhood populations for 2003. The
neighborhood’s 2003 crime rate of 113.3 per 1,000 persons was 30% higher than
the city crime rate of 87.2 per 1,000 persons.

In 2003, the neighborhood crime rates exceeded the city crime rates for the
following crimes by 10% or more: homicide (100%), sexual assault (40%),
aggravated assault (126.3%), robbery (136%), theft (57.6%), auto-theft (43.8%),
drug crime (29.7%), gang crime (50%) and domestic violence (62%).

On the other hand, neighborhood crime rates were more than 10% below city
crime rates for burglary (-27.1%).
2003 Crimes per 1,000 Population
Crimes Per 1000
40.0
35.3
35.0
33.5
28
30.0
25.0
22.4
20.4
23.3
20.0
16.2
15.0
5.0
8.3
8.6
10.0
3.8
5.9 2.5
10
6.4
0.4 0.2 0.7 0.5
0.9 0.6
0.0
Homicide
Sexual
Assault
Aggravated Robbery Burglary
Assault
Auto
Theft
Theft
Drug
Crime
Gang
Crime
Domestic
Violence
Type of Crime
Neighborhood
City

Crimes reported by the Police Department are recorded for each applicable
category. For example, a robbery that is determined to be gang-related would be
recorded as both a robbery and a gang crime.

The Maryvale Precinct reports that the following crime prevention programs have
been established in this neighborhood: Sunset Knoll Neighborhood Association,
Maryvale UNITE and Marivue Neighborhood Association.
82

The citizens in the neighborhood West of 6300 W. Indian School Rd. have
requested additional street lighting, as well as the replacement of older fixtures,
to assist in reducing criminal activity in the area.

There has been a gang problem in this community for several years. The “West
Side Chicanos 64th” have blighted the area for several years with graffiti and
other activities. Currently, a gang squad is working in the area to address the
problem.

The low income housing area, Cypress Gardens, encompassing 67th Ave. to 71st
Ave. from W. Osborn to W. Clarendon, continues to have issues with burglaries,
car thefts, and narcotics.

Three homes on 3100 N. 69th Drive continue to operate as half-way homes for
recovering drug addicts and alcoholics. The homes are less then a block away
from Davidson Elementary School, 6900 W. Flower and Osborn Streets.

Neighborhood concerns west of 5100 Indian School Rd. include: abandoned
vehicles, vehicles for sale on residential streets and private parking lots, graffiti,
and drug houses. Mobile vendors in the neighborhoods and shopping centers
are also a huge concern.
Fire Protection

This area is primarily served by Fire Station 25 (FS25), located at 4010 North
63rd Avenue. FS25 is staffed with a total of 12 personnel operating a Basic Life
Support (BLS) Engine Company (E25) and an Advanced Life Support (ALS)
Engine Company (E725), and Ambulance (R25), and a Command Officer (BC3).

The average first unit response time in this area for FY2003-04 was four minutes
and 41 seconds, which is slightly lower than the City-wide average of four
minutes and 56 seconds. The Fire Department goal is a mean response time of
three minutes.

The Fire Department is not aware of any water pressure or water supply
problems in the neighborhood.

The Fire Department is not aware of any unusual fire hazards in the
neighborhood.

In FY2003-04, calls for service in the neighborhood were made at a rate of 209.4
emergency calls per 1,000 persons (as enumerated in the 2000 census). This
rate was 118% above the city average of 95.7 calls per 1,000 persons.
83

There were 970 calls for service within the neighborhood. Of these calls, 613
were emergency medical with vehicle accidents accounting for 181 calls, 67 were
fire calls with 7 reported structure fires and 11 car or vehicle fires.

In FY2003-04, the Fire Department responded to 17 assaults, 11 gunshot
wounds, and 14 overdoses within this Fight Back area.
Public Transportation

The Park-and-Ride lot located at the Maryvale Commercial Center, which is
located at the northwest corner of 53rd Avenue and Indian School Road, serves
the neighborhood.

Dial-a-Ride usage by area is not available. If ridership were distributed evenly by
geographic area, only one or two boardings would be expected daily in the
neighborhood. Dial-a-Ride service is provided throughout the neighborhood to
seniors and persons with disabilities. Weekday services hours are 5 am to
midnight. On weekends and holidays, service is available from 5 am to 10 pm.
Service for Americans with Disabilities Act (ADA) eligible persons is provided
during the same hours as the regular Dial-a-Ride.

Bus Route 41 operates daily along Indian School Road from Dysart Road to
Granite Reef Road. Major destinations along this route are Estrella Mountain
Community College and Desert Sky Mall. The bus runs weekdays from 5:00 am
to midnight, every 30 minutes. Saturday service is between 4:45 am and 10:15
pm, every 60 minutes. Sunday and holiday service is between 6:10 am and 8:35
pm, every 60 minutes. The estimated numbers of daily neighborhood boardings
are 430 on weekdays, 190 on Saturdays, and 130 on Sundays

Bus Route 51 operates daily along 51st Avenue from Roosevelt Street to
Thunderbird Road. A major destination along this route is Arizona State
University West. The bus runs weekdays between 5:00 am and 8:45 pm with a
frequency of every 30 minutes. Saturday service is between 5:50 am and 7:25
pm, every 60 minutes. Sunday and holiday service is between 5:50 am and 7:35
pm, every 60 minutes. The estimated numbers of daily neighborhood boardings
are 60 on weekdays, 20 on Saturdays, and 14 on Sundays.

Bus Route 59 operates daily along 59th Avenue from Buckeye Road to Utopia
Road. A major destination along this route is Glendale Community College. The
bus runs weekdays from 5:35 am to 9:35 pm, every 30 minutes. Saturday
service is between 6:05 am and 9:25 pm, every 30 minutes. Sunday and holiday
service is between 5:55 am and 8:55 pm, every 60 minutes. The estimated
numbers of daily neighborhood boardings are 80 on weekdays, 35 on Saturdays,
and 16 on Sundays.
84

Bus Route 67 operates daily along 67th Avenue from Buckeye Road to Bell
Road. A major destination along this route is Arrowhead Towne Center. The
bus runs weekdays from 6:15 am to 9:55 pm, every 30 minutes. Saturday
service is between 6:10 am and 9:55 pm, every 30 minutes. Sunday and holiday
service is between 6:20 am and 9:20 pm, every 60 minutes. The estimated
numbers of daily neighborhood boardings are 100 on weekdays, 50 on
Saturdays, and 25 on Sundays.
85
Appendix D
Previous Reports of Maryvale Area
• Council District 5 Neighborhood Fight Back
Assessment Pre-Survey and Full Report
• Choices on the Edge: Maryvale
Community Assessment
• Attitudes toward Programs, Identification of
Barriers, and Suggestions to Improve
Parent Involvement
• Concept Paper for the Organization and Structure
of the Maryvale Alliance for Community Initiatives
• West Phoenix Revitalization Discussion Findings
86
Council District 5
Neighborhood Fight Back Assessment
Pre-Survey
87
88
89
District 5 Fight Back 2004-2005
Pre-surveys comments
1. I think this program is a good idea. I would like to see the City install sidewalks in our area
and also install high wattage streetlights instead of the dim ones. There is a lot of gunfire and
drugs in this neighborhood and also loose, unlicensed dogs that roam every day. (2)
2. I have waited for a program like this for 20 years. I would love to know more and help out, I
currently teach in the Cartwright District- and I grew up in the Maryvale area. (10)
3. We would like speed humps on our street- Britton, because they drive 50 miles per hour while
kids are outside playing. (11)
4. Trash in alleys. Need speed humps. It still does not feel like a safe neighborhood to walk
around 1n. (12)
5. Speeding all the time, loud pipes on the trucks and cars. Loud music and drinking all night
long, the other day till 5:00 AM, We have a lot of small children in the area, and these people do
not care. We need help with the guns going off at night. (13)
6. This is a joke? Common sense will let you know and answer your questions, thank you. I do
not want to do your work for you. The neighborhood people are spending more time destroying
the good parts of the neighborhood like the beautiful fences that were in our neighborhood have
now been taken down. What is going on? (15)
7. I am a single parent with a disabled child, am willing to help, but only if it keeps the
neighbors nice to each other. I do not believe in ticketing people to get it done. (16)
8. Dead/dying trees/shrubs, not replacing them. (17)
9. Loose dogs. Broken fences. Parking on sidewalks, Front yard parties, very loud music till late
hours. These are very rude actions and should be controlled. (21)
10. Where are the Police? What are we paying taxes for? Do your job. (22)
11. Trash is everywhere. Loud music every night. Gun shots every night. (24)
12. Graffiti: Neglect. Specifically, I hope attention is given to W. Britton Ave.-5900 and west.
Virtually all houses are neglected, shabby, and the yards are ignored. That street alone depresses
property values which is a shame. (25)
13. Lack of Police presence. Code violations. Thanks for an apparent interest in this
neighborhood, conditions at a time the western outlying areas of Phoenix are in a state of
diminishment. (26)
90
14. Dogs running loose. Motor scooters being ridden w/o helmets and noisy. We need traffic
control; we have 20 children on our little Crittendon Ln. They range from 1 year to 16 years old.
We live west of 59th Ave. north of Osborn. (30)
15. Drop houses. Loud music. I think this program is great! (32)
16. Sidewalks would be a great investment since the children are always in the street. (34)
17. Cars in yard at my house. Need to decrease speeding and drag racing at 11:00 PM and
anytime. The owner of my house refuses to take his car out of the yard and it is junk. (36)
18. Chickens. To be affective in this area you should speak Spanish, I do not. (37)
19. Grocery calls. We need lots of help. (38)
20. Loud music. People throw liquor cartons along the streets or park and leave trash. Some
people do not cut the grass along the sidewalks and the alley. Alley is too trashy. (40)
21. Trash cans on sidewalks all week. Need speed humps. Dogs running loose. Neighbors do not
speak English. (41)
22. We know of some gangs in the neighborhood and neighbors who sell drugs. (42)
23. We have a current running Block Watch, but we want our whole community to be safer and
more pleasing to the residents. (45)
24. Rental property owners are not held accountable for appearance of homes, yards, cars, etc.
(47)
25. Drive by shootings. Holes in streets, hardly paved. Streetlight turns off and on. Health hazard
due to property owner not having or wanting to pay maintenance persons for repairs. As of7-304 Dominoes Pizza delivery will not even deliver here because they were robbed. (49)
26.1 am a business owner in Phoenix and would like to help in any way I can. (51)
27. Lack of event parking. We are moving out of here. (53)
28. Speed limit of30 MPH on a residential street? Semi's. Retired, old and disabled; lived here.48
years! (57)
29. During school year there are a lot of drive by shootings. (58)
91
92
40. Person operating a garage at home on end of service road at 59th 11 Ave. and Indian School.
Trucks and cars there always parked in driveway and in the street where it was blocked off. (77)
41. Racing. Apathy. (78)
42. We would especially like to have speed humps on 57th Ave. which often has speeders and is
a cut through street between Clarendon and Indian School. (83)
43. Kids racing motorized scooters, etc. (84)
44. Loud music. People sitting on their cars drinking. I will take care of my own! (86)
45. Parents need to watch their kids all of the time, not only around water. This ad on TV is very
wrong. (87)
46. There is a lot more people walking the street, loud, speeding, throw cartons. Need humps.
Gun shots from school for track, try air horn. You guys say no guns at school. Well, starter pistol
is the same when you hear it but don't see where it came from. You hear a shot and unless you
hear kids cheering you just hear a shot. Maryvale Ball Park got an air horn, why can't schools?
(90)
47. Gun shots in air, especially holidays. 18 wheelers parked in neighborhood. High weeds in
yards. Trash cans left on streets and illegal height of fences, to name a few infractions.
Boys/Girls facility creates a hazard due to illegal parking on street, causes traffic hazards on
Clarendon from 67U1 Ave. Past 15 years or more, have contacted Mayor, zoning, Neighborhood
Preservation, Police Dept., and Councilman regarding all area of violations and have received
little to no response to problems. If we see a noticeable change in area, then we may get
involved! (91)
48. Loud cars and loud music. Last Saturday night the neighbors had a very, very loud party. I
called the Police at 1:15, 2:15, 3:15 and at 3:37 AM the party finally ended and I called to cancel
the Police. My husband was ill and I am 72 years old. We were shaking from the "boom-boom"
sounds. The neighbors also were upset. So now we are moving to Sun City for quiet! My main
complaint is the gun shots every Saturday night. I loved living here until 10 years ago. I felt we
had a small town feeling. We were active and our children were raised here but are now embalm
has to tell people where we live. (92)
49. Vandals. (95)
50. Noise from loud music. (95)
51. Hope this program: has a good impact. (97)
52. Noise. I am looking forward to the time this program affects our neighborhood. (99)
93
94
up to the dead end. My fence gets run into almost every year and always my insurance has to
pay. They do their damage and speed away. (130)
72. Seems like some people can get away with fences higher than 3' in height and on the ROW
(right of way) than others. And cars being parked in front yard areas needs to be addressed. (132)
73. Stolen car parts. (133)
74. Little kids causing trouble (under 10). Inoperable outside lights at rental property. (135)
75. We need more Police presence. Utilize laws to clean up neighborhood properties, enforce
driveway laws, tow cars. (136)
95
Council District 5
Neighborhood Fight Back Assessment
Full Report
96
Introduction
What is the purpose of the Neighborhood Fight Back Program?
The Neighborhood Fight Back Program offers designated neighborhoods specialized City
support over a limited period of time to assist with resident-driven neighborhood
improvement efforts. These efforts generally focus on revitalization, sustainability, crime
and blight reduction, resident participation, neighborhood leadership development, and
community building.
What is the purpose of the Fight Back Assessment?
This assessment provides background information to residents in order that they may form a
more complete picture of their neighborhood and make informed decisions.
The
assessment serves as a baseline for measuring neighborhood improvements that occur as
a result of Fight Back efforts. Although this report is comprehensive, it does not provide indepth analysis.
Where is the neighborhood located?
The District 5 Fight Back Neighborhood is bounded by Indian School Road on the north,
Osborn Road on the south, 67th Avenue on the west, 51st Avenue and on the east (see
boundary map on page 2). The neighborhood is located entirely within the boundaries of
City Council District 5 and the Maryvale Village.
Have there been any special or specific plans prepared for the neighborhood in the past?
The District 5 Fight Back Neighborhood is not impacted by any special or specific plans.
Demographics
The information found in this section, with the exception of school information, is based on data
from the 1980, 1990, and 2000 United States Censuses. The neighborhood is located within
Census Tracts 1098.01, 1098.02 and 1099 and is made up of Block Groups 1098.01-4,
1098.02-1, 1099-1, and 1099-2. Neither the census tract nor the block group boundaries match
exactly those of the District 5 Fight Back neighborhood, as they cover a larger geographical
area than does the Fight Back. In 1980, 1990, and 2000, Block Group 1099-1 extends to
Thomas Road on the south between 51st and 55th avenues. In 1980, Block Group 1099-2
extends to Thomas Road on the south between 55th and 59th avenues. As indicated by aerial
photography the larger geographical area is predominantly developed with detached singlefamily residences. Therefore, to ensure that data was representative of the neighborhood, the
respective 1980, 1990, and 2000 block groups covering the larger geographical area were
broken down to census blocks matching the exact boundaries of the District 5 Fight Back
Neighborhood.
School information is provided by Arizona School Report Cards (2003-2004), the State of
Arizona Department of Education, the City of Phoenix Youth and Education office, and various
school districts and individual schools.
97
98
Social Characteristics
Is the neighborhood gaining or losing population and households?
The neighborhood experienced an increase population between 1980 and 2000 (Table 1).
The population of the neighborhood decreased 8% from 4,395 persons in 1980 to 4,049
persons in 1990. Population growth of 14% occurred between 1990 and 2000, as the
neighborhood’s population increased to 4,633. This population change reflects an overall
increase of 5% during the 20-year period between 1980 and 2000. This rate of growth is
significantly less than the city’s overall growth rate of 67% during the same time period.
The number of households increased from 1,242 in 1980 to 1,333 in 2000 for a change of
7% during the 20-year period. The average household size (persons per household)
decreased 1% during the same 20-year period from 3.54 persons to 3.51 persons. The
neighborhood’s average household size was above the 2000 city average of 2.84 persons.
Table 1: Population and Households
Population
Households
Persons per
Household
1980
1990
2000
Change
1980-1990
Change
1990-2000
Change
1980-2000
4,395
1,242
4,049
1,333
4,633
1,154
-8%
7%
14%
-13%
5%
-7%
3.54
3.03
3.51
-14%
12%
-1%
Source: 1980 US Census, 1990 US Census, 2000 US Census, Landiscor Aerial Photographs, and
City of Phoenix Planning Department
99
How does the household composition in the neighborhood compare to that in the city,
and how has it changed over time relative to the change in the city?
The percentages of family households, single-person households, and other non-family
households in the neighborhood have remained fairly consistent during the twenty-year
period from 1980 to 2000 (Figure 1). The percentage of family households decreased from
88% in 1980 to 83% in 1990. This percentage then increased 3% to reach 86% in 2000.
Since 1980, the neighborhood has maintained a higher percentage of family households
and lower percentages of single-person and other non-family households compared to the
city as a whole.
Household Type
86%
83%
71%
66%
26%
Family
Single Person
City 1990
City 1980
8%
Neighborhood
1990
6%
3%
11%
6%
25%
12%
2%
Neighborhood
2000
23%
9%
66%
9%
City 2000
88%
Neighborhood
1980
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Other Non-Family
Figure 1
100
Several types of families are included within the broad title of “family households,” including
female-headed families without a husband, male-headed families without a wife, married
couples with children, and married couples without children. The figures presented in Figure
2 show only types of family households as a portion of total households in 1980, 1990, and
2000.
Of the neighborhood’s total households, the percentage of female-headed households has
increased from 11% in 1980 to 13% in 2000. The percentage of male-headed households
has also increased from 3% in 1980 to 8% in 2000. The percentage of married couples with
children households in the neighborhood has decreased from 50% in 1980 to 42% in 2000.
Like the neighborhood, the city as a whole has experienced a decrease in the percentage of
couples with children from 31% in 1980 to 24% in 2000. The percentage of married couples
without children households in the neighborhood has decreased from 24% in 1980 to 23% in
2000 to fall even with the 2000 city rate.
Family Households as a Percentage of All Households
60%
50%
50%
40%
30%
20%
10%
24%
11%
3%
31%
27%
10%
3%
42%
36%
28%
13%
6%
25% 25%
12%
4%
23%
13%
8%
24%23%
13%
6%
Females without Husband
Couples with Children
City 2000
Neighborhood
2000
City 1990
Neighborhood
1990
City 1980
Neighborhood
1980
0%
Males without Wife
Couples without Children
Figure 2
101
How does the age distribution of the neighborhood's population compare to the age
distribution of the city's population? How has the neighborhood's age distribution
changed relative to the city?
The age distribution in the neighborhood has remained fairly stable across most age
groupings since 1980. Since that time, the neighborhood populations under 5 years of age
and 75 and over have increased their percentages slightly, from 10% and 1% in 1980 to 11%
and 2% in 2000. In contrast, the percentage of residents between 18 and 54 and between
55 and 74 decreased from 52% and 11% in 1980 to 51% and 10% in 2000. In 2000, the
percentage of residents between 5 and 17 years of age was equal to its 1980 percentage of
26%.
In 2000, neighborhood percentages of residents under the age of 5, between 55 and 74, and
75 years and over were similar to those of the city. However, compared to the city, the
neighborhood has a higher percentage of residents between 5 and 17 and a lower
percentage of residents between 18 and 54. The larger percentage of youths in the
neighborhood corresponds with the area’s larger household size. These neighborhood and
city age profiles from 1980 to 2000 are depicted in Figure 3, below.
Age Distribution
11%
1%
Neighborhood
1980
0%
15%
26%
15%
10%
8%
56%
3%
2%
19%
13%
8%
4%
Under 5 years
75 Years and Over
11%
20%
10% 9%
2%
11%
4%
City 2000
10%
City 1980
20%
21%
51%
Neighborhood
2000
26%
21%
56%
52%
City 1990
40%
53%
Neighborhood
1990
52%
60%
Figure 3
102
What is the ethnic distribution of the population in the neighborhood?
changed over time relative to the change in the city?
How has it
Significant ethnic shifts in the neighborhood between 1980 and 2000 include an increase in
the Hispanic population (from 19% in 1980 to 62% in 2000) and a decrease in the White
non-Hispanic population (from 76% in 1980 to 31% in 2000). The Black population
decreased from 3% in 1980 to 2% in 2000, and the Other Minorities population increased
from 2% in 1980 to 5% in 2000.
The 2000 percentages of Black and other minority populations in the neighborhood (2% and
5% respectively) were less than or equal to citywide percentages (5% for both). The
neighborhood’s Hispanic population (62%) was significantly higher than the city’s (34%),
while the neighborhood’s White non-Hispanic population (31%) was much lower than the
city’s (56%).
Ethnic Distribution
City 2000
5%
5%
34%
Neighborhood 2000
5%
2%
31%
City 1990
3%
5%
Neighborhood 1990
1%
6%
City 1980
2%
5%
2%
3%
Neighborhood 1980
0%
56%
62%
20%
72%
27%
66%
15%
78%
19%
76%
20%
White (Non-Hispanic)
40%
Black
60%
Hispanic
80%
100%
Other
Figure 4
What percentage of persons in the neighborhood did not speak English well or at all in
2000?
According to he 2000 U.S. Census, approximately 14% of all persons 5 years of age and
over in the neighborhood did not speak English well or at all.
103
Education and Schools
How do the neighborhood's educational attainment rates compare to the city's
educational attainment rates, and how have the rates changed relative to the city since
1980?
The percentage of the adult population that has graduated from high school is often used as
a measure of educational attainment. The city’s educational attainment rate increased from
73% in 1980 to 79% in 1990 and then decreased to 69.3% in 2000. In 2000, an estimated
56.3% of the adult residents of the neighborhood had graduated from high school, a
decrease from 71.2% in 1990 and 70.9% in 1980. Due to the unavailability of educational
attainment rates at the census block level, the estimated percentages exclude areas of the
neighborhood east of 59th Avenue in 1980 and east of 55th Avenue in 1990 and 2000. The
2000 educational attainment rate of the adult residents of the neighborhood was below the
citywide average.
Which schools serve the neighborhood?
Elementary school students from the neighborhood attend John F. Long School (located at
4407 N 55th Avenue), Sunset School (located at 6602 W Osborn Road), Bret Tarver School
(located at 4308 N 51st Avenue), Cartwright Preschool and Gifted Center (located at 5480
W Campbell Avenue) and Flor Del Sol (located at 3818 N 67th Avenue). All of the
elementary schools provide kindergarten through grade six except Flor del Sol which offers
kindergarten through grade eight, and Cartwright Preschool and Gifted Center which offers
preschool and kindergarten. Frank Borman Middle School (located at 3637 N 55th Avenue)
and Desert Sands Middle School (located at 6308 W Campbell Avenue) offer grades seven
and eight. Neighborhood students attend six different high schools. Maryvale High School
(located at 3415 N 59th Avenue), Trevor Browne High School (located at 7402 W Catalina
Drive), Desiderata School (located at 512 E Pierce Street), and Metro Tech Vocational
Institute of Phoenix (located at 1900 W Thomas Road) serve neighborhood high school
students attending grades nine through 12. Bostrom Alternative Center (located at 3535 N
27th Avenue) and Suns-Diamondbacks Education Academy (located at 1505 N Central
Avenue) offer grades from 10 through 12. All elementary and middle schools are located in
the Cartwright Elementary District. All the high schools are part of the Phoenix Union High
School District.
How many children are enrolled in these elementary schools?
John F. Long School reports an enrollment of 1,048 students, which is above its capacity of
752 students. Sunset School reports an enrollment of 865 students, which is above its
capacity of 717 students. Bret Tarver School reports an enrollment of 783 students, which is
below its capacity of 909 students. Cartwright Preschool and Gifted Center reports an
enrollment of 188 students, which is below its capacity of 302 students. Frank Borman
Middle School, which has enrollment capacity of 745 students, reports an enrollment of 989
students. Desert Sands Middle School, which has enrollment capacity of 773 students,
reports an enrollment of 946 students. Maryvale High School reports an enrollment of 2,450
students which is below its enrollment capacity of 2,819 students. Trevor Browne High
School reports an enrollment of 2,654 students which is below its enrollment capacity of
2,853 students. Bostrom Alternative Center reports an enrollment of 400 students, which is
higher than its capacity of 322 students. Metro tech Vocational Institute of Phoenix which
104
has a capacity of 3261 students reports an enrollment of 1,306 students. Desiderata School
reports an enrollment of 67 students which is lower than its capacity of 118 students. SunsDiamondbacks Education Academy reports an enrollment of 52 students which is slightly
higher than its capacity of 50 students.
How do the test scores of these schools compare to national and state scores?
Since 1997, students in grades three through 12 have been tested using standardized,
nationally norm-referenced achievement tests known as the Stanford Achievement Test,
Ninth Edition (Stanford 9). Beginning in 1998-1999, students in grades 2 through 11 were
tested on their learning achievement. Results for the 2001-2002 and 2002-2003 school
years are reported according to the school’s percentile rank achieved in the subject areas of
reading, language, and mathematics (see Table 2). The corresponding state scores for
2002-03 are provided for comparison purposes. The national score for all subjects in all
grades is 50. Arizona state test scores for grades 10 and 11 are not available.
John F. Long School
As indicated by Table 2, the 2002-03 test scores for reading, language, and mathematics
were significantly below state averages for grades two through six.
Sunset School
were below state averages for grades two through six.
Bret R. Tarver Elementary School
were below state averages for all grades.
Cartwright Preschool and Gifted Center
were below the state averages for all the grades.
Flor Del Sol School
were not calculated.
The 2002-03 test scores as shown in table 2 for both 7th and 8th grades were below the state
scores for reading, language and mathematics.
Desert Sands Middle School
As indicated in Table 2, the 2002-03 test scores for both 7th and 8th grades were below the
state scores for reading, language and mathematics.
As indicated in Table 2, the 2002-03 test scores for 9th grade were significantly below the
state scores for reading, language and mathematics.
105
Trevor Browne High School
As indicated in Table 2, the 2002-03 test scores for 9th grade were significantly below the
state scores for reading, language and mathematics
Bostrom Alternative Center
As indicated in Table 2, the 2002-03 test scores for 9th grade were not calculated for
reading, language and mathematics.
Metro Tech High School
As indicated in Table 2, the 2002-03 test scores for 9th grade were below the state scores for
Desiderata
As indicated in Table 2, the 2002-03 test scores for 9th grade were below the state scores for
Suns-Diamondbacks Education Academy
The Sat-9 test scores for the school were not available.
106
107
20
38
Language
Mathematics
40
41
Language
Mathematics
35
45
Language
Mathematics
23
45
Language
Mathematics
21
37
Language
Mathematics
---
Language
Mathematics
---
Language
Mathematics
---
Language
Mathematics
--
--
--
--
--
--
--
--
--
43
30
38
33
29
26
42
34
31
35
35
24
25
23
26
02/
03
--
--
--
--
--
--
--
--
--
39
25
31
38
30
24
46
36
30
37
39
31
35
27
34
01/
02
--
--
--
--
--
--
--
--
--
37
26
31
38
34
33
43
41
33
32
37
32
33
26
38
02/
03
Sunset
School
--
--
--
--
--
--
--
--
--
52
26
33
37
39
30
42
32
28
41
45
28
37
23
31
01/
02
--
--
--
--
--
--
--
--
--
58
31
38
46
33
29
44
34
33
41
42
27
48
37
41
02/
03
Bret R.
Tarver
Source: Arizona School Report Card 2003-2004
--
Reading
Grade 9
--
Reading
Grade 8
--
Reading
Grade 7
25
Reading
Grade 6
26
Reading
Grade 5
26
Reading
Grade 4
21
Reading
Grade 3
20
Reading
Grade 2
01/
02
John F.
Long School
Table 2: Stanford 9 Percentile Rank Scores
--
--
--
--
--
--
--
--
--
32
18
24
37
29
32
33
30
26
19
26
19
30
21
23
01/
02
--
--
--
--
--
--
--
--
--
41
28
35
49
39
34
33
30
29
28
33
23
33
24
32
02/
03
Cartw right
Preschool
and Gifted
Center
--
--
--
20
11
18
NC
NC
NC
19
8
20
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
01/
02
--
--
--
--
--
--
--
--
--
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
--
--
--
02/
03
Flor Del Sol
School
--
--
--
31
20
24
32
31
24
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
01/
02
--
--
--
34
27
33
40
28
26
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
02/
03
Frank
Borman
Middle
School
--
--
--
32
27
29
43
34
31
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
01/
02
--
--
--
38
31
34
40
38
33
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
02/
03
Desert
Sands
Middle
School
35
16
16
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
01/
02
36
18
19
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
02/
03
35
19
18
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
01/
02
37
21
22
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
02/
03
NC
NC
NC
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
01/
02
NC
NC
NC
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
02/
03
38
20
19
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
01/
02
37
23
21
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
02/
03
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
01/
02
21
6
9
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
--
02/
03
Trevor
Brow ne
Maryvale
Bostrom Alt. Metro Tech Desiderata
High School
School
High School High School
Center
60
42
41
58
49
53
58
54
51
62
45
53
57
46
50
57
48
52
54
54
47
57
43
50
02/
03
State (AZ)
How many "at risk" students are enrolled in these schools?
The Arizona Department of Education, Research and Development Division, in their report
entitled the “At Risk” Status of Arizona School Districts, FY 1990 and Revised FY 1987 Date
Tables, states that “…a growing number of students are identified as being ‘at risk’ of failing
to achieve in school and ultimately failing to graduate. Furthermore, with the growing
sophistication of workplace skills and the increasing competition for available jobs, dropping
out puts a young person ‘at risk’ through the rest of his or her adult life.”
Some of the indicators used to measure “at risk” students are absenteeism, mobility rate
(transfer schools during an academic year), limited English proficiency (LEP),
socioeconomic status, and processing through the Maricopa County Juvenile Court system.
Students who miss valuable learning and instructional information from chronic absenteeism
or due to transferring in and out of school are at a higher degree of being “at risk.” Similarly,
the ability to speak and read English determines student academic performance and the
ability to compete in a predominately English-speaking society. Participation in the free and
reduced-cost lunch program is a reflection of socioeconomic status; the income guidelines
for this program indicate that participants are living below federal poverty levels. The more,
the students exhibit these indicators, the more likely it becomes that the student will be “at
risk.” “At risk” indicators for the 2002-2003 school years are presented in Table 3.
108
109
5
85.0%
0
32.0%
Source: Information on PEYS 2003-2004
Processed
through the
Maricopa
County
Juvenile
Court system
(this can be
one student
who is
processed
through the
court system
multiple
times)
34.0%
40.0%
Limited
English
Proficiency
Students on
free/ reduced cost lunch
program
5.0%
24.1%
6.0%
24.4%
Sunset
School
Absentee
Rate
Mobility Rate
John F.
Long School
Table 3: " At Risk " Indicators
n/a
78.0%
n/a
32.7%
6.0%
Bret R.
Tarver
0
60.0%
0.0%
14.6%
0.0%
Cartwright
Preschool
and Gifted
Center
7
97.0%
n/a
26.0%
12.0%
Flor Del Sol
School
169
87.0%
34.0%
21.7%
8.0%
Frank
Borman
Middle
School
76
70.0%
29.0%
26.5%
7.0%
Desert
Sands
Middle
School
357
52.6%
19.8%
24.0%
4.0%
412
41.0%
12.4%
26.5%
6.0%
88
80.0%
6.0%
20.7%
4.0%
31
92.0%
n/a
33.1%
12.0%
Trevor
Maryvale
Browne
Bostrom Alt. Desiderata
High School High School
Center
School
105
83.0%
17.0%
21.4%
5.0%
Metro Tech
Vocational
Institute of
Phoenix
n/a
90.0%
n/a
19.4%
21.0%
Suns Dbacks
Education
Academy
What types of city and school programs are available at these schools?
JOHN F. LONG SCHOOL
Instructional Programs: on-site special education, structured English immersion, afterschool instruction, arts and physical education.
Extracurricular Activities: student council, Epworth Church After-School Program, chorus,
and yearbook.
Special Facilities: media center/studio and computer stations in library.
Social and Community Resources: lunch program, school-based health clinic, breakfast
program, and after-school program.
SUNSET SCHOOL (CARTWRIGHT)
Instructional Programs: School-Wide Title I Program, literacy and math focus, Reading
Recovery, and computer lab.
Extracurricular Activities: after-school academic/sports programs, band, chorus, and student
council.
Special Facilities: computer lab and modern music facility.
Social and Community Resources: recreational activities and City of Phoenix after-school
program.
BRET R. TARVER SCHOOL
Instructional Programs: Title I Reading and Math programs, after-school tutoring, Spalding
Total Language Arts Program, and ELL programs for all grade levels.
Extracurricular Activities: student council, after-school tutoring and quality time, peer
mediation, and pom and cheer.
Special Facilities: computer lab - internet accessible and library - internet accessible.
Social and Community Resources: urban survival program, Christmas Angel Program, food
boxes, and parenting classes.
CARTWRIGHT PRESCHOOL AND GIFTED CENTER
Instructional Programs: on-site special education, structured English immersion, after-school
instruction, and arts and physical education.
110
Extracurricular Activities: student council, Epworth Church After-School Program, chorus,
and yearbook.
Special Facilities: media center/studio and computer stations in library.
Social and Community Resources: lunch program, school-based health clinic, breakfast
program, and after-school program.
FLOR DEL SOL SCHOOL
Instructional Programs: teaching of emotional control, decision-making skills, self-esteem,
and learning to respect.
Extracurricular Activities: no extracurricular activities have been reported.
Special Facilities: garden and library.
Social and Community Resources: Family Resource Center, contacts with value options,
social workers, and use of school resource officers (SROs).
FRANK BORMAN MIDDLE SCHOOL
Instructional Programs: Connected Mathematics Program, honors classes, special
education, and ELL.
Extracurricular Activities: student council, after-school games, art, National Junior Honor
Society, and after-school sports.
Special Facilities: computer labs and library.
Social and Community Resources: after-school programs, Character Education Program,
breakfast/lunch program, and parent resource room.
DESERT SANDS MIDDLE SCHOOL
Instructional Programs: blocked instruction, honors classes, on-site special education, and
ELL.
Extracurricular Activities: student council, publications, peer mediation, and interscholastic
athletics.
Special Facilities: two computer labs and media studio.
Social and Community Resources: breakfast/lunch programs, counseling services, West
Phoenix Business Alliance, and health services.
MARYVALE HIGH SCHOOL
111
Instructional Programs: honors classes, advanced placement classes, ESL Program, and
Estrella Community College Co-Enrollment.
Extracurricular Activities: JROTC, boys varsity/JV/freshman athletics 9-12, National Honor
Society, and girls varsity/JV/freshman athletics 9-12.
Special Facilities: two computer labs and media studio.
Social and Community Resources: breakfast/lunch programs, counseling services, West
Phoenix Business Alliance, and health services.
TREVOR HIGH SCHOOL
Instructional Programs: honors classes, advanced placement, on-site special education, and
co-enrollment with community colleges.
Extracurricular Activities: vocational clubs--DECA and COE, Close-Up, student government,
and National Honor Society.
Special Facilities: 14 computer labs and CBT Instructional Program.
Social and Community Resources: crisis intervention, recreational activities, counseling
services, and Spanish Language Radio Parent.
BOSTROM ALTERNATIVE CENTER
Instructional Programs: core academic and elective classes, special education resource and
inclusion, Focus on Reading, writing and mathematics, academic tutoring in ACE period.
Extracurricular Activities: student government, yearbook club, enrichment activities, and
multi-cultural workshops.
Special Facilities: shared-use computer lab and fitness center.
Social and Community Resources: substance abuse counseling, anger management
counseling, student career and job fair, and college financial aid counseling.
DESIDERATA
Instructional Programs: alternative education, small classes - up to 12 students, social
worker and counselor support, and special education and core academics.
Extracurricular Activities: lunchtime activity program, student government, and athletic
participation at home school.
Special Facilities: student computers in all classrooms and shared use computer lab.
112
Social and Community Resources: referrals to outside agencies, counseling services, home
visits, and crisis intervention.
METRO TECH HIGH SCHOOL
Instructional Programs: integrated career and academic curriculum, school-to-work, core
academic classes, and honors credit.
Extracurricular Activities: National Honor Society, MECHA, VSOs (VICA, FBLA, DECA), and
art club.
Special Facilities: technology center and 30 specific career labs.
Social and Community Resources: child care center, job placement services, wellness
center/health services, and CUTS.
SUNS-DIAMONDBACKS EDUCATION ACADEMY
Instructional Programs: inclusion resource program, technology-based instruction,
curriculum integration, and six-week credit periods.
Extracurricular Activities: student government.
Special Facilities: computer-assisted learning lab and classroom learning labs.
Social and Community Resources: partnerships with the business community, substance
abuse counseling, student career and job fair, and anger management counseling.
Have these schools received any honors and/or awards?
John F. Long School has not received any special honors or awards during the past years.
Sunset School (Cartwright) received an excellent rating in the Choda Elementary/ Junior
High Choral Festival in 2002 and 2003. The school also received the Bullies & Victims AntiViolence Program Award in 2002.
Bret R. Tarver School received the AZ Commission Gold Star Road to Excellence in 2003.
In 2002, the school received the Arizona Arts Commission Grant and numerous awards for
Papa John's grants. In 2001, the school received Wells Fargo grants.
Cartwright Preschool and Gifted Center did not report of receiving any award or honor
A Flor Del Sol School student received the Youth Garden Grants Award in 2001.
A Frank Borman Middle School faculty member received the Toyota Teacher of the Month
Award in 2002. In 2003, the school won the following awards: Pom & Cheer Coach of the
Year; Girls Basketball Conference Champions; and, Pom & Cheer Sportsmanship Hall of
Fame.
113
Desert Sands Middle School’S principal received the prestigious Arizona’s Assistant
Principal of the Year Award in 2003 and Golden Bell awards in both 2000 and 2003. In
2002, the school’s principal won the distinguished Middle School Administrator (Principal)
Award.
Maryvale High School received a U.S. Congressional Student Art Award in 2001 and a
National DECA President Award in 2002.
TREVOR HIGH SCHOOL won the State Cross- Country Championship in 2000. In 1998 the
school won three different awards: Co-ed Regional Teacher of the Year; NABT Teacher of
the Year; and, JROTC national champions.
Bostrom Alternative Center received special recognition for having 71 graduates during the
2002-03 school year. In 2002, the school’s principal was chosen as the Administrator of the
Year. And, the school’s special education teacher was named the District Teacher of the
Year in 2000.
Metro Tech High School received the C-CAP Scholarship Award in 2001, 2002 and 2003.
The school also received the award for most promising career program (carpentry) in 2003.
Desiderata School did not report of receiving any special award or honor.
Suns-Diamondbacks Education Academy received special recognition for graduating 64
students in 2003. In 2002, the school’s principal was chosen as the Administrator of the
Year and a student leader was selected to speak at a national conference.
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Economic Characteristics
How does the average household income of the neighborhood compare to that of the
city?
City residents reported having an average household income of $55,408 in 1999. In
contrast, neighborhood residents reported having an average household income of $40,757
in 1999, which was approximately 74% of the city average. This figure compares to an
average neighborhood household income of $33,597 in 1989, which was below the 1989
city average of $37,159. The neighborhood’s household income did not grow as much as
the city average between 1989 and 1999.
What is the distribution of major income groupings in the neighborhood?
In 1999, more than half of the neighborhood’s households (51%) reported having incomes
below $35,000, compared to 42% of city households. Nineteen percent reported annual
incomes between $35,000 and $49,999. Twenty-two percent of neighborhood households
reported incomes between $50,000 and $99,999, less than the percentage of city
households (29%). Eight percent of the neighborhood’s households reported incomes in
excess of $100,000. The complete breakdown of income groupings and comparisons to the
city are depicted in Figure 5.
Households Grouped by 1999 Income
40%
35%
30%
25%
20%
15%
10%
5%
0%
35%
29%
28%
19% 18%
16%
22%
14%
8%
Under
$15,000
$15,000$34,999
$35,000$49,999
Neighborhood
$50,000$99,999
11%
$100,000 +
City
Figure 5
What percentage of persons in the neighborhood is below the poverty threshold as
defined by the census? How does this compare to the city?
As defined by the U.S. Census, the poverty threshold for a family of four persons was
$17,029 in 1999. At that time, 18.8% of the neighborhood’s population was living below the
poverty threshold. This percentage was greater than the 1999 city average of 15.8%.
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How does the percentage of unemployed persons in the neighborhood compare to the
city?
The neighborhood had an unemployment rate of 9.5% in 1999, which was higher than the
city’s unemployment rate of 5.7% at that time.
Land Use and Zoning
What are the existing land uses in the neighborhood?
The District 5 Fight Back Neighborhood consists of residential, commercial, office,
recreational open space, educational, institutional, and public facility land uses. The primary
land use throughout the neighborhood is single-family residential. Multi-family residences
are located at the northeast corner of 55th Avenue and Clarendon Avenue. Existing land
uses in the neighborhood are depicted on the map on page 20.
Commercial land uses are located along Indian School Road, primarily with the intersections
of 51st and 67th avenues. The neighborhood contains an elementary school, middle school,
and high school. The Maryvale Sports Facility is located along 51st Avenue, north of the
Grand Canal. Office and public facility uses are located throughout the neighborhood, north
of the Grand Canal. Institutional uses, such as churches, are scattered throughout the
neighborhood. Vacant parcels are located along Indian School Road east of 55th Avenue, at
the intersections of 59th and 65th avenues with Indian School Road, and along 67th Avenue
north of Clarendon Avenue. These parcels are located in commercial (C-2), planned
shopping center (PSC), or multi-family residential zoning districts.
What is the existing zoning in the neighborhood?
The majority of the neighborhood consists of single family residential zoning, predominantly
R1-6, which permits single family residences with a density ranging from up to 5.3 du/acre.
Areas permitting higher density and multiple-family residential are zoned R-5 (up to 43.5
du/ac).
Commercial zoning in the neighborhood is primarily located along 51st Avenue and at the
intersections of Indian School Road with 51st and 67th avenues. These commercial districts
include C-2 (intermediate commercial) and PSC (planned shopping center). Existing zoning
in the neighborhood is presented on the map on page 21.
Have there been any rezonings in the neighborhood during the last ten years?
There has been no rezoning in the neighborhood during the past ten years.
Have any special permits been issued in the neighborhood during the last five years?
There have been no special permits issued in the neighborhood during the past five years.
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Are there any zoning or property maintenance problems in the neighborhood?
Neighborhood Services, Neighborhood Preservation Division surveyed neighborhood
housing conditions during August, 2004 to determine if there are any zoning or property
maintenance violations in the Fight Back area. In particular, the following conditions were
surveyed: vacant property, fences, yards, paint, roofs, graffiti, abandoned or inoperable
vehicles and illegal parking.
The results of this survey indicate that 2.3% of the properties in the neighborhood were
either vacant or had an unoccupied structure on site at the time of the survey. Although
vacant property is not considered a violation, these properties are often cited for property
maintenance violations. The survey indicates that 52.0% of the neighborhood’s
properties had one or more maintenance violations in August 2004. Specifically, the
following violations were present in the neighborhood.
Property Violation
% of Properties
Fences in need of repair or replacement
11.9%
Minor yard neglect
20.0%
Major yard neglect
2.1%
Poor exterior surface conditions (paint, broken/boarded
windows
Poor roof conditions
13.1%
Graffiti
3.7%
At least one abandoned or inoperable vehicle on site
8.9%
Parking violations
18.4%
3.1%
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118
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Housing
The information found in this section is based on data from the 1980, 1990, and 2000 United
States Censuses. The neighborhood is located within Census Tracts 1098.01, 1098.02 and
1099 and is made up of Block Groups 1098.01-4, 1098.02-1, 1099-1, and 1099-2. Neither the
census tract nor the block group boundaries match exactly those of the District 5 Fight Back
neighborhood, as they cover a larger geographical area than does the Fight Back. In 1980,
1990, and 2000, Block Group 1099-1 extends to Thomas Road on the south between 51st and
55th avenues. In 1980, Block Group 1099-2 extends to Thomas Road on the south between 55th
and 59th avenues. As indicated by aerial photography the larger geographical area is
predominantly developed with detached single-family residences. Please see pages 1-3 for
information on the use of census population and housing data. To ensure that data was
representative of the neighborhood, the respective 1980, 1990, and 2000 block groups covering
the larger geographical area were broken down to census blocks matching the exact boundaries
of the District 5 Fight Back Neighborhood. However, due to the unavailability of housing unit
type data at the census block level, estimates for 1980 housing unit types were calculated by
multiplying the total number of housing units within the Fight Back Area by the respective
percentage for each housing unit type at the block group level.
Have the number and type of housing units in the neighborhood changed since 1980?
The neighborhood experienced an estimated 11% increase in the number of housing units
during the 20-year period between 1980 and 2000. Over that span, the number of singlefamily units increased by 168, multi-family units decreased by 32, and mobile homes and
other dwelling units remained the same. Variations in types of housing over time reflect, in
part, census classification differences in each of the three censuses.
Table 4: Number and Type of Housing Units
1980 (estimated)
1990
Number
%
Number
%
Singlefamily
1,189
95.7%
1,196
85.8%
Homes
Multiple54
4.3%
198
14.2%
family
Units
Mobile
0
0.0%
0
0.0%
Homes and
Other
1,243
100.0%
1,394
100.0%
Total Units
2000
Number
%
1,161
84.3%
217
15.7%
0
0.0%
1,378
100.0%
Source: 1980 US Census, 1990 US Census, 2000 US Census
What is the median age of housing units in the neighborhood compared to the city?
The housing in this neighborhood dates from as early as the 1930’s, although the median
age is 45 years. The city’s median age of housing dates from the citywide construction
boom of the early to mid-1970’s. Thus the median age of the neighborhood’s housing stock
is approximately 20-25 years older than that of the city as a whole.
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How do the average home values and rents of the neighborhood compare to those of the
city? How have they changed comparatively since 1990?
For 2000, the average home value in the neighborhood was $77,221. Average rent for 2000
was $698. These figures compare to the 2000 average home value and rent for the city of
$146,525 and $643 respectively. In 2000, average neighborhood home values were 47%
lower than the city average, but neighborhood rents were 9% higher. These data represent
an increase of 31% in the neighborhood average home value of $59,119 and an 27%
increase in the neighborhood average rent of $548 since 1990. The average neighborhood
rent is higher than the city’s, because the rental units are single-family homes.
How do the percentages of owner-occupied and renter-occupied units in the
neighborhood compare to those of the city? How have they changed since 1980?
The percentages of owner-occupied units in the neighborhood were 83% in 1980, 72% in
1990, and 76% in 2000. These data reflect a 7% decrease in ownership rates during this
20-year period. Percentages of owner-occupied units in the neighborhood were above city
averages in 1980, 1990, and 2000. The percentage of owner-occupied units in the city’s
housing stock during this same period decreased from 65% in 1980 to 61% in 2000, or 6%
overall.
The percentage of renter-occupied units in the neighborhood in 2000 was 24%, well below
the city average of 39%. Owner versus renter statistics for the neighborhood and city since
1980 are depicted in Figure 6.
Housing Occupancy
76%
Owner
41%
61%
24%
39%
City 2000
28%
City 1990
59%
Neighborho
od 2000
72%
Neighborho
od 1990
17%
65%
35%
City 1980
83%
Neighborho
od 1980
100%
80%
60%
40%
20%
0%
Renter
Figure 6
What percentage of the housing units in the neighborhood was reported as vacant?
The percentage of vacant housing units in the neighborhood decreased from 7.2% in 1990
to 1.5% in 2000, which partially accounts for the neighborhood’s increase in population over
this time period. In 2000, the neighborhood’s vacancy rate was less than the city’s vacancy
rate of 6%
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What percentage of the residents has lived in the neighborhood for 10 or more years?
In 2000, approximately 45% of the residents had lived in the neighborhood for 10 or more
years. This percentage was well above the city average of 23%.
How does the overcrowding rate of the neighborhood compare to that of the city?
In 2000, the overcrowding rate (more than one person per room) in the neighborhood was
18.1%. This rate was above the city’s overcrowding rate of 12.5%.
Streets and Traffic
Streets, Sidewalks and Alleys
Are there any unpaved streets in the neighborhood?
There are no unpaved streets in the neighborhood. Roads in the following areas have
received asphalt treatment: Osborn to Indian School Roads, 67th to 64th Avenues (1992);
Osborn Road to Grand Canal, 64th Avenue to 59th Avenue (1991); Grand Canal to Indian
School Road, 64th to 59th Avenues (1992); Osborn to Indian School Roads, 59th to 55th
Avenues (1991); Osborn to Indian School Roads, 55th to 51st Avenues (new construction for
ballpark).
Are there any alleys in the neighborhood?
Yes, there are alleys throughout the neighborhood. Alley conditions were included as part
of the neighborhood housing conditions survey conducted by the Neighborhood
Preservation Division in August 2004. This survey indicated that 16.8% of the alleys in the
neighborhood showed minor weed, grass, and trash violations.
Does the neighborhood have adequate street lighting?
The City of Phoenix Street Light Policy generally recommends that street lights be placed
approximately 250 feet apart. In areas where there are crime, security and/or traffic
concerns, the Street Transportation Director may determine that street lights may be spaced
at less than 250 feet or that existing street lights may be upgraded to a higher intensity than
the typical residential street light. The Street Transportation Department will prepare a
street light survey for the neighborhood if residents identify street lighting as one of their
budgetary priorities. Such a survey would show the location of existing street lights and
proposed locations for additional lighting.
Are there any issues related to the facilities and services provided by the Street
Transportation Department not addressed above that are a problem in the
neighborhood?
According to the Streets Transportation Department, there are some sidewalks in need of
repair in the neighborhood, but the general condition of the area is good.
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Traffic Patterns and Volumes
Are there any traffic problems in the neighborhood?
A study of 64th Drive between Amelia Avenue and Picadilly Road was conducted in October
2003. This study showed that 64th Drive carries 2,391 vehicles per day, which exceeds the
maximum desired threshold for a local street of 1,000 vehicles per day. Two speed humps
were installed in April 2004.
A study of Clarendon Avenue between Indianola Avenue and 57th Avenue was conducted in
December 2002. This study showed that 64th Drive carries 1,031 vehicles per day, which
exceeds the maximum desired threshold for a local street. Two speed humps were installed
in June 2003.
Are there any documented levels of cut-through traffic in the neighborhood?
It is often an indication that a local street is experiencing unusually high levels of cut-through
traffic when total traffic exceeds 100 vehicles per hour or 1,000 vehicles per day. The Street
Transportation Department has documented local street traffic volumes above this level on
64th Drive and Clarendon Avenue.
Are there any documented levels of heavy truck and/or commercial traffic in the
neighborhood?
There are no documented unusual levels of truck and/or commercial traffic in the
neighborhood.
Is there a residential parking program in effect or proposed in the neighborhood?
There is no residential parking program in effect or proposed for the neighborhood.
Infrastructure
Water
What is the availability of water within the neighborhood?
According to the Water Services Department, City of Phoenix water service is available
throughout the neighborhood.
Are there areas within the neighborhood targeted for the city's Water Main Replacement
Program (WMRP)?
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Currently no funds are targeted for any specific areas in this neighborhood.
Are there any recent Capital Improvement Program (CIP) water main projects within the
neighborhood?
There are no CIP water main replacement projects within the neighborhood.
Sanitary Sewer
What is the availability of sanitary sewers within the neighborhood?
According to the Water Services Department, sanitary sewer service is available in the
streets/alleys throughout the neighborhood.
Are there areas within the neighborhood targeted for the city's Small Diameter Sewer
Pipe Rehabilitation Program?
There are no areas in this neighborhood targeted for the Small Diameter Sewer Pipe
Rehabilitation Program.
Storm Drainage
Is any part of the neighborhood located within a designated floodplain?
Areas of the neighborhood north of the Grand Canal and north of Osborn Road are located
within the 100-year floodplain.
Are there any areas subject to unusual flooding in the neighborhood?
A Fairmount Avenue residence set below street-level grade has experienced flooding and
drainage problems. Maricopa County Flood Control District (FCDMC) constructed a
detention basin as a first phase approach for addressing flooding issues in the area. No
recent complaints have been filed since the construction of the detention basin.
Are there any unique storm drainage issues not addressed above that are a problem in
the neighborhood?
There are no other documented unique storm drainage issues that are a problem in the
neighborhood.
Public Safety
Police Protection
Which police precinct serves the neighborhood?
The neighborhood is served by the Maryvale Precinct, located at 6180 W. Encanto Blvd.
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Has the number of reported crimes in the neighborhood increased or decreased during
the past three years?
The number of reported crimes in the neighborhood has decreased overall by 5% since
2001. The total number of crimes committed in the neighborhood during each of the past
three years was 650 in 2001, 671 in 2002 and 616 in 2003.
Which crime rates for the neighborhood are more than 10% above or below the city
averages?
The crime rate is the number of crimes per 1,000 persons. The following crime rates are
based on estimated city and neighborhood populations for 2003. The neighborhood’s 2003
crime rate of 113.3 per 1,000 persons was 30% higher than the city crime rate of 87.2 per
1,000 persons.
In 2003, the neighborhood crime rates exceeded the city crime rates for the following crimes
by 10% or more: homicide (100%), sexual assault (40%), aggravated assault (126.3%),
robbery (136%), theft (57.6%), auto-theft (43.8%), drug crime (29.7%), gang crime (50%)
and domestic violence (62%). On the other hand, neighborhood crime rates were more than
10% below city crime rates for only burglary (-27.1%). Crimes reported by the Police
Department are recorded for each applicable category. For example, a robbery that is
determined to be gang related would be recorded as both a robbery and a gang crime.
Figure 7 shows crimes by type per 1,000 persons for both the neighborhood and the city in
2003. Calls for police service (not necessarily resulting in a reported crime) in the
neighborhood were above the city rate by 9% in 2003. There were 676.8 calls for service
per 1,000 persons in the neighborhood versus 620.2 for the city.
2003 Crimes per 1,000 Population
35.3
35.0
33.5
28
30.0
25.0
20.4
22.4
23.3
20.0
16.2
15.0
8.6
3.8
0.9 0.6
Auto Theft
Theft
Burglary
Robbery
Aggravated
Assault
0.0
Type of Crime
Neighborhood
Domestic
Violence
Crime
0.7 0.5
10
6.4
Gang Crime
0.4 0.2
8.3
5.9 2.5
Drug Crime
5.0
Sexual
Assault
10.0
Homicide
Crimes Per 1000
40.0
City
Figure 7
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Have any crime prevention programs been established in the neighborhood?
The Maryvale precinct reports that the following crime prevention programs have been
established in this neighborhood: Sunset Knoll Neighborhood Association, Maryvale UNITE
and Marivue Neighborhood Association.
Are there any unique situations not addressed above that are a problem in the
neighborhood?
The citizens in the neighborhood West of 6300 W. Indian School Rd. have requested
additional street lighting, as well as the replacement of older fixtures, to assist in reducing
criminal activity in the area.
There has been a gang problem in this community for several years. The “West Side
Chicanos 64th” have blighted the area for several years with graffiti and other activities.
Currently, a gang squad is working in the area to address the problem.
The low income housing area, Cypress Gardens, encompassing 67th Ave. to 71st Ave. from
W. Osborn to W. Clarendon, continues to have issues with burglaries, car thefts, and
narcotics. Three homes on 3100 N. 69th Drive continue to operate as half-way homes for
recovering drug addicts and alcoholics. The homes are less then a block away from
Davidson Elementary School, 6900 W. Flower and Osborn Streets.
Neighborhood concerns west of 5100 Indian School Rd. include: abandoned vehicles,
vehicles for sale on residential streets and private parking lots, graffiti, and drug houses.
Mobile vendors in the neighborhoods and shopping centers are also a huge concern.
Fire Protection
Which fire station serves the neighborhood?
This area is primarily served by Fire Station 25 (FS25), located at 4010 North 63rd Avenue.
FS25 is staffed with a total of 12 personnel operating a Basic Life Support (BLS) Engine
Company (E25) and an Advanced Life Support (ALS) Engine Company (E725), and
Ambulance (R25), and a Command Officer (BC3).
What is the typical response time from this fire station to the neighborhood?
The average first unit response time in this Fight Back area for FY2003-04 was four minutes
and 41 seconds, which is slightly lower than the City-wide average of four minutes and 56
seconds. The Fire Department goal is a mean response time of three minutes.
Are there any water pressure problems in providing fire service to the neighborhood?
The Fire Department is not aware of any water pressure or water supply problems in the
neighborhood.
Are there any known fire hazards in the neighborhood?
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The Fire Department is not aware of any unusual fire hazards in the neighborhood.
Is there an above average number of fire and/or emergency medical service calls in the
neighborhood?
In FY2003-04, calls for service in the neighborhood were made at a rate of 209.4
emergency calls per 1,000 persons (as enumerated in the 2000 census). This rate was
118% above the city average of 95.7 calls per 1,000 persons. There were 970 calls for
service within this Fight Back neighborhood. Of these calls, 613 were emergency medical
with vehicle accidents accounting for 181 calls, 67 were fire calls with 7 reported structure
fires and 11 car or vehicle fires. In FY2003-04, the Fire Department responded to 17
assaults, 11 gunshot wounds, and 14 overdoses within this Fight Back area.
Community Facilities
Parks and Recreation
Which neighborhood park serves the neighborhood?
Marivue Community Park, located at 5625 West Osborn Road, and Maryvale Baseball Park,
located at 3600 North 51st Avenue, serve the neighborhood.
What amenities do these parks offer?
Marivue Park offers a covered playground, lighted basketball and volleyball courts, a
swimming pool, softball fields, soccer fields, ramadas, and restrooms.
Maryvale Baseball Park, the spring training home of the Milwaukee Brewers, offers a
stadium with a capacity of 8,000 seats, seven practice baseball fields, media rooms, a
clubhouse, and a public plaza utilized for special events.
What types of recreation programs are provided at these parks?
Marivue Park offers soccer, softball, swim team and classes.
Maryvale Baseball Park offers Opportunities Through Baseball, a Free Diamondbacks youth
baseball clinic, tryouts for area youth to attend a free baseball clinic, a Light Up the Sky
Festival, an Annual Independence Community Festival with free activities (entertainment
and fireworks).
What is the nearest community center to the neighborhood?
Maryvale Community Center, which is under construction and will open in the late summer
of 2004, is located at 4420 North 51st Avenue, which is located approximately one-half mile
north of this neighborhood.
What types of services are available at these community centers?
Maryvale Community Center will offer dance classes, weight programs, basketball,
volleyball, special interest classes (such as aerobics, arts and crafts, music, drama, and
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karate), teen programs, senior and adult classes (such as cards, Tai Chi, ceramics, and
bingo), and “productions” in the auditorium.
Are there any outreach services available in the neighborhood?
The John F. Long Family Services Center, located at 3454 North 51st Avenue, provides
onsite services to meet the needs of low-income Phoenix residents.
Are there any recent recreational programs, grants, or activities in the neighborhood that
are no longer offered or have been completed?
The Parks and Recreation Summer Program at Maryvale High School, due to a request by
the school principal citing scheduled maintenance needs for the school and budgeting
issues, will not be offered in 2003.
Library
Which library serves the neighborhood?
This neighborhood is served by the Palo Verde Branch Library, 4402 North 51st Avenue.
What programs and activities are offered at this library?
The following programs and activities are offered at this library:
• Computers with Internet access and Microsoft Office products for public use
• Free computer classes
• Story time
• Special programs for all age groups
• Summer reading programs for children and teens
• Winter reading program for children
• Phoenix Poetry Society
• Meeting room for rental by community groups
A groundbreaking for a new library to replace this branch at the same location was held in
July 2003. The new Palo Verde Library/Maryvale Community Center Complex is scheduled
for completion in the late summer of 2004.
Social Services
What is the nearest family services center to the neighborhood?
The John F. Long Family Services Center (JFLFSC) is the nearest center to the
neighborhood and is located at 3454 North 51st Avenue.
What types of services are available at the John F. Long Family Services Center?
Services provided through the Human Services Department’s Family Services Centers
include a broad range of emergency and social problem-solving services designed to
promote individual and family self-sufficiency, including: information and referral;
emergency financial assistance (primarily for utility, rent or mortgage needs); emergency
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food boxes; case management services to address the underlying or more complicated
issues resulting in the current crisis; employment and training counseling and referral; and
bus tokens for other medical, social service, and employment-related appointments. In
addition, one special program is provided for unique populations. Family Self-Sufficiency
assists residents of public housing.
In addition to the general services described above, the JFLFSC is also the location for
several community-based programs, including: Catholic Social Services of Phoenix, English
as a Second Language through the Gary Tang Adult Education Center, Quest Alliance,
Southwest Human Development/Healthy Families Maricopa County, The Salvation Army,
African Association of Arizona, and the Valley-Community Revitalization Project.
What other facilities service the neighborhood?
The Parks and Recreation Department and Senior Services Division occupy the Desert
West Community Center in the same building as the Desert West Senior Center, 6501 W.
Virginia. This site provides recreational and educational programs for youth and all ages of
adults.
The following are other facilities that service the West Phoenix area: Department of
Economic Security Family Assistance-Food Stamps, 5030 West McDowell Road;
Department of Economic Security Job Service-Maryvale, 3406 North 51st Avenue; Chicanos
por la Causa - Phoenix Centro De La Familia, 4622 West Indian School Road; Chicanos por
la Causa- Phoenix Westside Training Center, 2916 North 35th Avenue; Maricopa County
Health Primary Care Clinic, 4011 North 51st Avenue; Westside Senior Center, 4343 West
Thomas Road. The Department of Economic Security Family Assistance office is located at
4016 North 67th Avenue. The Maricopa County W.I.C. office is located at 4002 North 67th
Avenue.
Are there any specific services for youth, elderly or the disadvantaged in the
neighborhood?
Residents in this area can access Head Start services through the Cartwright School
District, located at 5480 W. Campbell Avenue. Head Start is a comprehensive child
development program which serves children three to five years of age and their families. It is
a child focused program and has the overall goal of increasing the social competence of
young children in low-income families. The program provides a range of individualized
services in the areas of education, health and nutrition, parent involvement, family social
services, disabilities and mental health. The City also provides a directly operated program
for working families that specializes in providing full-day, full-year child care opportunities in
conjunction with Head Start services.
The following youth programs are available to all city of Phoenix residents:
• Operation Attendance Is Mandatory provides human services resources to youth ages 6
and 7 years and their families who have violated school attendance (in conjunction with
Parks and Recreation, Police, and Prosecutor’s Departments).
• STEP-UP serves young fathers between the ages of 16 and 26 years by providing
education, employment, and parenting services.
• Young Families CAN provides educational, employment, and parenting services to teen
mothers between the ages of 13 and 19.
• Young First Offender provides an early intervention alternative for juveniles between the
ages of 8 and 12 years from being processed through the Juvenile Court by offering
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workshops, case management, and community service (in conjunction with Parks and
Recreation Department).
Two senior centers provide services in this area:
•
Desert West Senior Center is located at 6501 West Virginia Avenue in the Desert West
Community Center. This center currently provides the array of services offered by the
Senior Services Division, including congregate and home delivered lunch meals and
other supplemental food and nutrition programs, educational opportunities, recreation
and socialization programs, information, referral, resource specialists, advocacy, and
transportation. Additionally, services for the elderly are provided throughout the city of
Phoenix by the PACE Counseling and the Senior Companion Programs. PACE utilizes
caseworkers stationed at various sites to help senior adults solve their problems by
matching their needs to available resources.
•
Westside Senior Center is located at 4343 West Thomas Road. This center currently
provides the array of services offered by the Senior Services Division, including
congregate meals, educational opportunities, recreation and socialization programs,
information, referral, resource specialists, advocacy, and transportation. Additionally,
services for the elderly are provided throughout the city of Phoenix by the PACE
Counseling and the Senior Companion Programs. PACE utilizes caseworkers stationed
at various sites to help senior adults solve their problems by matching their needs to
available resources.
What unique needs are being served in the neighborhood?
Area programs provide services for a wide range of populations and needs. At this time,
there are no unique needs being served in the neighborhood.
Are there any specialized transportation services provided to the neighborhood?
Dial-A-Ride is a same-day, demand-response transportation system, providing door-to-door
transportation in Phoenix to any destination.
Reserve-A-Ride is directly operated by the Human Services Department Senior Services
Division. Reserve-A-Ride provides door-to-door transportation in Phoenix and requires
registration with the system and a two-working-day advance reservation. The primary
purpose is to transport seniors to senior centers, medical appointments and other social
service agencies.
Are there any recent programs, grants or activities in the neighborhood that are no
longer offered or have been completed?
There are no recent social services programs, grants, or activities in this neighborhood that
are no longer offered or have been completed.
130
Public Transportation
Which transit routes serve the neighborhood?
Route 41 operates daily along Indian School Road from Dysart Road to Granite Reef Road.
Major destinations along this route are Estrella Mountain Community College and Desert
Sky Mall. The bus runs weekdays from 5:00 am to midnight, every 30 minutes. Saturday
service is between 4:45 am and 10:15 pm, every 60 minutes. Sunday and holiday service is
between 6:10 am and 8:35 pm, every 60 minutes. The estimated numbers of daily
neighborhood boardings are 430 on weekdays, 190 on Saturdays, and 130 on Sundays.
Route 51 operates daily along 51st Avenue from Roosevelt Street to Thunderbird Road. A
major destination along this route is Arizona State University West. The bus runs weekdays
between 5:00 am and 8:45 pm with a frequency of every 30 minutes. Saturday service is
between 5:50 am and 7:25 pm, every 60 minutes. Sunday and holiday service is between
5:50 am and 7:35 pm, every 60 minutes. The estimated numbers of daily neighborhood
boardings are 60 on weekdays, 20 on Saturdays, and 14 on Sundays.
Route 59 operates daily along 59th Avenue from Buckeye Road to Utopia Road. A major
destination along this route is Glendale Community College. The bus runs weekdays from
5:35 am to 9:35, every 30 minutes. Saturday service is between 6:05 am and 9:25 pm,
every 30 minutes. Sunday and holiday service is between 5:55 am and 8:55 pm, every 60
minutes. The estimated numbers of daily neighborhood boardings are 80 on weekdays, 35
on Saturdays, and 16 on Sundays.
Route 67 operates daily along 67thth Avenue from Buckeye Road to Bell Road. A major
destination along this route is Arrowhead Towne Center. The bus runs weekdays from 6:15
am to 9:55 pm, every 30 minutes. Saturday service is between 6:10 am and 9:55 pm, every
30 minutes. Sunday and holiday service is between 6:20 am and 9:20 pm, every 60
minutes. The estimated numbers of daily neighborhood boardings are 100 on weekdays, 50
on Saturdays, and 25 on Sundays.
Which park-and-ride lot serves the neighborhood?
The Park-and-Ride lot located at the Maryvale Commercial Center, which is located at the
northwest corner of 53rd Avenue and Indian School Road, serves the neighborhood.
Is there a demand for Dial-a-Ride services in the neighborhood?
Dial-a-Ride usage by area is not available. If ridership were distributed evenly by
geographic area, only one or two boardings would be expected daily in the neighborhood.
Dial-a-Ride service is provided throughout the neighborhood to seniors and persons with
disabilities. Weekday services hours are 5 am to midnight. On weekends and holidays,
service is available from 5 am to 10 pm. Service for Americans with Disabilities Act (ADA)
eligible persons is provided during the same hours as the regular Dial-a-Ride.
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Choices on the Edge:
Maryvale Community Assessment
132
EXECUTIVE SUMMARY
Choices on the Edge: Maryvale Community Assessment
Almost no place in Phoenix is without troubled youth on the edge between a positive path and a
life of hard times. Fortunately, people who want to help can be found in nearly every
neighborhood. Because one historic portion of west Phoenix clearly has both, the Arizona
Building Blocks Initiative chose three neighborhoods there in which to test a “hands on”
approach to improving the circumstances that may affect young people’s options and choices.
The Arizona Supreme Court, Maricopa County Juvenile Court, Arizona Department of Juvenile
Corrections, Arizona Juvenile Justice Commission, Phoenix Police Department, Governor’s
Division for Children, Cartwright School District, and other
Over-Representation in Arizona
entities concerned with minority youth’s disproportionate
In Arizona, minority youth often
presence in the juvenile justice system sponsor the Arizona
have less favorable outcomes
Building Blocks Initiative. The Arizona Supreme Courts’
than Anglo youth who commit
Juvenile Justice Services Division coordinates and staffs the
comparable offenses. Nearly 1 in
project’s numerous components. With state and local
12 Hispanic youth, nearly 1 in 6
leadership, Building Blocks works to rectify the overAfrican American youth, and
representation of minority youth in the justice system. Building
nearly 1 in 9 Native American
Blocks stands on the foundation that community changes play
youth in Maricopa County are
a significant part in reducing the number of minority youth in
referred to the juvenile justice
the justice system. Thus, community assessment—as done in
system Among White youth 1 in
Maryvale—is an important facet of any Building Blocks
initiative.
Choices on the Edge presents the results of the Maryvale Community Assessment, which was
implemented from August 2002 through June 2003. Significant insights and assistance came
from many Maryvale residents and leaders, community and school organizations, Arizona
Supreme Court staff members, and others. To help achieve the Building Blocks goals, the
community assessment sought to:
The Juvenile Justice System in
Maricopa County
The Juvenile Justice System in
Maricopa County is responsible for
protecting the community from juvenile
criminal activity, assisting victims and
their families, offering counseling and
rehabilitation services to juvenile
ff d
t ti
hild
h h
especially youth and families
•
•
•
•
Uncover community strengths, resources,
needs and priorities
Create a common understanding of youth
and family issues
Identify strategies for community
improvements and juvenile justice changes
Encourage community involvement in
activities that benefit residents,
The assessment included reviews of previous community studies, discussions, and focus
groups with stakeholders, parents and youth, and a community planning effort. More than 100
community members and service providers participated. The Maryvale assessment is the first
Building Blocks has undertaken in Arizona, and the lessons learned from this process are
expected to inform and support other such activities throughout the state.
133
Maryvale and Three Specific Places
The assessment focused on three neighborhoods in Maryvale:
Maryvale Neighborhoods
27th Avenue—(Target
Area 3) the most “inner
city” of the three areas
51st Avenue—(Target
Area 1) the center of
the original Maryvale
67th Avenue—(Target
Area 2) the most
“suburban” feel
Taken Together
The neighborhoods
share 7 characteristics
that relate to the
Building Blocks
community focus.
•
•
•
•
•
•
•
Primarily Latino, Yet Diverse –Latinos comprise the majority of residents in these
areas. In contrast, Whites (non-Hispanic) account for 55 percent of Phoenix’s
population.
Young and Younger—Children under 18 years of age comprise nearly 40 percent of
the focus areas’ population, compared to 31 percent for Phoenix as a whole.
Family Places—Family households account for more than 80 percent of households
compared to 66 percent in Phoenix overall.
On the Economic Edge—More than 40 percent of residents under age 17 live in
poverty, compared to 36 percent in Maricopa County.
Educational Issues—Educational attainment among adults in these neighborhoods is
much lower than for the Phoenix metropolitan area.
Experienced with Justice Systems—All three areas have higher juvenile drug and
gang-related crime rates than does Phoenix.
Resources and Assets—Maryvale has a wide array of places and organizations
designed to meet residents’ social needs such as parks, libraries, recreation centers,
non-profit and government agencies, health facilities, and churches. In addition,
Maryvale has more neighborhood associations than many other Phoenix areas.
Community Assessment Outcomes
Insights in Four Areas
Assessment efforts in the Maryvale neighborhoods sought to determine if knowing more about
the inner workings of a community would reveal potential changes that could positively affect
youth and juvenile justice. The answer is a resounding “Yes.” The assessment yielded a wealth
of insights, ideas, and possibilities in the areas of:
• Youth
• Families
134
•
•
Community
Juvenile Justice
Maryvale clearly has some strong leaders, positive organizations, and numerous steps worthy
of pride in all of the neighborhoods. However, these assets are less valuable than they might be
because of: 1) Inconsistencies in the way they are being used in the community and how issues
are addressed; and 2) Gaps between services available and the needs of local residents. On
the other hand, consensus about what should happen and a willingness to join to begin to do a
better job are present.
Community Perspectives
Five themes stand out from focus groups with almost 60 parents and youth, most of which had
experience with juvenile justice. The groups included African American, White, and Latino
participants with the greatest number being Latino.
What Experts Say Is True
Numerous studies in recent years have shown a variety of characteristics, such as low school
achievement, domestic violence, learning problems, and truancy to be prevalent among those
involved in the juvenile justice system and to often serve as catalysts for community initiatives.
The discussions in Maryvale illustrated these widely accepted findings.
The Luck of the Draw
Based on these discussions, consistency is missing in a number of institutions. In fact,
according to respondents, one’s experience with judges, police, services, or schools is simply
“the luck of the draw.” Limited knowledge of community resources for assistance heightens the
feeling of almost randomness of experience.
What’s There to Do?
Drugs, guns, and gangs are prevalent in the neighborhoods according to adults and youth. Yet,
neighborhoods reportedly offered few constructive activities, particularly for older teens. Youth
clearly wanted to see more to do. In an exercise where they were asked to rate a list of
activities, “jobs” was ranked first followed by “kick back Fridays (music, food, friends).”
Less-Than-Wonderful Places
Every place has positives and negatives. What stood out in these groups, however, was the
feeling that Maryvale neighborhoods and teens themselves were “forgotten.” Some teens felt
adults simply assumed they were adults and, thus, they felt ignored by those who should have
been guiding them.
Some Good Ideas and Options
The groups agreed that much could be done to change the negative situations they perceived
and discussed. When asked about activities needed in Maryvale, both youth and parents ranked
“job and training opportunities” the top priority. Youth also favored “teen centers” and
“prevention programs to keep kids out of trouble.” Parents ranked training on survival skills and
sporting activities second, followed by after-school programs. Community stakeholders
identified similar priorities, including after-school programs, job and training opportunities, and
tutoring and academic enrichment.
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Community Assessment Findings
Of course, individuals’ outlooks provide just one piece of the puzzle. Indeed, all of the
information, taken together, points to common themes in the areas of youth, families,
community, and juvenile justice—including inconsistent efforts and gaps in services.
Youth: Inconsistent Efforts
Handling Truancy
Many respondents identified truancy as a top issue for Maryvale families. A “gateway” offense,
truancy is the first sign of trouble. Many truants are unlikely to engage in more serious activities;
however, those who do typically begin with truancy. Efforts to reduce truancy in Maryvale
include Operation AIM in the Cartwright School District, CUTS at Trevor Browne High School,
and Carl Hayden Community High School’s school-specific efforts. Other schools do little to
combat truancy, however. In fact, many parents complained that they were not being told of
their child’s absences from school. Officials reported achieving some success in reducing
truancy, yet the larger issues not addressed include keeping kids in school, preventing
dropouts, and raising the value of education. Doing so may require collaborative approaches as
well as a comprehensive array of community resources, redefining truancy as a community,
rather than juvenile court issue, and rebuilding relationships with parents and youth who have
had negative school experiences.
Positive Things for Teens to Do
A lack of youth activities is perhaps one of the most serious, yet solvable, problems in Maryvale.
Available youth programs focus mainly on elementary- and middle school-aged youth. Few
programs or services provide safe, attractive activities for
“I think the reason all these teenagers that truly appeal to them. As one teen recommended,
kids are getting into gangs is
“talk to teens to find out what we like to do on time off.”
cause you don’t really have
Opportunities exist for establishing relevant teen centers in
that many programs in
Maryvale including at Marivue Park—where completion of
Phoenix that we like.”
renovations are expected by late 2004—and for collaborations
among Marivue Park, Desert West Community Center, and Chicanos Por La Causa’s new
community center in the 27th Avenue area.
Use of Services and Programs
Participation varies widely in youth services and programs. Some youth programs operate at or
above capacity, while some operate below capacity. For example, just 20–25 young people visit
the Desert View PAL Center per day. On the other hand, respondents noted that Big
Brothers/Big Sisters has a three-year waiting list for their mentoring program.
Police Responses to Youth
Young people voiced strong
feelings about the police and
concerns that police officers
stereotype youth of color and
treat them differently from
others. Another concern was
that some police officers
considered Latino or African-
“There’s good cops and there’s bad cops. Some cops are cool, but….”
“You’ve got some that are cool and will talk to you and they might let
you go on a warning, and you’ve got some’ll beat you down for the
heck of it.”
“They judge you when they see you. They don’t get to know you, they
just judge you.”
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American youth to be gang members based on the clothes they wore, their language or other
factors unrelated to their actual behavior. The police could strengthen community policing by
increasing officers’ positive interactions with youth.
Youth: Gaps in Services
After-School Programs
After-school programs came up frequently as one of the greatest needs in Maryvale. Despite a
number of efforts in schools, churches, and recreation facilities, the perception is that it is simply
not enough, particularly for older youth.
Job and Vocational Training Opportunities
No issue has more agreement than this one. Everyone wants to
see more employment options for youth, but students and parents
alike complain about few opportunities.
“I need a job for my life.”
Tutoring and Academic Enrichment
Some Maryvale students do not do well in school for a variety of familiar reasons, from
unidentified learning disabilities to limited English to family responsibilities.
Students who have difficulties in school are more likely to become truant and drop out. Low
student achievement in Maryvale indicates the need for substantial improvement in learning.
Prevention Efforts for the Under-10 Set
Service prevention providers, and even young people themselves, say that prevention efforts
should focus on the very young. This corresponds to prevention research that indicates
relatively small investments early on in the development of at-risk children can translate into
large savings later.
Strong Role Models and Mentoring
Adolescents often look to peers, and others, as role models and the assessment neighborhoods
appeared tightly knit in some ways. The lack of strong role models in Maryvale, though,
concerned many. For some young Latinos especially, the pool of adult social support is rather
limited.
Lack of Documentation for Some Youth
A complicating factor in Maryvale is the fact that a number of teens lack documentation of
citizenship or legal status. Through no fault of their own, they are unable to qualify for a driver’s
license or gain access to opportunities others their age enjoy.
Families: Inconsistent Efforts
ESL Supply and Demand
The large number of speakers of Spanish and other languages in Maryvale creates a significant
demand for English as a Second Language (ESL) instruction. Numerous providers in the area
attempt to fill the need, however, tailoring services to users’ needs and desires occurs
infrequently.
Help with Parenting Skills and Involvement
Many Maryvale families, particularly those with delinquent children, are struggling to cope with
numerous issues, including divorce, low incomes, low formal educational levels, clash of
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cultures, drug abuse, and gang membership. For these and other reasons, many parents exhibit
poor parenting skills. More parents need access to support systems such as parenting classes,
ESL instruction, translation assistance, after-school programs, job training, and transportation.
Parent Resource Centers
A few schools and districts operate parent resource centers to help immigrant and other parents
develop stronger ties to schools and obtain the assistance they need. However, some immigrant
parents, particularly those with limited English skills, may still feel isolated from schools.
Family-Centered Services
Stakeholders in Maryvale seem to agree that families who are experiencing stress, and children
who may be at risk for delinquency, respond best to service models that emphasize strengthbased, wraparound, and in-home strategies. Some agencies serving Maryvale families fully
embrace this so-called Arizona Practice Model (as adopted by the state in the J.K. Settlement
Agreement, March 2001). Other agencies have been slow to adopt this widely promoted
approach.
Cultural Competency in Family Services
Cultural competency refers to actions agencies take to improve services for minority children,
youth, and families. In Maryvale, cultural competency varies widely among family-serving
agencies, despite the diversity of the population and the large number of residents with limited
English skills.
Families: Gaps in Services
Informing Recent Immigrants of Youth Issues, Schools, and Laws
Many new immigrants arrive in Maryvale with little understanding of U.S. culture and the
complexities facing young people today. This results in a serious parental knowledge gap about
children facing gangs, illegal drugs, violence, and a different “culture” of poverty. Educating new
arrivals and referring them to services which could smooth the transition into the community
requires developing new communication strategies.
Bilingual Family Services and Programs
Bilingual capabilities of family agencies vary as do cultural competency. A lack of Spanishspeaking staff represents a major barrier to monolingual residents, particularly those with
multiple needs. Residents and providers perceived a bilingual environment was more effective.
Bilingual Parenting Education and Training
Parenting education and training placed as one of the top needs of Maryvale families. Such
programs may help parents improve their disciplinary methods, in addition to children’s behavior
and problem-solving skills. Research consistently shows that certain features of family
relationships play a major part in the initiation of serious offending.
Community: Inconsistent Efforts
Inclusive Community Leadership
Long-term residents, who have given countless hours to their neighborhoods, run most
community groups in Maryvale. Few of these associations have been able to attract substantial
Latino involvement and “grow” Latino leaders, resulting in community divisions.
138
Faith-based Involvement in Community Services
A Maryvale Ecumenical Association survey identified nearly 80 churches operating in the area.
A number of religious institutions have deep roots in Maryvale and substantial facilities. A
handful responded to a changing environment, but the faith-based community appears to be a
valuable, yet underutilized, asset.
Schools as “Center of the Community”
Residents tend to identify with small, local areas, rather than Maryvale as a whole. This inward
focus makes “the community” a rather small place in the minds of many. The concept of a
neighborhood school serving as a “center of the community” may be suitable for Maryvale.
Community: Gaps in Services
Collaboration among Professional and Community Institutions
While some agencies work together on occasion, they plan and implement most community
initiatives independently. At the same time, only a small proportion of residents are involved in
neighborhood activities. True collaboration for community safety and quality of life is regrettably
rare among the many government and community organizations, residents, and the private
sector.
Strategies to Reduce Youth Access to Guns
Obtaining guns is easy “if you’ve got the money,” according to young people. Nearly all of the
residents talked about hearing gunshots close to their homes and youth talked about their
friends who carry guns regularly. A number of jurisdictions are developing innovative programs
to reduce gun crime that Maryvale should consider (i.e., Project Safe Neighborhood, Weed and
Seed, Gun Courts).
Police Relations Work with Latino Community
Latino residents hold strong feelings toward police. These feelings all too often are negative with
people believing the police treat Latinos differently from White residents. At the same time,
Latino residents want the police to give their neighborhoods the same attention they perceive
the police give to other areas. The community would benefit from strategies designed to
improve police-community relations.
Juvenile Justice: Inconsistent Efforts
Accountability and Consequences in the Community
As one parent said, “the prevention effort is working for some youth, but not for others.” This
sentiment came up frequently whether the issue was accountability or services. Numerous
people identified the need for greater accountability by the juvenile justice system. They referred
to a number of concerns, including the need for consequences for wrongful acts that would
teach the juvenile the concept of “giving back” to the community, stronger diversion programs,
and sufficient counseling services.
Access to Bilingual Information and Staff
Only a few bilingual probation officers work in the juvenile court and few materials are printed in
Spanish. In addition, according to officials, probation officers whose caseload includes
monolingual parents (most young people speak English) have few communication options
except for a telephone translation service or, if a bilingual colleague is available, asking him or
her to attend a meeting with parents or translate a letter. Use of even these limited options,
however, does not appear to be common.
139
Knowledge of Community Help for Youth and Families
Typically by the time young people enter the juvenile justice system, they are exhibiting
behaviors that require multiple responses. However, when asked how they determine to which
community agencies juvenile or family members should be referred, probation and parole
officers often responded that, “it’s hit or miss.” A resource guide that describes community
services in Maryvale would be helpful to juvenile justice officials, police officers, and youth and
families.
Probation Experience
Considering the stories and opinions, the “luck of the draw” determines one’s experience with
probation. Some parents believed they and their child benefited overall; others thought the
system made an already difficult situation worse. The issue of who is and is not eligible to
receive services through the juvenile court is complex. Since probation officers make most
referral decisions, they should understand the details of potential services, but it appears that
some do not.
Juvenile Justice: Gaps in Services
Regular Communication between Frontline People in Justice and Treatment Agencies
Communication between the probation department and service agencies seems to occur among
high-level managers, while connections among frontline workers addressing the needs of
children and families within a particular community appear to be tenuous. This situation appears
to be the norm in Maryvale.
Community-Based Support and Re-entry Programs for Youthful Offenders
Stakeholders identified the need for additional services in the community to help keep juveniles
from re-offending. Whether returning from correctional institutions or juvenile detention, young
people invariably return to the same community, people, and circumstances they faced
previously. They need support programs to transition to a healthier lifestyle.
Looking toward a Better Future for Maryvale
Maryvale has been described as a community on the edge. Thus, the choices that leaders,
residents, and service providers make in the near future will play a major part in whether this
historic community begins to become a better place for youth and families. The Maryvale
Community Action Plan presents the broad consensus across the community and identifies the
organizations and people who can lead the processes of change.
140
Maryvale Action Plan Focuses on Areas of Consensus
Major Recommendations
Youth
Increase Awareness of and Chances for Employment and Training
Focus on Prevention with Special Emphasis on the Very Young
Increase Youth Participation in Teen Centers, Services and Programs
Reduce Truancy through Community Collaborations
Improve Interactions Between Youth and Police
Families
Devise Strategies for Communicating with Recent Immigrants
Match English as a Second Language (ESL) Learning with Customer Needs
Promote the Development and Expansion of Family-Centered Services
Expand Bilingual Parenting Training and Education
Ensure Local Services Operate in a Bilingual Environment
Community
Develop Multi-cultural Leadership
Improve and Develop Existing Community Facilities and Services
Increase Collaboration Among All of Those Concerned in Maryvale
Create Strategies to Reduce Youth Access to Guns
Increase Trust Among All Residents and Police
Juvenile Justice
Promote Proposal for the Team and Place Approach
Increase Cultural Competency Among Juvenile Justice Workers
Expand Communication and Cooperation Among All Involved with Youth
Augment Efforts to Prevent Re-offending and Support Individual Progress
Initiate Parent Support Programs in the Court
Assess Diversion Classes and Counseling Allotments
A look at the Action Plan reveals a close connection between what people and professionals
said and what they want to accomplish. Considering the consensus, the focus on collaboration,
and the continuing support from the Arizona Building Blocks Initiative, the odds are good that
soon Maryvale will have come back from the edge and renewed its founder’s commitment to
being a good place for youth and families.
141
Attitudes toward Programs,
Identification of Barriers, and
Suggestions to Improve Parent
Involvement
142
Executive Summary
Attitudes toward Programs, Identification of Barriers, and
Suggestions to Improve Parent Involvement
January 2004
Sponsored by the Family Resource Center
Cartwright Elementary School District
The intent of this research project was to identify barriers and concerns related to parent
involvement in the educational achievement of their children at the Cartwright Elementary
School District.
This report covers results from three rounds of research and data collection. First, interviews
were conducted with 18 Cartwright School District Administrators and Board Members
(hereafter referred to as school experts) in May and June of 2003. Second, survey responses
from 72 community representatives, collected during July and August 2003, provided extensive
information about the satisfaction and importance of parent involvement programs. Third, in
November 2003, 34 community representatives returned a survey that asked them to rank 18
strategies to improve parent involvement.
Barriers and Constraints to Involvement
Three barriers were identified by both school and community representatives:
1. Language differences were universally recognized as a significant barrier to effective
involvement
Many individuals discussed the need for multi-lingual school staff and that parents must
take advantage of opportunities to learn and practice English. The language barrier
permeates much of the misperceptions between parents and the school district.
2. Lower Socioeconomic Status of parents and the challenges of the working poor
The reality of lower income parents places a great deal of stress on families to meet basic
needs; engagement in school related activities are overshadowed by the fundamental
necessity of earning a living.
3. Communication and expectation disconnect
Community and school experts recognized that the schools and parents are not effectively
communicating. This encompassed negotiating expectations and practices for effective
and viable parent involvement.
143
School experts identified two additional constraints:
4. No universal policy or definition of parent involvement within the district
Schools and principals are allowed to determine what involvement means for their
campus and consequently the district has no mechanism to monitor or evaluate effective
parent involvement.
5. Limited and scarce resources
Expanding or systematically strengthening existing parent involvement programs is
constrained by limited resources.
Community representatives identified one more:
6. Personal parent responsibility
Many individuals expressed that parents need to be more engaged in their child’s
education. They suggest that parents should make regularly interactions with teachers,
administrators, and other children on their child’s campus a priority.
Recommendations for Overcoming Barriers
Foster multi-language communities
Consistent with the overriding theme that language differences discourage parent
involvement it is recommended that the Cartwright School District continue to support
English language acquisition by non-English speaking parents. In addition, the school
district should continue to accommodate Spanish language families by providing all
written material in both English and Spanish. As well the school district should work to
expand Spanish language competency on the school campuses among teachers,
administrators, and staff.
Develop a common definition and shared expectations of parent participation
The school district in all of its forms (teachers, administrators, staff, and board members)
must individually and collectively work to negotiate expectations of parent involvement.
This should happen with regular, consistent, and local involvement of parents. Together
the school district and parents can set goals for engagement and better understand
challenges and constraints experienced by each.
Support and encourage parents to assume their responsibility
Various strategies should be considered to help parents assume their role in the academic
success of their children. This includes workshops and classes for parents covering such
topics as how to be involved in school and how to help their child with schoolwork. In
addition, school based resources such as parent liaisons, resource rooms, and childcare
for siblings would advance parent involvement. This support needs to happen informally.
Everyday on every school campus staff at the front desk, teachers, and principals can help
parents recognize how they can be more involved.
144
Suggestions for Next Steps
The constraints and barriers identified in this report are pervasive and unlikely to quickly
disappear. Consequently, future practices should consider how best, within language and
economic challenges, parents can become more engaged. We conclude that focused attention on
the strategies proposed in this report will improve parent participation.
In addition, we highly recommend continued discussion, refinement and development of
strategies to encourage parent involvement. The 18 strategies developed for the second survey,
clustered into the four key constraints of language differences, challenges of lower SES parents,
parental involvement responsibilities, and communication and expectation disconnect provide a
viable framework to engage conversation and discussion. The strategies need, however, to be
more broadly vetted before they can be effectively implemented. The Family Resource Center
could coordinate multiple mechanisms that would allow key constituents to contribute their
perspective. Some specific examples include:
•
•
•
•
•
Community-based meetings with key school administrators and parents
Teacher workshops and meetings to discuss parent involvement
Expanded administration (e.g., teachers and parents) of a survey to rank and prioritize
potential strategies
School-based and district-wide committees and task forces to develop implementation
strategies for several key recommendations
Opportunities for school administrators to share best-practices and successful strategies
Prepared by
William Brown, Ph. D.
Lisa Magaña, Ph. D.
Robert Short, Ph. D.
Tucker Brown, MA
Arizona State University
Center for Nonprofit Leadership & Management
and Department of Chicano/Chicana Studies
The full report is available at the Family Resource Center, Cartwright Elementary School
District.
145
Concept Paper for the Organization and
Structure of the Maryvale Alliance for
Community Initiatives
146
Concept Paper for the Organization and Structure of
the Maryvale Alliance for Community Initiatives
A COALITION FOR COMMUNITY COLLABORATION AND ACTION
Maryvale Alliance for Community Initiatives
PO Box 23323
Phoenix, AZ 85063
Phone 602-284-4077
Fax 623-848-0901
E-Mail: mvunite@hotmail.com
147
Table of Contents
I.
Table of Contents................................................................................................................................148
II.
Executive Summary ............................................................................................................................149
III.
General Agency Description .............................................................................................................151
IV.
History and Definition of the Current Situation............................................................................152
V.
Goals and Objectives..........................................................................................................................155
VI.
Products and Services .........................................................................................................................157
VII.
Values and Philosophy .......................................................................................................................158
VIII. Organizational Structure ....................................................................................................................160
IX.
Initiative Goals.....................................................................................................................................165
X.
Operational Action Steps ...................................................................................................................166
148
Executive Summary
. The Maryvale Alliance for Community Initiatives (Maryvale Alliance) is a collaborative effort of over 40
organizations working towards enabling Maryvale residents to thrive and prosper in their community. The
two main components are the Arizona Supreme Court Building Blocks Maryvale Initiative which was formed
in 2000 to reduce overrepresentation of minority youth in the juvenile justice system and the Maryvale
Revitalization Corporation which is focused on improving the well being of the community. In 2005,
Building Blocks requested that the Revitalization Corporation act as the fiscal agent for one of its work
groups. That work group became the Maryvale Alliance.
The Maryvale Alliance is a merger of the Youth & Family and the Community Building Blocks workgroups
along with several new partnerships formed in 2005.
The purpose of the Alliance is to address the recommendations of the 2003 Maryvale Community
Assessment which had been conducted as part of the Building Blocks Program. Other issues of concern to
the residents of Maryvale will also be addressed. Concerns in the community to be focused on include
juvenile delinquency, the drop out rate, truancy, community health and safety issues, housing, poverty and
access to jobs.
Primary goals include empowering youth and families to reach their potential and offering youth meaningful
life alternatives through diverse services and programs. These goals will be achieved by forging new
partnerships to develop networks among service delivery systems. These networks create familiarity and
camaraderie within the community and provide a community link between the service providers and those in
need of their services. While our primary constituents are those in need, by providing quality and respectful
service to them, we are serving the greater Maryvale community along with increasing the effectiveness of
those who provide the services.
Through this collaboration, the largest ever assembled in the community, the lives of youth and the families
of Maryvale will be improved by promoting or facilitating services that strengthen the family and community.
The other Building Blocks workgroups will continue addressing juvenile justice and education along with a
workgroup focusing on the overall research involved.
149
The strength of the organization comes from its common vision for the community and the commitment to
work together on community wide initiatives brought forward by the Common Interest Action Teams. These
initiatives will be worked on together by all the groups utilizing the broad based expertise in each of the
action teams to addressing their segment of the overall community initiative. This wide spread involvement
across all stakeholders in the community will help to insure the continued dedication and success of our
efforts.
150
General Agency Description
The purpose of the Maryvale Alliance for Community Initiatives (Maryvale Alliance) is to meet the
recommendations described in the 2003 Community Assessment (Appendix I) and address other issues of
concern for the residents of Maryvale.
The mission of Maryvale Alliance is to enable Maryvale residents to thrive and prosper in the community
through the achievement of community based initiatives. We will do this by linking families with services,
linking agencies with each other, creating service in the voids, and accessing funding for new and existing
programs.
Vision Statement: The lives of youth, families and the community of Maryvale will be improved by
promoting or facilitating services that strengthen the whole family and the community. Residents of
the community will proudly say: “I’m from Maryvale. It’s a great place to live!”
Business Philosophy: Respect and dignity, equitable treatment, good stewardship and recognition of efforts
will guide us as an organization in practicing our work and accomplishing our mission.
Key Leadership: The Maryvale Alliance is chaired by Dwight Amery, Executive Director of Maryvale
Revitalization Corporation with vice chair Jan Sherwood, Director of Desert West Multigenerational Center
and Park along with vital staffing from Lynn Wiletsky and Maria Dennis of the Administrative Office of the
Courts’ Juvenile Justice Services Division of the Arizona Supreme Court. There are several community
leaders and service providers that help make up the Steering Oversight Committee that lend their expertise to
the Common Interest Action Teams.
Location: The Maryvale Alliance will share space in the John F Long Family Service Center with the
Maryvale Revitalization Corporation and Valley Corporation beginning in July 2005. It is located at 3454 N
51st Avenue, Phoenix, AZ 85031.
151
History and Definition of the Current Situation
The history of the Maryvale Alliance for Community Initiatives is the story of the coming together of the
work of at least three different organizations.
Maryvale UNITE was formed in 1992 as a neighborhood association in west Phoenix covering an area of
Maryvale that is 1 mile by 1 ½ miles in size. Unite was incorporated in 1994 and 501(c)3 status was received
in 1995. Three times between 1995 and 2000, Maryvale UNITE was named one of the top two
neighborhood organizations in the nation by Neighborhoods USA for projects accomplished.
In November 2004 the Maryvale Revitalization Corporation was formed to take the activities of Maryvale
UNITE to a higher level – all of the Maryvale area – from 43rd Avenue to 91st Avenue, from Camelback Road
to McDowell Road.
In November 2004, Articles of Amendment were filed with the Arizona Corporation Commission for the
name change from Maryvale UNITE to Maryvale Revitalization Corporation. In that process the
organization went from an all volunteer small scale organization to a larger, more encompassing organization
with a paid executive director. Until all the paperwork has been processed by the State of Arizona, the
organization needs to operate using both names.
The new organization has brought together all the facets of the community to work collaboratively on the
common goal of beautifying, enhancing and improving our community. The Board of Directors includes
152
elected officials, faith based representatives, educators, business leaders, City of Phoenix staff and
neighborhood leaders.
The Maryvale Revitalization Corporation has formed a partnership with the Maryvale Alliance for
Community Initiatives (Maryvale Alliance) and acts as their fiscal agent.
The Maryvale Alliance for Community Initiatives was created more directly as a result of the efforts of a
program known as the Arizona Building Blocks Initiative.
In 2000, the Arizona Supreme Court created the Arizona Building Blocks Initiative (Building Blocks) to
address the over-representation of minority youth in the juvenile justice system. The community of Maryvale,
on the west side of Phoenix, was selected as the pilot site. Building Blocks is a partnership with the Maryvale
community, Arizona Supreme Court, Arizona Supreme Court Commission on Minorities, Governor’s Office
for Children, Youth and Families, Maricopa County Juvenile Court, Arizona Department of Juvenile
Corrections, Maricopa County Attorney, Maricopa Public Defender’s Office and the City of Phoenix Police
Department. The Administrative Office of the Courts’ Juvenile Justice Services Division coordinates the
Building Blocks Initiative. The Building Blocks Research Advisory Committee was created to collect and
analyze juvenile justice systems data pertaining to over-representation. The Research Committee oversees a
systems analysis of key decision points from the arrest stage through commitment/release from state juvenile
corrections. The analysis targets policies and procedures that may inadvertently result in disproportionate
minority contact with the juvenile justice system. The agencies involved are the Phoenix Police Department,
Maricopa County Juvenile Court and the Arizona Department of Juvenile Corrections.
In 2003, Building Blocks commissioned a community assessment on three targeted areas within Maryvale that
were representative of the greater community. On May 6, 2003, over 65 representatives of public and
nonprofit agencies, neighborhood associations, churches, and schools came together at a Community
Workshop to review the findings of the Community Assessment. The Community Workshop’s main focus
was to allow those with the greatest stake in the area to prioritize the community’s pressing challenges as
identified in the report. The Community Assessment report, Choices on the Edge@, and an Executive
153
Summary in English and Spanish, is posted
www.supreme.state.az.us/jjsd/BB_Initiative.htm
on
the
Arizona
Supreme
Court’s
website
Based on the findings and recommendations of the community assessment, the Building Blocks Governing
Board established four action workgroups -- Youth and Families; Juvenile Justice; Community; and
Education -- to develop and implement a holistic approach to address issues identified during the assessment
and to reduce over-representation of minority youth in the justice system.
In 2004, the Youth and Families Workgroup merged with the Community Workgroup, which was a natural
progression as Building Blocks moves to develop and implement programs and strategies identified during
the community assessment phase. The workgroup is now known as the Maryvale Alliance for Community
Initiatives (Maryvale Alliance).
The Maryvale Revitalization Corporation (MRC) has agreed to be the Alliance’s fiscal agent for their
community fund-raising efforts. The Maryvale Alliance was awarded a consultant through the Technical
Assistance Program (TAP) grant sponsored by St. Luke’s Health Initiative to assist the Alliance in developing
an organizational structure and business plan.
The Maryvale Alliance will continue to be an important element of the Building Blocks program to reduce
over-representation of minority youth in the criminal justice system by providing a strong community within
which children can grow and families can prosper.
154
Goals and Objectives
Maryvale Alliance Goals and Objectives:
Goal 1 - To empower Maryvale youth and families to reach their potential by promoting comprehensive
integrated services in a safe, healthy and caring community.
Goal 2 - To offer youth and adults meaningful life alternatives through diverse services and programs.
Goal 3 - To forge new partnerships to develop networks and initiatives among service delivery systems.
Youth Objectives:
o
Increased awareness of and changes for employment and training
o
Focused attention on prevention with special emphasis on the very young
o
Increased youth participation in teen centers, services and programs
o
Reduced truancy through community collaborations
o
Improved interactions between youth and police
Family Objectives:
o
Strategies are devised for communicating with recent immigrants
o
English as a Second Language (ESL) is matched with customer needs
o
The development and expansion of family-centered services is promoted
o
Expanded bilingual parenting training and education is available
o
Local services operate in a bilingual environment
Community Objectives:
o
Multi-cultural leadership is developed
o
Existing community facilities and services are improved and developed
155
o
Increased collaboration among all in Maryvale
o
Reduced youth access to guns
o
Increased trust among all residents and Police
Juvenile Justice Objectives
o
Increased cultural competency among Juvenile Justice Workers
o
Expanded communication and cooperation among all involved with youth
o
Efforts to prevent re-offending and support individual progress are augmented
o
Parent Support Programs in the Court are initiated
156
Products and Services
To achieve our Goals and Objectives, the Maryvale Alliance for Community Initiatives will provide:
•
A communication link between existing services to people who need them
o
•
A network/alliance of community providers/businesses, etc. to create familiarity and camaraderie
within the community
o
•
Monthly meetings are held where community providers/businesses can learn more about
each others’ services and issues they face. This is the first opportunity for collaboration and
assistance.
A community problem solving vehicle that leads to cross functional work on community-wide
initiatives.
o
•
A communication committee will utilize appropriate existing neighborhood groups, agencies
such as schools and churches, local media and any other appropriate vehicles to get
information to those who need it as well as informing the community of the work of the
Maryvale Alliance
Three to Four Community Initiatives are selected by the Alliance and worked on by cross
sector action teams. The Initiatives help the Alliance accomplish its objectives
The identification and solicitation of funding/revenue sources to ensure the continuity/expansion of
the existing programs as well as the addition of new ones.
o
The Steering Committee will have a grant writing and fund raising component to identify
and solicit funding for the Initiatives.
157
Values and Philosophy
Underlying our work we share the assumptions that:
• Everyone feels they CAN make a positive difference in the community and the people who live here.
•
Maryvale can be a great place to live!
•
We have four major constituencies that we work with as an organization.
•
With each constituency we have identified the values embedded in our relationship that will guide our
work.
CONSTITUENCY
VALUES EMBEDDED IN OUR RELATIONSHIP WITH EACH
CONSTITUENCY
MARYVALE
RESIDENTS WHO
•
Are our primary customers
NEED ASSISTANCE TO
•
Service provided with dignity and respect
•
Caring
•
Equitable treatment regardless of race, income, age, religion,
sexual preference, gender within the appropriate laws and agency
guidelines
•
Creates community pride
•
Promotes economic development
•
Stabilizes the community
•
Enhances safety
•
Enhances opportunity for engagement
AGENCIES,
ORGANIZATIONS,
•
Service Providers are our key stakeholders/our secondary
customers
BUSINESSES WHICH
•
Collaboration and cooperation
THRIVE
GREATER MARYVALE
PROVIDE SERVICES TO
MARYVALE
158
RESIDENTS
FUNDERS
•
Synergy
•
Community pride
•
Equity among stakeholder groups/treated with
equanimity/fairness
•
Good stewardship
•
High quality return on dollars
•
Recognition/respect/gratitude
•
Engagement beyond giving
159
Organizational Structure
a.
The Maryvale Alliance will exist within the structure of the Maryvale Revitalization Corporation.
b. The Maryvale Alliance for Community Initiatives (MACI) will be open to all individuals and
groups who are interested in pursuing the initiatives of the Alliance
i. Meetings will be held monthly to share information and hear progress on the initiatives
ii. It would be expected that most members would participate on one of the Common
Interest Actions Teams (CATs)
c.
A Steering and Oversight Committee (SOC) will coordinate the work
i. The SOC will be responsible for the approval of Initiatives that accomplish specific
recommendations from the 2003 Community Assessment or other community issues.
160
ii. The SOC will be responsible for establishing baselines and measuring success on the
Initiatives
1. Each of the initiatives will have a “champion”.
2. Through the work of an initiative “champion”, the SOC will be responsible for
the coordination of the work across the CATs
iii. The SOC will be responsible for communicating to the public the selection of initiatives
and progress on the initiatives.
iv. Bringing in additional resources for supporting the structure and to the work of the
CATs and its members will be critical and fall to the leadership group
v. Membership of the SOC
1. Executive Director of the Maryvale Revitalization Corp (will chair for now)
2. A vice-chair
3. Secretary
4. Chairmen of each CAT
5. Initiative Champions (3-4)
6. Marketing Committee/Staff
7. Fund Raising Committee/Staff
d. Common Interest Action Teams (CATs) will be created from key community stakeholders/nonprofits/business/government agencies/faith based organizations, etc.
i. Current CATs
1. Youth and Family Services
2. Public Safety
3. Employment
4. Health
161
ii. CATs propose initiatives for consideration of the SOC (for example: Public Safety
could suggest “Reduce the drowning rate in Maryvale by 50% in 2006”).
1. If an initiative is approved, the CAT will be responsible for providing a
“champion” who will oversee coordination of the actions across the other
CATs
iii. CATs develop and execute plans in support of the approved initiatives
1. It would be expected that each of the CATs would support each of the
initiatives in some way and submit their action plans to the SOC for approval
and monitoring.
2. For example with the “prevent drowning” initiative, Youth and Family Services
CAT could work through all their groups to get the message out to publicize the
“water watcher” badge and request support for funding the printing and
purchase of the badges. The Public Safety CAT could work with the Fire and
Police Departments to conduct pool safety expos in collaboration with the
Education CAT at all the Jr. High Schools.
iv. CATs can request communication and resource support from the SOC to assist in
delivering their initiative plan
v. The chairman of each CAT sits on the SOC
e.
CATs develop and suggest initiatives that can create the change required to achieve the
“recommendations” using Table 28 of the Community Assessment (Plan for Collaboration and
Action) as a starting place. Other community concerns are also possible initiative targets.
f.
The SOC will approve 2 or 3 initiatives to be worked on collaboratively by all the CATs. The
initiatives will vary in length of time it will take to accomplish them.
g. CATs recruit and engage the appropriate community resources to achieve their desired outcomes
and develop action plans with dates and accountabilities in support of the approved initiatives.
h. CATs will report their progress to and can request assistance from the SOC for accessing
funding, communication or other resources.
162
i.
And CATs can have their own initiatives if so desired.
163
Work culture
As ever evolving, ever changing, values driven groups of concerned citizens and providers interested in
improving the quality of life in Maryvale we conduct our work in a timely and efficient, cooperative and
collaborative, respectful manner.
Differentiation
•
It’s focused on Maryvale, but similar to other successful neighborhood development groups.
•
It’s focused on approved initiatives that will be able to demonstrate measurable change.
•
Work on initiatives is done cross functionally through CATs but also works in collaboration with
other groups within the community and within the Maryvale Community Revitalization
Corporation.
Competitive advantage- We will engage the whole community. There is no competition; this is about
collaboration.
•
164
Initiative Goals
Initiatives will be locally driven and developed, and will address
•
Juvenile Delinquency
•
Drop out rate
•
Truancy
•
Community Health and Safety issues
•
Housing
•
Poverty
•
Access to Jobs
We will measure observable change in:
•
Reduced numbers in the Juvenile Justice System
•
Improvement in selected safety and health statistics
•
Improvement in neighborhood appearance
•
Reduction in unemployment rates of residents, particularly the youth.
165
Operational Action Steps
•
Steering Committee needs to be officially convened.
•
Initiatives need to be selected
•
Action Plans from each of the CATs need to be developed using previously developed format
•
CATs need to advise Steering Committee of resources needed
•
Subcommittees of the Steering Committee needed to support the CATs, such as Communications
and Fund Raising need to be formed and their action plans developed
•
An operational plan and budget need to be developed
•
A reporting format needs to be developed to be used at the monthly meetings to mark progress on
the Initiatives
166
West Phoenix Revitalization
Discussion Findings
167
Maryvale Block Watch Alliance
West Phoenix Revitalization Discussion
Lisa Derrick, Facilitator
July 14, 2005
Participants were asked to propose what they would like to see Maryvale look like 5
years in the future. The following items were brought forward by the neighborhood
leaders. These items were not rated by importance by the group so there is no priority
to this list, it is an overall view.
Parks Open All Day
More And Higher Quality Retail (examples were Starbucks, Applebee’s)
Maryvale Circulator Bus System
New Theme Park Built
Community Coming Together
More ESL Classes to Meet Demand – This should be school systems responsibility
Clean Neighborhoods
Youth Activities
No Cruising
Outreach Groups Helping Each Other
No Graffiti
Increased Safety
Diversity Participation
Better Landscaped Streets – All Major Streets
School Unification With Cartwright Elementary District, Maryvale & Trevor Browne
New Housing
Youth Opportunities, such as YMCA, Wesley type center, new Maryvale Multigenerational Center
Encourage Health Walking Areas
Family Education
Performing & Excelling Schools
Educating One Another
Youth Opportunities for Life Longevity
168
Neighborhood leaders rankings of ideas for the future of the Maryvale community
These are ranked by category first and then specifics within category
People were given 3 blue for highest priority and 3 yellow for secondary priority
For ranking purposes blue was 3 points and yellow was 1 point
Category
Health Care
Item
Affordable Health Care
Share Talents
More Health Fairs
School Education CPR
Help Each Other
More Heath Care
Blue
6
1
1
Yellow
5
3
2
1
5
Safety & Security
Police Bike Patrols
1
Police More Visible
1
Police Foot Patrols
Clear Obstructions Intersections
Police/Citizen Involvement
Adequate Street Lighting
Keep Graffiti Covered Up
Hold People Accountable for Actions and Kids Actions
More Police
Create Graffiti Wall
Enforce Curfews
More Block Watches
More Police Patrolling Neighborhoods
Transportation
Maryvale Circulator Bus
More Busses
Better Bus System
Research Data on Busses
Advertise Circulator
Water Bill Discounts for Bus Riding
Education
Unify Cartwright/2 High
Schools Providing ESL
ESL Comm. Action Team
Increased Funding
More After-School Programs
Schools Report Child Abuse
Housing Incentives for Teachers
Immigrants Pay to Learn English
More Grants
7
Total
23
6
3
2
1
1
22
3
3
1
6
2
3
3
21
9
5
5
1
1
1
5
1
20
16
3
3
3
169
ESL Classes
Asset Mapping - Abilities/Resources
Volunteers English Class Aides
Educational Resources in Presentations
12 Month School Year
4
5
17
Community - Citizenship
Advertise Programs
More Individual Involvement
Willing to be Active Participant
Know Your Neighbors - Needs, Wants, Concerns
Block Parties, Diversity Participation
Residents Watching Out for Children
Residents Assist Elderly & Handicapped
Distribute Information in English & Spanish
Extend Helping Hand to Others
Accountability - Report Crimes Seen
Neighborhoods Responsible for Perimeters - Landscaping, Trash
Business - Economics
Increase Job Training
Business Accept Hispanics
Honor Uncontained Timelines
New Jobs with Benefits & Required Residency
Minority Leadership Development Program
Summer Jobs for Youth
Tax Incentives for Businesses
4
3
1
1
12
9
3
3
Family Services
More Senior Centers
Help Each Other - Barter System
Fatherhood
Look Out For One Another
4
1
1
1
12
4
1
Information - Communication
Maryvale Newspaper
Share Resources in Newsletters
Expanded Grant Resource Education
More ESL Classes
Asset Mapping - Individual Block Watch
Multi-cultural Specialists in NSD
More Collaboration, New Partnerships
Promote Great Ongoing Programs
4
2
1
2
1
12
6
3
2
1
Leadership
2
1
1
Re-elect Tom Simplot
Elect Mattox as Next Mayor
Mentor New Citizens on Leadership
Work Together to Improve Phoenix
Good Leadership
3
1
2
1
9
4
3
2
1
170
Caring & Knowledgeable Leadership
More Community Involvement
How the City Works Workshops in Community
9
Recreation
New Theme Park
1
New YMCA
More Youth Sports Teams
Maryvale Ball Park for Festivals
Food Fairs
More Lighting and Track Like Desert West at El Oso
Parks in Every Neighborhood, Play and Tutoring
More Parks
Volunteer - Teach What You Know
Walking Paths
New/More Development in Parks
Better Parks & Rec - City Wide
Finish Desert West Park
School Yards Open at Night With Lights
Dog Parks
Family Night Out
Housing
Desert Landscaping
Affordable Housing
Out of State Residents
Affordable Housing - 1st Time Buyers
Equal Opportunity for All
Faith Based
1
1
1
1
1
1
1
1
2
2
1
1
1
Youth Groups of Diff. Faith Unite
2
Seek Help From Church Volunteers
1
Churches - Youth Activities, Tutoring, Responsible Parenting
Block Watch Mass Walks
More Youth Groups
Public Works
Zoning Restrictions Business Fronts
Maintain Grass in Street & Uncontained Left Out
Volunteer Committees to Maintain Streets
Other
Embrace Hispanic Culture
Money
Landscape Grants for Low Income
More Citizen Involvement
City Money for Landscaping
Barter/Exchange of Services
Become a Resource Yourself
Get Your Neighbor Involved
1
1
1
9
3
1
1
1
1
5
3
3
3
2
1
4
6
3
3
1
3
1
1
1
1
1
1
3
4
4
1
1
1
171
Maintain Your Property
Improved Street Maintenance
Maryvale Public Relations Campaign
Work Together
Fines Issued for Littering
Keep Clean Yards, No Junk Cars
Committees for Everyone
Increase Safety - Before it Expands
Theme Park - Share Pride in Park
172
Maryvale UNITE Neighborhood Association
West Phoenix Revitalization Discussion
July 21, 2005
Participants were asked to propose what they would like to see Maryvale look like 5
years in the future. The following items were brought forward by the residents. Dwight
Amery, President and Gayle Slusser, Vice President did not list any items since they
had participated in the Maryvale Block Watch Alliance discussion the week before.
These items were not rated by importance by the group so there is no priority to this list,
it is an overall view.
Maryvale connection to light rail
Shaded bus stops
More trees in the parks
Better maintained street landscaping
Cleaner & better maintained residences
Cleaner alleys
More youth activities
No graffiti
Stricter enforcement on graffiti removal
Block parties
City employees reporting graffiti on city properties and utility poles & boxes
More available immunizations & health care
No junk/abandoned vehicles on the street or in yards
Proactive preservation code enforcement
Maryvale circulator bus
Higher quality retail stores
Improved street maintenance – fill the pot holes
Funding assistance for property maintenance. (low/mod income home owners)
Improved street landscaping
173
Residents rankings of ideas for the future of the Maryvale community
These are ranked by category first and then specifics within category
People were given 3 blue for highest priority and 3 yellow for secondary priority
For ranking purposes blue was 3 points and yellow was 1 point
Please note that some individual items may have rated high but not the category
Category
Item
Blue
8
Safety & Security
Concern about speeding at night in neighborhood
More people involved in neighborhood watch
More police patrols
More visible police presence
Yellow
1
4
2
1
1
1
3
1
2
15
7
4
3
3
1
1
3
6
3
4
1
4
4
3
1
3
4
3
3
3
3
3
3
1
3
1
2
2
1
2
5
3
1
1
1
Housing
Removal of junk cars
Properties maintained - front & rear
Resident outreach increase knowledge
No cars parked in yards
Garbage cans off street after pickup
Education
Classes for senior citizens
More ESL classes
Beginning Spanish classes
Health Care
CPR classes
1
Transportation
Light rail connection
Improved street landscaping
Clean up walls along streets
Shaded bus stops
Cleaner alleys
Streets repaired
1
1
1
1
1
1
Recreation
More activities for seniors
Other
Quicker graffiti removal
More senior centers
Existing landscaping maintained
Community/Citizenship
More concerns for seniors
1
1
Total
25
174
Business/Economics
Better selection of stores
1
3
5
15
Public Works
Lower water bills
175
Appendix E
Key Informants
• List of Key Informants
• Key Informant Interview Questions
• Key Informant Interview Results
176
Maryvale Key Informant List
Interview
Key
Number Informant
1
Dwight
Emery
2
Boys &
Girls Club
Leaders
Claude
Mattox
Josie
Romero
3
4
5
Michael
Martinez
6
Martha
Garcia
7
Kathy
Harbach
8
Jane
Forino
Agency
Role
Maryvale
Revitalization
Corporation
Boys & Girls
Club
Executive
Director
Date of
Interview
2005
7/25
Interview
Location
JF Long Center
CEO, VP, &
Club Manager
7/25
Boys & Girls
Club
City of
Councilman,
Phoenix
District 5
City of
Neighborhood
Phoenix
Services
Neighborhood
Specialist
Services
Cartwright
Superintendent
Elementary
of Schools
School
District
Maryvale
Chair
Block watch
Alliance
Neighborhood
Co-chair of
Block watch
Neighborhood
Leader
Fight Back
City of
Center
Phoenix
Manager
Human
Services
Department
7/26
City Hall
7/28
City Hall
8/2
School District
Office
8/2
State House of
Representatives
8/12
JF Long Center
8/14
JF Long Center
177
Maryvale
FireStar Fund Project
Key Informant Interview Schedule
FireStar Fund team
(Stardust Foundation, United Phoenix Fire Fighters Association, Valley of the Sun
United Way, Phoenix Fire Department & ASU Partnership for Community Development)
Interview Number _________
Date of Completion _________
Background commentary:
1. Introduce interviewer and context for involvement
2. Explain FireStar, and its potential for the Village (this is not a “research study”,
the information is being gathered as a basis for developing an action plan to
mobilize the community and define ways to access resources and potential
FireStar community partners to build a better community).
3. Conceptually, explain distinctions between assets and challenges, why both are
important to consider.
4. Need to define community boundaries though use of a map
Let’s start with something very general. Given all you know and all you have seen, what
are your dreams for the Maryvale community? In an ideal world, how would the Village
change or grow? Think about today and then think about an ideal Maryvale Village ten
years from now – in the year 2015. What has changed? How would you describe this
ideal?
Similarly, how do you think the residents would describe this ideal if you were to ask
them? What is foremost in their hearts, minds and souls as they look at today and
dream about the future of Maryvale Village?
What assets or services does your organization provide to the Maryvale Neighborhood?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________
178
From a general perspective, what are three “points of pride” within the Maryvale Village
community? What are you proud of? What are the residents proud of? Why do you
think that they might find meaning in living in this particular neighborhood?
1) ____________________________________________________________
2) ____________________________________________________________
3) ____________________________________________________________
From your perspective, we would like to know what things are working particularly well
in serving the needs of Maryvale residents. Think of programs, services, and
organizations that serve the residents well – that help to build a strong community.
What are three things that come to mind? What are you proud of? What do the
residents appreciate? What are some good things in the way of lifting their life quality
that are going very well?
1) ____________________________________________________________
2) ____________________________________________________________
3) ____________________________________________________________
When you think of government services and programs (federal, state, local), what things
are working well in serving the needs of Maryvale residents? What programs are
helping to build a strong community?
1) ____________________________________________________________
2) ____________________________________________________________
3) ____________________________________________________________
When you think of non-profit organizations charitable organizations, or service clubs,
what organizations are working well in serving the needs of Maryvale residents? What
kinds of programs are helping to build a strong community?
1) ____________________________________________________________
2) ____________________________________________________________
3) ____________________________________________________________
179
When you think of faith communities, what specific programs do they have that are
working well in serving the needs of Maryvale residents? What are they doing to help
build a strong community?
1) ____________________________________________________________
2) ____________________________________________________________
3) ____________________________________________________________
When you think of volunteer organizations (such as PTOs, Kiwanis Clubs, Elk Clubs,
parent groups, teen groups, senior groups, etc.), what organizations are working well in
serving the needs of Maryvale Village residents? What programs are helping to build a
strong community?
1) ____________________________________________________________
2) ____________________________________________________________
3) ____________________________________________________________
When you think of schools and community centers, what programs and services are
serving the residents well? What programs are working well in building a strong
community?
1)______________________________________________________________
2)______________________________________________________________
3)______________________________________________________________
Now, let’s turn our thinking for a moment to some of the things that are not going so well
– to some of the challenges in Maryvale Village.
What do you think are the greatest challenges confronting the Maryvale community?
What are the greatest problems that are undermining the growth of a strong, healthy
community?
1) _____________________________________________________________
2) _____________________________________________________________
3) _____________________________________________________________
180
What are the youth in Maryvale Village most lacking?
1)_____________________________________________________________
2) _____________________________________________________________
3) _____________________________________________________________
What are the seniors in Maryvale most lacking?
1)_____________________________________________________________
2) _____________________________________________________________
3) _____________________________________________________________
What are the families and adult singles in Maryvale most lacking?
1)_____________________________________________________________
2) _____________________________________________________________
3) _____________________________________________________________
When you think about the provision of human services in our community – programs
and offerings to meet the social and economic needs of Maryvale Village residents,
what three things concern you the most? What is not going so well? What are you
most nervous about?
What are some things that are not being done well by government, by schools, by nonprofits, by faith communities, by businesses, by service clubs, and by volunteer
organizations in order to meet people’s needs and create a strong community?
1) __________________________________________________________
2) __________________________________________________________
3) __________________________________________________________
4) __________________________________________________________
Now we want to move into a more specific assessment of neighborhood conditions –
weaknesses, strengths and potentials for the future. The FireStar project has identified
18 specific features of a strong, healthy neighborhood. We call them “Pillars of
Strength” for a strong, healthy neighborhood. They are features that simply need to be
present for the community to be well.
181
I would like to mention each one of them – one at a time. Then, we would like your
quick, first-thought impressions of three things. (1) What are some good things going
on – the assets? (2) What are some of the challenges going on? (3) And, what needs
to be done to strengthen this Pillar of Strength so it is even stronger in the future?
Public Safety
Assets/ Good things
Ways to strengthen
/Things going well
Challenges you have heard of
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Housing Conditions
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Strong Education
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Infrastructure - (power/water)
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
182
Appearance - (streets, sidewalks, lighting)
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Transportation - (access to services, jobs, and neighborhood functions)
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Employment
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Faith Communities
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
183
Youth Services - (After-school programs, gang prevention, keeping kids engaged, giving vision)
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Senior Services
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Land Use - (Zoning)
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Shopping
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
184
Human Services
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Entertainment - (Venues within community)
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Public Amenities - (Libraries, parks, open spaces, pools, community centers, etc.)
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Civic Infrastructure - (Neighborhood organizations, churches, block watches, scout troops, PTOs)
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
185
Tax Structure - (Neighborhood marketability, tax base to improve the neighborhood)
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Local Leadership - (Individuals who live in the community and make a difference in the quality of life)
Assets/ Good things
Ways to strengthen
/Things going well
by 2015
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Who are some key (emergent) leaders from inside the community that we should
interview about the future of Maryvale?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
This completes the interview. On behalf of the FireStar Fund partners and the ASU
Partnership for Community Development, we thank you for your input. This information
will be synthesized into a community scan report without any reference to individuals’
names. The report will be used to develop action plans that the community will
implement with support from FireStar Fund partners.
186
Key Informant Questionnaire Results
From a general perspective, what are three “points of pride” within the Maryvale Village community? What are
you proud of? What are the residents proud of? Why do you think that they might find meaning in living in this
particular neighborhood?
Answer
N
Percent
Baseball facility
3
33
Council members Mattox & Sampleton
2
22
Heritage/historical significance
1
11.25
Residents commitment & responsive support
1
11.25
Block watch program
1
11.25
Diversity & culture
1
11.25
Total
9
100
187
When you think of government services and programs (federal, state, local), what things are working well in
serving the needs of Maryvale residents? What programs are helping to build a strong community?
Answer
N
Percent
City's Neighborhood Services Dept.
4
24
Fight Back program
2
15.5
Police dept.
2
15.5
Maryvale UNITE
1
9
Building Blocks Coalition
1
9
West Valley Revitalization Project
1
9
Desert West Community Center
1
9
Make a Difference
1
9
Total
13
100
188
When you think of non-profit organizations charitable organizations, or service clubs, what organizations are
working well in serving the needs of Maryvale residents? What kinds of programs are helping to build a strong
community?
Answer
N
Percent
YMCA
3
16
Block watch
2
11
Churches
2
11
Local business support
2
11
Maryvale Revitalization Corp.
2
11
Boys & Girls Club
2
11
Make a Difference program
2
11
Maryvale UNITE group
1
4.5
Westside Food Bank
1
4.5
JF Long Center
1
4.5
Cartwright Family Center
1
4.5
Total
19
100
189
When you think of faith communities, what specific programs do they have that are working well in serving the needs of
Maryvale residents? What are they doing to help build a strong community?
Answer
N
Percent
New Beginnings Church – summer programs, youth initiatives
5
45.5
St. Vincent de Paul Catholic Church
2
18
Calvary United
1
9
St. Paul's Lutheran Church
1
9
St. Augustine – food baskets
1
9
St. Mary's Food Bank
1
9
Total
11
99.5
190
When you think of volunteer organizations (such as PTOs, Kiwanis Clubs, Elk Clubs, parent groups, teen groups,
senior groups, etc.), what organizations are working well in serving the needs of Maryvale Village residents?
What programs are helping to build a strong community?
Answer
N
Percent
Block watch group
3
43
Tomahawk
1
14.25
Peralta
1
14.25
Knights of Columbus
1
14.25
Senior Center (67th Ave. & Thomas)
1
14.25
Total
7
100
191
When you think of schools and community centers, what programs and services are serving the residents well?
What programs are working well in building a strong community?
Answer
N
Percent
Maryvale Multi-generational Center
5
33
JF Long Center
2
13.5
Cartwright ESD Family Service Center
2
13.5
Desert West
1
8
YMCA
1
8
Maryvale Park (pools)
1
8
Boys & Girls Club
1
8
Cartwright Superintendent & Board
1
8
Total
14
100
192
What do you think are the greatest challenges confronting the Maryvale community? What are the greatest
problems that are undermining the growth of a strong, healthy community?
Answer
N
Percent
Language/cultural barriers
4
45
Youth activities/programs
3
33
Crime
2
22
Total
9
100
What are the youth in Maryvale Village most lacking?
Answer
N
Percent
Positive activities (after school/entertainment)
3
38
Parental involvement/support
2
24.5
Goal/future oriented mindset & programs/resources (collegeprep/career counseling)
2
24.5
Another pool
1
13
Total
8
100
193
What are the seniors in Maryvale most lacking?
Answer
N
Percent
Transportation
2
50
More activities
1
25
ESL programs
1
25
Total
4
100
What are the families and adult singles in Maryvale most lacking?
Answer
N
Percent
Social/recreational resources
3
43
ESL education
2
29
Economic security
1
14
Transportation
1
14
Total
7
100
194
What are some things that are not being done well by government, by schools, by non-profits, by faith
communities, by businesses, by service clubs, and by volunteer organizations in order to meet people’s needs
and create a strong community?
Answer
N
Percent
Need more youth activities/programs
2
33
Need more business involvement
2
33
Need community identity, community pride events
1
17
Focus and coordination required- could be helped by faith
communities
1
17
Total
6
100
195
What are the assets, challenges, and ways to strengthen public safety in the community?
Public Safety
Assets
Challenges
N
%
police community
oriented
1
33
police nearby
1
33
active block watch
program
1
33
N
%
police understaffed
6
55
inconsistent leadership
2
18
1
9
1
1
slow police response
time
awareness of police to
community issues
more radar stands
Totals
3
Ways to Strengthen
99
11
N
%
1
14
1
14
firefighters could help
1
14
9
police need to get over
"siege" mentality
1
14
9
consistent leadership
1
14
officers who live in
Maryvale
1
14
sidewalks
1
14
7
98
100
196
more police
presence/activity
more
programs/resources
(DARE)
What are the assets, challenges, and ways to strengthen housing conditions in the community?
Housing Conditions
Assets
older block homes in
good condition
Revitalization Corp. doing
well
Totals
Challenges
N
%
2
66
1
33
3
Ways to Strengthen
N
%
blight/income levels low
so maintenance suffers
5
56
housing unaffordable
2
overcrowded residences
many rentals, low
ownership
99
N
%
affordable housing
development
3
33
22
revitalization
2
22
1
11
more Fight Back
staffing
1
11
1
11
education
1
11
coordination
1
11
Sheriff's chain gang for
help
1
11
9
99
9
100
197
What are the assets, challenges, and ways to strengthen education in the community?
Strong Education
Assets
Challenges
N
%
community colleges
1
50
new staff
1
50
2
language/culture barrier
100
Ways to Strengthen
N
%
3
100
3
100
198
N
%
bilingual/multi-cultural
education in schoolteachers & students
2
50
tutoring support
1
25
unify Cartwright School
District (2 high schools
in Phoenix Union)
1
25
4
100
What are the assets, challenges, and ways to strengthen infrastructure in the community?
Infrastructure
Assets
Challenges
N
%
Revitalization Corp.
starting to work
1
50
certain pockets good
1
50
new streets needed
Revitalization Corp.
needs staffing
safe streets assessment
should include speed
bump needs
narrow streets not safe
Totals
2
100
Ways to Strengthen
N
%
1
26
1
25
1
25
1
25
4
100
199
streets: maintenance,
sidewalks, aesthetics
N
%
3
100
3
100
What are the assets, challenges, and ways to strengthen the community’s appearance?
Appearance
Assets
Challenges
N
%
Ways to Strengthen
N
%
curb-appeal
lacking/sidewalks
2
66
more
parks/beautification
1
33
business development
should include exterior
improvement, not just
interior
breakdown barriers to
address issues
clean-up initiatives
Totals
3
99
200
N
%
1
33
1
33
1
33
3
99
What are the assets, challenges, and ways to strengthen transportation in the community?
Transportation
Assets
Challenges
N
most teens picked up
from Boys & Girls Club
Totals
1
1
%
100
Ways to Strengthen
N
%
students ride city bus to
school (routes cut from
budget)
1
50
lots of people walking
1
50
2
100
100
201
N
%
circulator bus like
ALEX in Ahwatukee
3
75
extension of light-rail
1
25
4
100
What are the assets, challenges, and ways to strengthen employment in the community?
Employment
Assets
Challenges
N
%
Ways to Strengthen
N
%
lack of middle income or
youth jobs
2
40
unemployment
1
20
bedroom
community(residents
work outside Maryvale)
1
20
service industry only
1
20
5
100
Totals
202
transportation for
commuters
youth employed for
revitalization efforts
Valley Interfaith project
to train community
leaders
N
%
1
33
1
33
1
33
3
99
What are the assets, challenges, and ways to strengthen faith communities in the community?
Faith Communities
Assets
youth programs
Challenges
N
%
1
100
lack of
involvement/organization
community-wide
need training in human
services work
focus too narrow
Totals
1
100
Ways to Strengthen
N
%
1
33
1
33
1
33
3
99
N
%
neighborhood gettogethers
1
50
linkage w/ public
schools
1
50
2
100
What are the assets, challenges, and ways to strengthen youth services in the community?
Youth Services
Assets
Challenges
N
%
after-school programs
1
50
YMCA
1
50
Totals
2
100
Ways to Strengthen
N
%
technology education
203
N
%
1
100
1
100
What are the assets, challenges, and ways to strengthen senior services in the community?
Senior Services
Assets
Challenges
N
%
no help for homebound
Totals
Ways to Strengthen
N
%
1
100
1
100
health fairs to meet
health needs
N
%
1
100
1
100
What are the assets, challenges, and ways to strengthen land use in the community?
Land Use
Assets
Challenges
N
%
land is locked
Totals
Ways to Strengthen
N
%
1
100
1
100
204
planning commission
help needed
N
%
1
100
1
100
What are the assets, challenges, and ways to strengthen shopping in the community?
Shopping
Assets
Challenges
N
%
Wal-Mart okay
1
100
Totals
1
100
not enough opportunities
Ways to Strengthen
N
%
1
100
1
100
more upscale needed
N
%
1
100
1
100
What are the assets, challenges, and ways to strengthen entertainment in the community?
Entertainment
Assets
Challenges
N
%
theme park pending
2
50
many facilities available
2
50
Totals
4
100
land availability
Ways to Strengthen
N
%
1
100
1
100
205
N
%
What are the assets, challenges, and ways to strengthen public amenities in the community?
Public Amenities
Assets
Challenges
N
%
available, more coming
1
100
Totals
1
100
Ways to Strengthen
N
%
N
%
What are the assets, challenges, and ways to strengthen civic infrastructure in the community?
Civic Infrastructure
Assets
Challenges
N
%
available
1
100
Totals
1
100
Ways to Strengthen
N
%
need Scout troops
206
N
%
1
100
1
100
What are the assets, challenges, and ways to strengthen the tax structure in the community?
Tax Structure
Assets
Challenges
N
%
low tax base
Totals
Ways to Strengthen
N
%
2
100
2
100
theme park will help
N
%
1
100
1
100
What are the assets, challenges, and ways to strengthen local leadership in the community?
Local Leadership
Assets
good core- residents,
organizations like B&G,
government
Totals
Challenges
N
%
5
100
5
Ways to Strengthen
N
%
community
interest/involvement
2
50
language barrier
1
identity
1
100
4
N
%
invitations to
functions/meetings
1
25
25
bilingual training
1
25
25
Block watch support
1
25
uniting efforts
1
25
4
100
100
207
Appendix F
Focus Groups
• List of Focus Group Meetings
• Focus Group Questions
• Focus Group Results
208
Maryvale Focus Groups
Meeting Dates and Locations
Focus Group
Number
1
2
3
4
Date
Location
# Attending
08/15/2005
08/16/2005
09/12/2005
09/15/2005
7
10
35
16
5
6
09/23/2005
09/23/2005
Boys & Girls Club
JF Long Center
JF Long Center
Cartwright School
District Board Room
13
12
209
Maryvale Focus Group Questions
1. What are the Points of Pride in your neighborhood?
2. What are the things (programs, services, organizations) working well in your
neighborhood?
3. What are the Challenges in your neighborhood?
4. What can help the neighborhood to grow?
5. Image Maryvale in the year 2020, what does it look like?
6. What can the Maryvale firefighters do to help the community?
7. In a one word phrase, what does Maryvale need?
210
Table 1. What are the Points of Pride in your neighborhood?
Points of Pride
N
Percent
Available Facilities
roller rink, drive-in, stadium, family center, golf course, police/fire stations,
pools, hospital
9
33.3
Recent Development
schools, businesses, library, community center, new residents
9
33.3
Community Service
Organizations
Boys & Girls Club
3
11.1
community residents
2
7.4
area beautification
1
3.7
Community Fight Back
1
3.7
good School District
1
3.7
John F. Long’s philanthropy
1
3.7
27
99.9
Total
211
Table 2. What are the things (programs, services, organizations) working well in your
neighborhood?
Things Working Well
N
Percent
23
23.7
13
13.4
11
11.3
10
10.3
8
8.2
Faith
Communities
Youth
Services
J.F. Long Family Center, pools, senior center, Desert West Park, stadium, school
district’s Family Resource Center, Roosevelt center, new libraries, Maryvale mall into
office complex, Starlight remodel, retirement homes, golf course, middle school
remodel, hospital, Cartwright school space use, parks
Wal-Mart, restaurant selection, Ranch Market, Pizza Palace, new CVS and
Walgreen’s, SRP, Spanish theater, small businesses, dollar stores, Whataburger,
Burger King, multiuse facilities
block watches, Phoenix neighborhood patrol, Community Action Officers,
Suns/Cardinal involvement, John F. Long Foundation and programs, Sizzler support
and food bank, ASU
Jewish organizations, New Beginnings, Augustine, St. Vincent de Paul, 59th &
Camelback Methodist, Calvary United, Church of the Nazarene
Little League, Boys and Girls Club, after-school programs, teachers, swimming
programs, school sports
Cohesion
community history, diversity, Ponchos, residents assistance, get along, youth initiative
7
7.2
Education
Peralta Growth-ESL/resource rooms, Alpha Partner with ASU, Leaps & Bounds,
Library with new volumes, caring teachers, Westcor shopping reading programs
6
6.2
Service
Organizations
Salvation Army, police/fire, block watch, police donations, block watch donations
6
6.2
Curb Appeal
remodeled plazas, new subdivisions, clean streets, graffiti busting
4
4.1
Leadership
Council Member Mattox, Martha Garcia, Dwight Amery
4
4.1
Community
Activities
sports, band, July 4th celebration at the stadium
3
3.1
Safety
Police Department gives extra ordinary support
1
1.0
Volunteers
Maryvale Hospital
1
1.0
97
99.8
Facilities
Businesses
Community
Services
Total
212
Table 3. What are the Challenges in your Neighborhood?
Challenges
N
Percent
16
13.3
14
11.7
12
10.0
11
9.2
8
6.7
7
5.8
7
5.8
Public
Communication
car theft, speeding, cruising, prostitution, theft/break-ins, crime, pushers, pool
fences, water safety info, domestic violence, meth labs, drugs, guns, bullying
crowded schools, quality, truancy enforcement, senior literacy, teachers have
problems, need dedicated teachers/coaches, poor parenting & accountability,
newer/lighter school tax base, sex/drug education, participation in school
activities
volunteers, parental involvement, resident involvement, clique conflict in schools,
racism, respect for youth, apathetic adults
graffiti, city, neighborhood, streets, sanitation
dirty restrooms-no doors on stalls, sink urination, dirty parks, littering, animal
control education/enforcement, spray paint sales in surrounding areas, vacant
homes
unsupervised, parenting classes, Head Start/youth development, teen
pregnancy, day care, kids clubs
income, poverty, employment, lack of entry level, lack of higher paying jobs,
bums, poor families
get information out, resource knowledge, media images, media focus on north &
east sides, educate media, positive w/ negative news
Public Safety
police understaffed/inactive, neighborhood, fire, guns, crime, education
6
5.0
Transportation
youth, public
6
5.0
Facilities
park swings broken, water fountains, green ponds, community centers
4
3.3
Traffic/Parking
intersection control, baseball, drag racing, neighborhood, lots of issues, more
crosswalks, more speed bumps, Cleardon & 59th Ave. needs light
4
3.3
Youth Safety
fire, gun, pedestrian
3
2.5
Businesses
vacancies, draw new businesses at 83rd & 91st Ave., instead of medical offices
2
1.7
Community Services
lack of civic clubs, West Phoenix Business Alliance absent
2
1.7
Language Barrier
ESL class availability
2
1.7
Safety
Education
Cohesion
Curb Appeal
Youth Programs
Employment
213
Business
quality
1
.83
Community
image
1
.83
1
.83
Elderly
Halfway Houses
location
1
.83
Health Care
more mammograms for women under 45 for breast cancer screening
1
.83
Health Facilities
building for outreach for medical health, not in hospital
1
.83
house Numbers
1
.83
I love Maryvale
1
.83
Maryvale
Community
have Maryvale considered part of West Valley
1
.83
Maryvale Hospital
competency
1
.83
Parent Education
parents who aren’t tolerant
1
.83
1
.83
Park & Recreation
Facilities
Philanthropy
money, funds
1
.83
Pool Safety
fences
1
.83
Public Phones
More
1
.83
water retention basins not lighted
1
.83
120
99.9
Total
214
Table 4. What can help your community to grow?
Community Growth Facilitation
Public
Communication/
Organization
Cohesion
neighborhood newsletter, flyers, agency info exchange, postings at businesses,
resource awareness, inform adults, City of Phoenix flyers, Desert West Center
flyers, meet your neighbor program
resident familiarity, community sense/identity, activities, events, education, block
watch networks, UNITE, fair
N
Percent
8
29.6
7
25.9
Corrections/Court
Services
court orders to help clean-up neighborhood, DOC work crews
2
7.4
Education
technology availability, classes for family, adults and kids
2
7.4
Police
Proactive police, neighborhood patrols
2
7.4
Faith Communities
faith community could help
1
3.7
Leadership
a west side mayor
1
3.7
later hours for Boys and Girls Club
1
3.7
grow to become a better place to live
1
3.7
neighborhood initiative designation – redevelopment
1
3.7
YMCA coming
1
3.7
27
99.9
Total
215
Table 5. Think of Maryvale in the year 2020, what does it look like?
Future Appearance
respect, pride, socialization, culture/diversity appreciation, cooperation,
Cohesion
friendship, parental involvement, respect for youth, no racism, harmony, open
communication, trust
drag racing, gangs, car theft, better lighting, criminal sentencing, guns, police
Safety
presence/activity, crime, rioting
multi-use park, pools, sports, skateboarding, soccer, community centers,
Facilities
extended hours for existing community centers, theme park, music & dancing
graffiti, landscaping, sanitation, trees, water, new housing, grocery cart order,
Curb Appeal
litter
uniforms-yes, sports-no general, facility repair/improvements, gyms, classroom
Education
size, technology, teacher quality, parents involved, drop outs
social events, promotion for activities, neighborhood, block parties, parades,
Community Activities
sports
N
Percent
25
15.3
25
15.3
22
13.5
18
11.0
14
8.6
8
4.9
Youth Services
sports, clubs, after-school, funding, mentorship, programs
7
4.3
Businesses
alliances, empty corners, eliminate adult industry, restaurant variety, school
involvement
6
3.7
Transportation
more frequent bus routes, A/C, light rail, neighborhood, school, community
6
3.7
Community Services
block watches, counseling mental health, teen programs
5
3.1
Traffic/Parking
alleys, street surfaces
5
3.1
Language Barrier
community-wide, students, ESL classes
3
1.8
Employment
more opportunities, training
2
1.2
Public
Communication
community announcements in paper, information dissemination
2
1.2
beach
1
.61
bicycle riders
1
.61
216
chilled water
1
.61
green belt
1
.61
image of West side – “rough neighborhood”
1
.61
involvement of firefighters in baseball games, like at Mil Brewers games
1
.61
low gas prices
1
.61
more churches verses liquor stores
1
.61
need help for those who need grocery carts
1
.61
no problem unite kids
1
.61
opportunities for parties
1
.61
residence for senior living (semi-assisted)
1
.61
restorative justice for everybody
1
.61
sex
1
.61
teach children basics of growing plants – community garden in vacant lots
1
.61
163
99.9
Total
217
Table 6. What can the Maryvale firefighters do to help your neighborhood?
Firefighter’s Neighborhood Support
Youth Services
Cohesion
Safety
Education
Community Services
volunteer for programs, sports programs, coaching, Big Brothers/Big Sisters,
umpires don't show, Boy/Girl Scouts, mentorship, after-school program
involvement, leadership
show up when asked informally, traditions like flag raisings, sense of pride, good
neighbor relations, talk and listen and get-to-know teens, approach teens w/
respect, not authoritative w/ teens, communicate w/ teens, helpful to teens
water safety, CPR, background checks for youth services, child safety around
emergency vehicles, West Nile prevention/education, patrol community, educate
teens
visit schools, school involvement, teach, counsel teens, career counseling for
teens, business skill training for teens
neighborhood coalition building, community action office, block watch liaison,
town hall meeting participation
N
Percent
14
20.9
11
16.4
10
14.9
8
11.9
4
6.0
Curb Appeal
clean up fields, repair bikes/houses, fire hydrant graffiti, report graffiti
4
6.0
Language Barrier
bilingual Fire Department info, help schools understand barrier
4
6.0
Employment
build career knowledge programs
1
1.5
Public
Communication
people don’t know how to get involved
1
1.5
station in Laveen has wonderful model of fire involvement
1
1.5
blood pressure for people who can’t afford it, vital assessment
1
1.5
bring us equipment, and show us how it is used
1
1.5
check out fire house
1
1.5
give us different points of view
1
1.5
helping people, seniors, families to meet their needs - mowing lawns, repairs,
looking to be helped for something that is too much for one person to do
1
1.5
218
proud to be in community with Police and Fire Department we have
1
1.5
show us GPS equipment
1
1.5
take time – assess and help
1
1.5
take us in rides in fire truck
1
1.5
67
100.1
Total
219
Table 7. In a one word phrase, what does Maryvale need?
Phrase
Communication
N
Percent
communication with the public, we don’t know where to start or how to get
involved, increase communication
2
14.3
marketing from a good perception, about what is going on in community
1
7.1
clean up neighborhoods and eliminate graffiti
1
7.1
educate parents and kids
1
7.1
trust
1
7.1
show kids to take pride in the positive aspects of the community
1
7.1
good role models
1
7.1
respect
1
7.1
help educators increase their understanding of parents and their concerns
1
7.1
positive family education
1
7.1
get the Cardinals and Coyotes to help, get all involved
1
7.1
train kids for success in business
1
7.1
Desert West Community Center needs an additional room and more staff
1
7.1
14
99.5
Total
220
Appendix G
Neighborhood Stability Factors
(FireStar Planning Committee)
221
Neighborhood Stability Factors
The following are aspects of neighborhoods which affect their stability at a given time in
their history. Neighborhoods are complex, organic entities in which the interaction and
influences of various factors will influence their attractiveness in the market. This fact
needs to be considered in any plan for rejuvenation of a distressed neighborhood. A
neighborhood’s image and reputation also affects their attractiveness and marketability,
sometimes in profound ways.
The real test in determining the direction of a neighborhood is its attractiveness in the
market place. When people want to live there and businesses want to open there in a
context of increasing values, we are headed in a positive direction.
The factors listed below are in order of relative priority.
1. Public Safety. If a place in not safe people will not come, or worse criminal
elements will. Police and Fire departments are primary in this area although
direct neighbor and neighborhood organizational involvement are critical for real
crime suppression.
2. Housing Conditions. Attractive, affordable homes are critical to a
neighborhood’s stability. There should be a range of housing types and costs.
Rentals are part of a range of housing types but an over supply of rentals creates
instability. Low income people should not be concentrated in any given
neighborhood. New low income development should be such a quality that it
adds to the positive feel and value of a neighborhood. Distressed properties
should be rehabbed and ownership should be promoted. Appearances of homes
matter to the surrounding neighborhood.
3. Education. Education systems that are effective in producing a competent
workforce are essential to attract families to neighborhoods. In older
neighborhoods with struggling school systems they can be a major impediment
to rejuvenation.
4. Basic Infrastructure/Appearance. Basic public services such as water and
power must be available at reasonable costs. The appearance of basic
infrastructure such as streets, sidewalks, and lighting is extremely important to
the attractiveness of a neighborhood as a whole.
5. Transportation. A multimodal transportation system is critical to employment
accessibility. Systems should take into account the needs of workers working on
different shifts.
6. Employment. People should be able to work and live near their homes. The
current reality is many will live in the best neighborhood they can afford and work
in the best job they can find. They would like to not be burdened with long
222
commutes though. Availability of employment throughout the community adds
vibrancy to neighborhoods, increases productivity, and shortens commute times.
7. Faith Community. The faith community can provide both a sense of community
and services to a neighborhood. Faith leaders can also provide leadership and
connection to the neighborhood.
8. Youth Services. In a given neighborhood issues revolving around youth can be
significant. After-school programs, gang prevention efforts and other targeting
youth can make a major impact on the crime and the quality of the community.
9. Land Use. Land use policies for a given neighborhood can act to energize or
retard the viability of a neighborhood. Old policies which have led to unbalances
in zoning types may be reviewed. New zoning approaches allowing for
heightened density or mixed use zones may act to jump start redevelopment.
10. Shopping and Services. People want quality shopping and services near
where they live. Typically services follow additional population growth. A
neighborhood with a negative image though may be left out in quality commercial
redevelopment even if market demands are present.
11. Entertainment Venues. People want various entertainment forms in the area in
which they live. It makes a given neighborhood more attractive.
12. Public Amenities. Libraries, parks, desert, open space, pools, senior centers
and other amenities all add to the attractiveness of a neighborhood.
13. Civic Infrastructure. Individuals committed to the place they live in can have a
major impact in its future, from identifying issues and problems, to proposing and
implementing solutions, people in local institutions are important. People
participate though neighborhood organizations, community development
corporations, churches, block watches, village planning committees, city council
meetings, scout troops, PTOs and other organizations. They should be
supported and encouraged.
14. Social Services. There are numerous health and human services that assist in
a wide range of services people may need at some point in their lives. From food
to senior care, from homeless services to child care, these institutions struggle to
keep up with an ever growing demand and an even tighter funding. They need to
be supported if there is to be a safety net worthy of the name.
15. Tax Structure. The tax structure of a given community can have an impact on
the marketability of one neighborhood over the next, particularly between school
districts.
223
16. Local Neighborhood Leadership. The presence of formal and informal
leadership is essential to assist in focusing the efforts of the community and
speaking up when attention needs to be drawn to issues. The direction of local
leaders is essential and gets to the heart of the issues in a much more direct
fashion.
17. Healthcare. Local, accessible, affordable healthcare for the under and
uninsured.
224
Appendix H
Neighborhood Assets
225
Neighborhood and Community Assets
* In the neighborhood - refers to assets within in the neighborhood boundaries, Serves the neighborhood – refers to
assets outside the neighborhood boundaries but serves the neighborhood.
Education – in the neighborhood
Cartwright School District
3401 N. 67th Ave., Phoenix, AZ 85033
William Sullivan (Manager)
(623) 691-4000
Family Resource Center
4308 N. 51st Ave., #103, Phoenix, AZ 85031
(623) 691-1994
Irene Rivera (Director)
The Cartwright School District’s Family Resource Center is dedicated to assisting
Cartwright families in support of the education of their children. The Center
provides family literacy classes, ESL classes, GED classes, parenting classes,
referrals to counseling services, emergency food boxes, referrals to health
services, computer classes, library services and sign language classes to the
Cartwright families. All services are provided in English and Spanish. The
Center annually sponsors special events, such as Family Game Night, Partners in
Print, Celebration of Grandparent’s Day, Mexican Independence Celebration, and
the Back to School Event. For the 2004-2005 school year, over 3,000 people
attended classes provided by the Family Resource Center and over 3,400 people
take advantage of other services they provide.
3637 N. 55th Ave. Phoenix, AZ 85031
(623) 691-5000
Mrs. Susan Jurkunas (Principal)
Frank Borman Middle School provides Connected Mathematics Program, honors
classes, special education, ELL, after-school programs, Character Education
Program, breakfast/lunch program, and a parent resource room. After-school
programs consist of student council, after-school games, art, National Junior
Honor Society, and after-school sports. Frank Borman Middle School also
provides its students with computer labs and a library.
(623) 271-2500
Barbara Dobbs (Principal)
Maryvale High School provides honors classes, advanced placement classes, ESL
Program, Estrella Community College Co-Enrollment Program, breakfast/lunch
programs, counseling services, West Phoenix Business Alliance services, and
health services. After-school programs consist of JROTC, boys
varsity/JV/freshman athletics 9-12, National Honor Society, and girls
varsity/JV/freshman athletics 9-12. Maryvale High School also provides its
students with two computer labs and a media studio.
226
St. Paul Lutheran Preschool, Day Care and Kindergarten
6301 W. Indian School Rd. Phoenix, AZ 85033
(623) 846-2235
Karen Moses (Executive Director)
Enrolls approximately 50 students a year.
Sunset Elementary School
6602 W. Osborn Rd., Phoenix, AZ 85033
(623) 691-4600
Enrique Gonzalez (Principal)
Sunset Elementary School provides school-wide Title I program, literacy and
math focus, Reading Recovery, recreational activities and City of Phoenix afterschool program. After-school programs consist of academic/sports programs,
band, chorus, and student council. Sunset Elementary School also provides its
students with a computer lab and modern music facility.
Serves the neighborhood
Acclaim Charter School
5350 W. Indian School Rd., Phoenix, AZ 85031
Malonie Powers-Martine (Executive Director)
(623) 691-0919
Bostrom Alternative Center
(602) 764-1700
T.J. Jenkins (Supervisor)
Bostrom Alternative Center provides core academic and elective classes, special
education resource and inclusion, Focus on Reading, writing and mathematics,
academic tutoring in ACE period, substance abuse counseling, anger
management counseling, student career and job fair, and college financial aid
counseling. After-school activities consist of student government, yearbook club,
enrichment activities, and multi-cultural workshops. Bostrom Alternative Center
also provides its students with a shared-use computer lab and fitness center.
Bret R. Tarver School
4315 N. Maryvale Parkway Phoenix, AZ 85031
(623) 691-1900
Ms. Angela Graziano (Principal)
Bret R. Tarver School provides Title I reading and math programs, after-school
tutoring, Spalding Total Language Arts Program, and ELL programs for all grade
levels, urban survival program, Christmas Angel Program, food boxes, and
parenting classes. After-school programs consist of student council, after-school
tutoring and quality time, peer mediation, and pom and cheer. Bret R. Tarver
School also provides its students with an internet-accessible computer lab and an
internet-accessible library.
227
Cartwright Head Start
5480 W. Campbell Ave., Phoenix, AZ 85031
(602) 691-5101
Isaac Salcido (Director)
Head Start is a comprehensive child development program, which serves children
three to five years of age and their families. It is a child focused program and has
the overall goal of increasing the social competence of young children in low
income families. The program provides a range of individualized services in the
areas of education, health and nutrition, parent involvement, family social
services, disabilities and mental health. The City also provides a directly
operated program for working families that specializes in providing full-day, fullyear child care opportunities in conjunction with Head Start services.
Cartwright Preschool and Gifted Center
5480 W. Campbell Ave., Phoenix 85031
(602) 691-5101
Isaac Salcido (Director)
Cartwright Preschool and Gifted Center provides on-site special education,
structured English immersion, after-school instruction, and arts and physical
education, a lunch program, a school-based health clinic, a breakfast program,
and after-school programs. After-school programs consist of student council,
Epworth Church After-School Program, chorus, and yearbook. Cartwright
Preschool and Gifted Center also provides a media center/studio and computer
stations in the library.
Desert Sands Middle School
6308 W. Campbell Ave. Phoenix, AZ 85033
(623) 691-4900
Mr. Jim Paczosa (Principal)
Desert Sands Middle School provides blocked instruction, honors classes, on-site
special education, ELL, breakfast/lunch programs, counseling services, West
Phoenix Business Alliance services, and health services. After-school programs
consist of a student council, publications, peer mediation, and interscholastic
athletics. Desert Sands Middle School also provides its students with two
computer labs and a media studio.
Desiderata
512 E Pierce St., Phoenix, AZ 85004
(602) 271-2950
Desiderata provides alternative education, small classes (up to 12 students), social
worker and counselor support, special education, core academics, referrals to
outside agencies, counseling services, home visits, and crisis intervention. Afterschool activities consist of lunchtime activity program, student government, and
athletic participation at home school. Desiderata provides its students with
student computers in all classrooms and shared use computer lab.
228
Flora Del Sol Elementary
(623) 691-5900
Myrna Richley (Administrator)
Flora Del Sol Elementary provides teaching of emotional control, decisionmaking skills, self-esteem, learning to respect, and also provides a garden and
library for its students. The Family Resource Center, contacts with Value
Options, social workers, and use of school resource officers (SROs) are also
made available for community use.
James Sandoval Preparatory High School
(623) 845-0781
Mr. Dutton ( Principal)
JSPHS provides small class sizes to less than 300 students and is determined to
help their students develop good character through teaching responsibility,
trustworthiness, caring, fairness, citizenship and respect.
John F. Long Elementary School
(623) 691-4300
Shelby Jasmer (Principal)
John F. Long Elementary School provides on-site special education, structured
English immersion, after-school instruction, arts and physical education, lunch
program, school-based health clinic, breakfast program, and after-school
programs. After-school programs consist of student council, Epworth Church
After-School Program, chorus, and yearbook. John F. Long Elementary School
also provides its students with a media center/studio and computer stations in
library.
Metro Tech High School
1900 W. Thomas Rd., Phoenix, AZ 85015
(602) 764-8000
Mr. Frank Rasmussen (Principal)
Metro Tech High School provides integrated career and academic curriculum,
school-to-work, core academic classes, honors credit, child care center, job
placement services, wellness center/health services, and CUTS. After-school
activities consist of the National Honor Society, MECHA, VSOs (VICA, FBLA,
DECA), and art club. Metro Tech High School also provides a technology center
and 30 specific career labs.
St. Vincent de Paul School
3140 N. 51st Ave, Phoenix, AZ 85031
Sr. Louise Camous, D.C. (Principal)
(623) 247-8595
229
Suns-Diamondbacks Education Academy
1505 N. Central Ave., Phoenix, AZ 85004
(602) 744-1220
Rick Beck (Supervisor)
Suns-Diamondbacks Education Academy provides an inclusion resource
program, technology-based instruction, curriculum integration, six-week credit
periods, a student government, partnerships with the business community,
substance abuse counseling, student career and job fair, and anger management
counseling. Suns-Diamondback Education Academy also provides its students
with a computer-assisted learning lab and classroom learning labs.
Trevor High School
7402 W. Catalina Dr., Phoenix, AZ 85033
(602) 764-8500
Dr. Virginia Cordor (Principal)
Trevor High School provides honors classes, advanced placement, on-site special
education, co-enrollment with community colleges, crisis intervention,
recreational activities, counseling services, and Spanish Language Radio Parent.
After-school activities consist of vocational clubs--DECA and COE, Close-Up,
student government, and National Honor Society. Trevor High School also
provides its students with 14 computer labs and a CBT Instructional Program.
Faith Communities – in the neighborhood
Church of Jesus Christ of Latter Day Saints
3802 N 59th Ave, Phoenix, AZ 85033
(623) 846-4017
St. Paul Lutheran Church
6301 W. Indian School Rd. Phoenix, AZ 85033
(623) 846-2228
Norman Walter (Pastor)
Approximately 100 people attend the church each weekend. They have adult
Bible classes and Sunday school each weekend, vocation Bible school in the
summer, and Preschool and Kindergarten classes.
Arizona Korean Presbyterian Church
6440 W Indian School Rd., Phoenix, AZ 85033
(623) 866-1166
Maryvale Church of the Nazarene
3201 N 51st Ave, Phoenix, AZ 85031
(602) 269-3489
230
New Beginnings Community Church
3830 N. 67th Ave, Phoenix, AZ 85033
Eli Marez (Pastor)
(623) 849-2363
St. Vincent de Paul
(623) 247-6871
Rev. Jeff Harvey, C.M. (Pastor)
Daily Masses in English and weekend services in English and Spanish.
Government – in the neighborhood
Fire Department
4010 N. 63rd Ave, Phoenix, AZ 85033
Russell Bovee (Manager)
(602) 534-9734
John F. Long Family Services Center
3454 North 51st Ave., Phoenix, AZ 85031
(602) 262-6510
Carolyn Ruiz (Facility Director)
They provide a broad range of emergency and social problem-solving services
designed to promote individual and family self-sufficiency, including:
information and referral; emergency financial assistance (primarily for utility,
rent or mortgage needs); emergency food boxes; case management services to
address the underlying or more complicated issues resulting in the current crisis;
employment and training counseling and referral; and bus tokens for other
medical, social service, and employment-related appointments. In addition, one
special program is provided for unique populations. Family Self-Sufficiency
assists residents of public housing. In addition to the general services described
above, the JFLFSC is also the location for several community-based programs,
including: Catholic Social Services of Phoenix, English as a Second Language
through the Gary Tang Adult Education Center, Quest Alliance, Southwest
Human Development/Healthy Families Maricopa County, The Salvation Army,
African Association of Arizona, and the Valley-Community Revitalization
Project. They provide on-site services to meet the needs of low income Phoenix
residents. JFLFSC assisted approximately 1,480 families with rent costs and
1,680 with utility assistance. They serve an average of 272 families a month for
the last fiscal year and due to capacity have to turn others away.
Arizona Department of Economic Security
3406 N. 51st Ave., Phoenix, AZ
(623) 846-1046
Provides AHCCCS health insurance, food stamps, cash assistance, employment
assistance, child care assistance, child support assistance and referrals services.
231
Maricopa County W.I.C.
4002 N. 67th Ave. Suite 10, Phoenix, AZ 85033
(623) 846-5809
W.I.C. provides information to approximately 9,495 people every month, 24%
are women, 29% are infants and 47% are children. They provide immunizations,
information on drugs and information on children’s needs. Of the people that use
these services, 89% are Hispanic, 6% are White, 4% are Black and 1% is made
up of other ethnic/racial groups.
Maryvale Family Health Center
4011 N. 51st Ave., Phoenix, AZ 85031
Maryvale Hospital Medical Center
5102 W. Campbell Ave, Phoenix, AZ 85033
John Smithhilser (Chief Executive Officer)
(623) 344-6900
(623) 848-5000
Maryvale Hospital and Medical Center Family Assistance Program
(623) 849-1944
Palo Verde Branch Library
(602) 262-6805
The following programs and activities are offered at the library: computers with
internet access and Microsoft Office products for public use, free computer classes,
story time, special programs for all age groups, summer reading programs for
children and teens, winter reading program for children, Phoenix Poetry Society,
meeting room for rental by community groups.
Phoenix Police Department
6180 W Encanto Blvd, Phoenix, AZ 85035
Joseph Yahner (Commander)
(602) 495-5008
Non-profit – in the neighborhood
Boys and Girls Clubs of Metropolitan Phoenix
6629 W. Claredon Ave., Phoenix, AZ 85033
(623) 848-1022
The Boys and Girls Club offers programs and services in art, character and
leadership development, education and career development, health and life skills
and sports, fitness and recreation. In the last fiscal year this branch provided
services to 600 children. Approximately 39% of the families with children
attending this branch had family income levels under 24,999 annually.
232
Phoenix Workforce Connection
(623) 247-3304
The Workforce Connection provides workshops to teach resume preparation, job
readiness, networking, interviewing techniques and internet skills. They provide
computer, office and employment resources and referrals to other services people
may need when unemployed and search for employment.
Chicanos por la Causa - Phoenix Centro De La Familia
4602 W. Indian School Rd., Suite C-3, Phoenix, AZ
(623) 247-0464
85031
Chicanos por la Causa provides educational programs, housing programs, social
services and subsidiaries.
Chicanos por la Causa- Phoenix Westside Training Center
2916 N. 35th Ave., # 5, Phoenix, AZ 85017
(602) 269-6485
Chicanos por la Causa provides educational programs, housing programs, social
services and subsidiaries.
Desert West Community Center
6501 W. Virginia Ave., Phoenix, AZ 85035
(602) 495-3700
The Desert West Community Center provides recreational and educational
programs for youth and all ages of adults. The Human Services Department
Senior Services Division operates the Reserve-A-Ride program. which provides
door-to-door transportation in Phoenix and requires registration with the system
and a two-working-day advance reservation. The primary purpose is to transport
seniors to senior centers, medical appointments and other social service agencies.
Desert West Senior Center
6501 W. Virginia Ave., Phoenix, AZ 85035
(602) 495-3709
Deborah Ellison (Supervisor)
This center currently provides the array of services offered by the Senior Services
Division, including congregate and home delivered lunch meals and other
supplemental food and nutrition programs, educational opportunities, recreation
and socialization programs, information, referral, resource specialists, advocacy,
and transportation. Additionally, services for the elderly are provided throughout
the City of Phoenix by the PACE Counseling and the Senior Companion
Programs. PACE utilizes caseworkers stationed at various sites to help senior
adults solve their problems by matching their needs to available resources.
233
The Salvation Army
4022 N. 67th Ave, Phoenix, AZ 85033
Provide emergency food boxes.
(623) 848-1072
St. Mary’s Food Bank
(602) 352-3640
The Cash and Carry program is designed to help people save 40% to 50% on
their grocery bills.
Vineyard Food and Clothing Bank
6250 W. Peoria Ave., Glendale, AZ 85302
(623) 934-4000
The food and clothing bank is administered from Vineyard Christian Fellowship
of North Phoenix Church. They service anyone in need of food or clothing.
Westside Senior Center
4343 W. Thomas Rd., Phoenix, AZ 85031
(602) 262-1609
Pat Hosier (Supervisor)
This center currently provides the array of services offered by the Senior Services
Division, including congregate meals, educational opportunities, recreation and
socialization programs, information, referral, resource specialists, advocacy, and
transportation. Additionally, services for the elderly are provided throughout the
City of Phoenix by the PACE Counseling and the Senior Companion Programs.
PACE utilizes caseworkers stationed at various sites to help senior adults solve
their problems by matching their needs to available resources.
Parks and Recreation – in the neighborhood
Maryvale Baseball Park
(623) 534-6441
Maryvale Baseball Park is the spring training home of the Milwaukee Brewers,
offers a stadium with a capacity of 8,000 seats, seven practice baseball fields,
media rooms, a clubhouse, and a public plaza utilized for special events.
Maryvale Baseball Park offers a Free Diamondbacks youth baseball clinic,
tryouts for area youth to attend a free baseball clinic, a Light Up the Sky Festival,
an Annual Independence Community Festival with free activities (entertainment
and fireworks).
234
Marivue Community Park
(623) 262-4539
Marivue Park offers a covered playground, lighted basketball and volleyball
courts, a swimming pool, softball fields, soccer fields, ramadas, and restrooms.
Marivue Park offers soccer, softball, swim team and classes.
Marivue Pool
Stacy Bauer (Manager)
(623) 261-8929
Maryvale Community Center
(623) 262-5030
Debbie Selleck (Manager).
Maryvale Community Center offers dance classes, weight programs, basketball,
volleyball, special interest classes (such as aerobics, arts and crafts, music, drama,
and karate), teen programs, senior and adult classes (such as cards, Tai Chi,
ceramics, and bingo), and “productions” in the auditorium.
Maryvale Municipal Golf Course
5902 W. Indian School Rd., Phoenix, AZ 85033
John Martin (Manager)
(623) 846-4022
Maryvale Park
Debbie Selleck (Manager)
(623) 262-5030
Maryvale Play lot
N. 65th Ave & W. Cherry Lynn Rd., Phoenix, AZ
85033
(623) 262-4539
235
Businesses – In the neighborhood
Business
America Transfer Inc.
Banana Communications
Bank of America
BBB Fashion
Blockbuster Video
Candie’s Beauty Salon
Cash Time Title Loans
Inc.
Check Into Cash
Check ‘N Go
Chinese Gourmet
CVS Pharmacy
Desert Valley Pediatrics
Discotecas El Embrujo
Musical
Dollar Store
Dollar Tree
El Jacal
El Pollo Loco
Fades & Cuts
Factory 2 U
Farmers Insurance Group
Address
5877 W. Indian School Rd.
Phoenix, AZ 85031
51st Ave & Indian School
Phoenix, AZ 85031
Phoenix, AZ 85031
Phoenix, AZ 85031
Phoenix, AZ 85033
Phoenix, AZ 85031
Phoenix, AZ 85033
Phoenix, AZ 85031
Phoenix, AZ 85033
Phoenix, AZ 85031
59th Ave & Indian School
Phoenix, AZ 85031
3802 N. 53rd Ave #160
Phoenix, AZ 85033
Phoenix, AZ 85031
Phoenix, AZ 85031
Phoenix, AZ 85031
Phoenix, AZ 85031
Phoenix, AZ 85033
W. Indian School Rd.
Phoenix, AZ 85033
Phoenix, AZ 85033
5839 W. Indian School Rd
Phone
(623) 849-3388
Contact
N/A
N/A
(623) 245-3801
N/A
(623) 846-6000
David Lee (Manager)
(623) 848-1188
Ray Razo (Manager)
(623) 845-7100
(623) 848-6900
Candie Smith
(Owner)
N/A
(623) 849-2533
N/A
(623) 848-0200
N/A
(623) 846-3626
Bill Young (Owner)
N/A
(623) 247-0883
Robert Altamura
Lisa Ring
Joseph Bonanno
M Richard Levinson
N/A
N/A
(623) 849-7113
(623) 247-4993
(623) 846-0702
Angel Tirado
(Manager)
Dolores Wilson
(Owner)
Joe Massiello
(President)
N/A
N/A
(623) 247-7799
Louie Fratini
236
Feature Cuts
Fry’s Food Store
H& R Block Tax Service
Hi-Health Supermart
La Botana Restaurant
Laundromat
Long John Silvers
Payday Loan Store of
Arizona
Payless Shoe Source
Pizza Hut
Preferred Water & Ice
Presto Pizza
Ray’s Barber Shop
Rent-A-Center
Rent-A-Center
Rent-A-Center
Royal Reception Hall
Salon Glamour Latino
Smoke House
Smoke Shop
St. Paul Lutheran Day
Care Center
Subway Sandwiches &
Salads
Sun Devil Auto
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85031
#1678 Phoenix, AZ 85031
Phoenix, AZ 85031
Phoenix, AZ 85031
Phoenix, AZ 85031
W. Indian School Rd.
Phoenix, AZ 85031
#A17 Phoenix, AZ 85031
Phoenix, AZ 85033
Phoenix, AZ 85031
#107A Phoenix, AZ 85031
Phoenix, AZ 85033
Phoenix, AZ 85031
59th Ave & Indian School Rd.
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85031
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85031
Phoenix, AZ 85033
Phoenix, AZ 85031
3830 N. 51st Ave #A
(623) 846-0622
(Manager)
Angie Alegria
(Manager)
N/A
(623) 247-7550
N/A
(623) 247-6591
Julieta Young
(Manager)
N/A
(623) 247-7784
(623) 873-4341
N/A
(623) 245-0822
Spencer Montgomery
(Manager)
N/A
(623) 247-3232
Irma Martinez
(Manager)
N/A
(623) 848-7000
(623) 849-0599
(623) 247-6368
(623) 247-5445
(623) 269-5858
Don Hansen
(Manager)
Judith Villalobos
(Owner)
Ramon Magaleno
(Owner)
Tom Dunlap
(Manager)
N/A
(623) 846-4496
Frank Silvia
(Manager)
N/A
(623) 245-0075
Patricia Pacheco
(Owner)
K C Cantlin
(President)
N/A
(623) 845-6080
(623) 846-2235
(623) 245-0056
(623) 247-0603
Karen Moses
(Executive Director)
William Kenworthy
(Manager)
Tony Romero
237
Superior Motor Vehicle
Services
Susie’s Factory Direct
Teck Cell
Tienda Santaneca
U.S. Nails
Vina Nail
Volt Services Group
Walgreens
Waterhouse
Wendy’s
Phoenix, AZ 85031
Phoenix, AZ 85031
Phoenix, AZ 85031
5881 W. Indian School Rd. #81 Phoenix, AZ 85031
57th Ave & W. Indian School
Rd. Phoenix, AZ 85033
Phoenix, AZ 85031
Phoenix, AZ 85033
3802 Maryvale Parkway
Phoenix, AZ 85031
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85031
(623) 937-8598
(623) 245-9455
(623) 849-4700
(Manager)
Josephine Charles
(Owner)
Cecilia Cardenas
(Manager)
Maria Quintana
(Owner)
N/A
(623) 691-9298
Peter Vu (Owner)
(623) 846-3103
Phuong Nguyan
(Owner)
N/A
(623) 247-1011
Susan Spencer
(Manager)
N/A
(623) 846-7844
(623) 247-6037
Lisa Paredes
(Manager)
(623) 849-7191
Carl Holmes (Owner)
(623) 245-3008
Chris Latour (Chief
Executive Officer
Ishmael Aguilar
(Manager)
Art Persails
(Manager)
Nancy Yassine
(Manager)
N/A
Another Level Barber
Studio
Adult Shoppe
Bargain City Sales &
Rental
Basic Food Market
Bill’s Mobil
Carniceria la Hereford
Checker Auto Parts
Circle K
Clinica Hispana
Da Spot
Del Taco
4146 N 67th Ave
Phoenix, AZ 85033-3313
Phoenix, AZ 85031
Phoenix, AZ 85031
4002 N. 67th Ave #11
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85031
Phoenix, AZ 85031
6524 W. Indian School Rd. #B
Phoenix, AZ 85033
Phoenix, AZ 85033
4101 N 67th Ave
(623) 247-0532
(623) 846-7779
(623) 846-5375
N/A
(623) 247-3256
Bob Gates (Manager)
(623) 247-7409
(623) 848-2420
Shallu Vaid
(Manager)
Dawn Litter (Owner)
(623) 247-5773
Hayde Gil (Manager)
238
Denny’s
Desert School Federal
Credit Union
Dollar Store
Don Pancho
Panderia/Taqueria
Emergency Chiropractic
Care
Fallas Paredes
Firestone Tire & Service
Fitness West
Fiesta Party Supply
Goldberg & Osborne
Grand Stop III
Haggard Chiropractic
Hire Source Staffing
J & J Drive-in-Liquors
Jackson Hewitt Tax
Service
Kaboom Beauty &
Barber Salon
Lam’s Seafood Market
Mariscos Altata Seafood
Maryvale Car Wash
Maryvale Hospital
Medical Center
May Garden Restaurant
Mega 99 Cent
Phoenix, AZ 85033
4120 N. 51st Ave
Phoenix, AZ 85031
51st Ave & Indian School Rd.
Phoenix, AZ 85031
Phoenix, AZ 85033
4150 N 67th Ave
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85031
Phoenix, AZ 85033
Rd., Phoenix, AZ 85033
Rd., Phoenix, AZ 85031
4039 N. 51st Ave
Phoenix, AZ 85031
Phoenix, AZ 85033
4002 N. 67th Ave
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85031
4002 N. 67th Ave
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85031
Phoenix, AZ 85031
5102 W. Campbell Ave
Phoenix, AZ 85033
Phoenix, AZ 85031
Phoenix, AZ 85033
(623) 247-4195
N/A
N/A
(623) 845-9415
(623) 873-6220
(623) 848-0800
(623) 247-6861
(623) 846-6884
Amia Ragwani
(President)
Jose Cisneros
(Owner)
Richard Mileuski
(Manager)
N/A
Steve White
(Manager)
Pat Demars
(Manager)
N/A
N/A
(623) 247-4230
Jerry Yousif (Owner)
(623) 849-8000
Justin Haggard
(Owner)
Jill Fridley (Owner)
(623) 845-7200
(623) 846-6266
(623) 247-7850
George Smith
(Owner)
Melody Prasil
(Manager)
N/A
(623) 247-2941
N/A
(623) 247-0731
Mariscos Altata
(Owner)
Doug Sewell (Owner)
(623) 247-9288
(623) 247-8166
(623) 848-5000
(623) 245-0052
(623) 247-0601
John Smithhilser
(Chief Executive
Officer)
N/A
Krim Kangiani
(Owner)
239
Midas Auto Service
Experts
Mo Mo Gifts
New China Buffet
Peter Piper Pizza
Phoenix West Animal
Hospital
Popo’s Fiesta Del Sol
Radio Shack
Rainbow Donuts
Rumors Bar
Shell
Sizzler
Smile Care Dental Group
Today In Style Nail
Valley Wide Insurance
Viva Check Cashing
Wal-Mart
Wells Fargo Bank
West Phoenix Physicians
LTD
Westside General
Practice
Whataburger
Phoenix, AZ 85033
Phoenix, AZ 85033
4117 N. 51st Ave
Phoenix, AZ 85033
4024 N. 67th Ave
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85033
4109 N. 51st Ave
Phoenix, AZ 85031
Phoenix, AZ 85031
4134 N. 67th Ave
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85033
Phoenix, AZ 85033
4105 N. 51st Ave
Phoenix, AZ 85031
4153 N. 51st Ave #2T
Phoenix, AZ 85031
4002 N. 67th Ave
Phoenix, AZ 85033
51st Ave & Indian School Rd.
Phoenix, AZ 85031
5120 W. Indian School
Phoenix, AZ 85031
Phoenix, AZ 85031
Phoenix, AZ 85033
4030 N. 67th Ave
Phoenix, AZ 85033
(623) 846-7291
(623) 848-7730
Craig Howerton
(Manager)
Song Mun (Owner)
(623) 245-3535
Zhuseng Shi (Owner)
(623) 846-8000
Rey Herkshan
(Manager)
Marion Ansems
(Manager)
Betty Salazar
(Owner)
Garrett Shaver
(Manager)
Pete Carpanzano
(Owner)
Gloria Gordun
(Owner)
Dee Hoisington
(Manager)
Ricardo Soto
(Manager)
Minoo Harsiny
(Manager)
Duong Hoang
(Owner)
Raymond Luce
(Manager)
N/A
(623) 846-5965
(623) 846-2636
(623) 247-0460
(623) 247-8778
(623) 848-1916
(623) 848-9445
(623) 247-5524
(623) 846-5555
(623) 849-2058
(623) 245-2711
(623) 247-1674
N/A
(623) 528-7330
(623) 247-1081
(623) 846-3186
(623) 848-8991
Norman Balderrama
(Manager)
Arthur Miller
Norma Anaya
(Manager)
Cathy Dean
(Manager)
240
Appendix I
Key Indicators of Healthy Neighborhoods
(Adapted from Anderson et al., 2003)
241
Key indicators of a healthy neighborhood and corollary intervention strategies
(adapted from Anderson et al., 2003)
Healthy
Neighborhood Indicator
Example of
Intervention Strategy
Component 1. Neighborhood Living Conditions
•
•
•
•
•
•
Safe neighborhoods
•
•
•
•
•
•
•
•
•
Affordable housing
Building, improving, & retaining
neighborhood assets
•
•
•
•
•
•
•
•
•
Tenant organizations & support
Public programs to abate housing hazards (lead
paint removal, rodent extermination)
Child-proof homes (e.g., safety locks, poison
symbols, scald-proof water controls)
Protection against extremes in the climate
Removal of unsafe or abandoned buildings and
debris in vacant lots
Fire safety protection (e.g., inspections, detector
checks)
Neighborhood beautification
Rapid access to emergency personnel (e.g., fire,
police, and EMT)
Home security systems
Animal control
Neighborhood policing by residents
Reduction of gang activity
Reduction of street racing
Reduction of drug trafficking and neighborhood
“shooting galleries”
Increased sidewalks, recreation paths, and lighting
Reduction in liquor store density
Instruction on CPR/First Aid
Support for subsidized housing
Shelter for low income and homeless populations
Housing units for low-income, single adults
Mixed-income housing
Public libraries, schools, fire departments, hospitals,
& parks
Public information systems (media, Internet)
242
•
Neighborhood cohesion and strong
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Neighborhood businesses and home-based
enterprises
Cultural organizations and citizen associations
Religious organizations
Sports facilities and special interest clubs
Family resource centers
Supermarkets
Transportation systems (e.g., bus, rail, or car pools)
Informal neighborhood social activities (e.g., sewing,
book or gardening clubs)
Mentoring programs (e.g., Big Brothers/Big Sisters,
youth business mentoring, adopt-a senior programs)
Involvement in community organizations (e.g.,
Kiwanis or Scouts)
Senior Centers
After-school programs
Accommodations for the disabled
Elder day care
Park, recreation and exercise programs
Architecture designed to facilitate interaction (e.g.,
front porches, open spaces and access pathways)
Neighborhood planning to increase public meeting
spaces (e.g., plazas, parks, trails, local
entertainment centers).
Component 2: Opportunities for Learning and Developing Capacity
Early learning and child
development opportunities
•
Child development programs (e.g., Head Start)
•
Parenting classes in schools, churches, or human
service agencies
•
Training programs for providers of home-based
child-care
Quality of educational systems
•
High quality foster care systems
•
Programs to support young mothers
•
Schools as sites for human service support systems
(e.g., after-school programs, parenting programs, or
community support programs)
•
Business support for local education
•
Senior citizens serving as models and mentors in
schools
243
•
Adequate public investment in education
•
Competitive teacher salaries
•
Programs to strengthen school-community
relationships
•
Efforts to improve curricular standards
•
Lower teacher-student ratios
•
Curriculum focusing on community development and
health issues
Recreation and leisure activities for
all ages
Life-long learning environment
•
YMCA/YWCA programs
•
Boys and Girls Clubs
•
Scouting programs
•
Community sports for youth
•
Community arts programs
•
Public recreation programs and parks
•
Local hobby clubs
•
Adult recreational sports and exercise programs
•
Senior activity programs
•
Learning programs for all ages
•
Leadership development for all ages
•
Adult education programs
Component 3: Community Development and Employment Opportunities
Economic viability
•
•
•
•
•
•
•
•
•
•
Enterprise zones
Small loans to support locally owned businesses
Recruitment/retention of neighborhood stores and
services
Sustainable technologies
Job relocation to workers’ neighborhoods
Contract with community-based businesses
Small-business assistance
Local business clubs as resource for business
owners
University and community partnerships to advise
local business owners and provide student
apprenticeships
Policy and legislative safety nets during recessions
244
Job training, workforce
development and employment
opportunities
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
K-12 exposure to entrepreneurial activities
Volunteer programs to mentor students in diverse
occupations
Youth internships in local service agencies and
businesses
Training of local residents for neighborhood
intervention programs
Junior Achievement programs in schools
School-based student businesses for neighborhood
services
Technical school scholarships by local businesses
Hiring of local residents in local businesses
Placement of service companies and light industries
in local neighborhood
Community jobs for people who are mentally and
developmental impaired
Federal and state jobs programs (e.g., job corps)
Roles for senior citizens in workplaces
Safe and equitable work conditions for new
immigrants
Quality, affordable child care for workers
Jobs that provide personal growth and fulfillment
Adequate health benefits
Financial safety in case of injury or illness
Component 4. Social Cohesion, Civic Engagement, and Collective Efficacy
Civic engagement in communities
•
•
•
•
•
•
Social engagement in communities
•
•
•
•
Voter registration drives
Media spotlight on issues that need local input
Human service links with local faith communities
Civic clubs (e.g., Rotary, volunteer firefighters,
parent-teacher associations)
Enhanced sense of community around political
jurisdictions (e.g., City, Council District)
Non-categorized funding support for organizing
community action groups
Neighborhood social clubs
Community centers or facilities for group meetings
Senior centers
Community day care programs (e.g., for youth,
elderly or disabled)
245
•
•
•
•
Community infrastructure to
maximize local decision-making
•
•
•
•
•
Promotion of public leisure activities (e.g., concerts
or festivals) in lieu of private activities (e.g., staying
at home watching TV or video games)
Increase opportunities and facilities for community
volunteers to share knowledge (e.g., about arts,
languages, or sports)
Centers for community entertainment and leisure
activities (e.g., theatre, bookstore, coffee-shop
complex)
Attractive, safe neighborhood meeting spaces (e.g.,
parks, playgrounds, or plazas)
Non-categorized funding support for community
organizing
Community coalition building
Training in negotiation/mediation skills for
community groups
Training programs for grassroots advocacy
Reinforcement of cultural heritage to build common
interests (e.g., language courses or Saturday
schools to teach ethnic group customs and art)
Component 5. Prevailing Community Customs, Norms, and Processes
Social solidarity and understanding
across diverse groups
Focal point for community growth
and social support activities
through religious organizations
•
•
•
•
•
•
•
•
•
•
•
Embracing multi-cultural beliefs
and customs
•
•
•
•
Nondiscrimination policies
Affirmative action programs
Anti-stigma campaigns (AIDS, mental illness, etc.)
Freedom schools (like in the civil rights era)
Diversity training in schools and workplaces
Increase locations for social support, leisure and
spiritual fulfillment
Increase locations for multi-cultural social interaction
Provide source of aid for community members
Increase outlets for members to provide community
service
Increase outlets for socialization across generations
Provide centers for all neighborhood residents
Neighborhood multi-cultural festivals
Cultural arts sponsorship (music, dance, art)
Multi-cultural training for care providers
Increased multi-cultural sensitivity through
professional associations (e.g., American Medical
and Nursing Associations)
246
•
•
•
Support for community centers for
socialization
•
•
•
•
•
•
Democratic norms for equal voice
and influence for all community
members
•
•
•
•
•
School-based programs that celebrate ethnic
traditions
Recognition and reinforcement of cultural behaviors
that are protective of health
Social and health services that are sensitive to
cultural beliefs and customs
Provide community facilities for local group meetings
Public recreation facilities with programs for all ages
Increase after-school programs
Increase support or interest groups
Youth programs that provide alternative to
unsupervised leisure (e.g., music, sports, and art)
Senior centers for socializing, education, and leisure
activities
Stimulation of community debates on issues of
social equity (e.g., location of undesirable and
desirable facilities)
Attention to trends of increasing inequity in income
and wealth and the consequences on health and
social structure
Increased community voice in local government
Encouragement of accountability of public agencies
Encouragement of accountability of private
companies (e.g., unsafe products or employment
practices)
Component 6. Health and Human Services Opportunities and Promotion
Community-defined goals for
health and human service
programs
•
•
•
•
Accessible health and human
service programs accessible
•
•
•
•
Community participation in health and human
service decision-making
Continuous access to health and human service
information for decision-making
Research driven by community-identified health and
human service issues
Community as equal collaborator in research on
neighborhood
Collaboration between health and human services
and broader social, economic, and political sectors
Use of media for community health education and
raising of awareness of health and human service
programs
Access to quality programs for all ages
Coverage for preventive as well as curative or
intervention care
247
•
•
•
•
Culturally appropriate health and
human services
•
•
•
•
Promoting health and disease
prevention in the workplace
Monitoring community health
indicators
•
•
•
•
•
•
•
Health and human service providers available for all
populations
Health-promotion curriculum in schools (self-esteem
or health choices)
Preventive care (hearing/vision screenings or
therapy for speech and learning difficulties)
School completion and parenting skills programs for
adolescent parents
Multi-cultural providers
Interpreter services
Health and human service education materials in
multiple languages
Multi-cultural participation in designing and
evaluating health services
Mental health promotion and care
Opportunities for exercise and healthy eating
Child care, child development centers
Opportunities to strengthen social networks
Opportunities for meaningful work experiences
Health indicators (e.g., preventable morbidity and
mortality or health disparities)
Socio-economic indicators (e.g., rates of
employment, crime, or housing availability; surveys
of quality community life)
Adapted from Anderson et al., 2003: The Community Guide’s Model for Linking to
Social Environment to Health.
248