>>> COMING UP NEXT ON ARIZONA HORIZON: WE'LL SPEAK WITH THE MAYOR OF GLOBE ON HOW THE TOWN IS DEALING WITH THE AFTERMATH OF DEVASTATING FLOODS.

ALSO TONIGHT: WE'LL HEAR ABOUT A STATE-WIDE INITIATIVE TO IMPROVE LITERACY RATES OF ARIZONA CHILDREN.AND, A NEW REPORT LOOKS AT THE IMPACT OF INTERNATIONAL STUDENTS ON HIGHER EDUCATION IN THE U.s.

THOSE STORIES AND MORE, NEXT, ON ARIZONA HORIZON.

>>> Arizona horizon made possible by contributions of members of PBS.

>>> GOOD EVENING AND WELCOME TO ARIZONA HORIZON.

I'M TED SIMONS.

THE TOWN OF GLOBE WAS RECENTLY HIT AND HIT HARD BY A SERIES OF TORRENTIAL RAINS AND FLOODS THAT KILLED 3-PEOPLE AND CAUSED HEAVY DAMAGE TO NEIGHBORHOODS AND BUSINESSES.

EARLIER TODAY WE SPOKE TO THE MAYOR OF GLOBE, AL GAMEROS, FOR AN UPDATE ON THE CITY AND ITS RECOVERY EFFORTS.

Mayor, thank you for joining us.

We appreciate your time.

We know you are a busy man right now.

What's going on?

What are the conditions in globe.

>> We went through a massive cleanup.

We have gone through assessment trying to excess our buildings.

Our residential homes.

Many were destroyed in this whole disaster.

It's been a lot of work to get to the point where we can move forward.

We went from the first night with search and rescue.

Multiple vehicles swept through the washes.

Again like I said cleanup and working through the process through the state funding through their documentation.

Trying to send it to the federal government.

>> It was two fatalities from globe.

When the water swept them in.

A lady west of Miami was swept into a creek.

>> A lot of association between the two towns.

Several opened up all ready.

Several more in the next week or two.

We just fenced out several buildings that will have to be structureally engineered or taken down for the future.

>> Was the business District or neighborhood hit Haass hardest.

>> I I would say residential was hit hard.

This was confined to the northern area of our downtown District.

I'll say it's equal.

A lot of damage to the buildings downtown.

>> We refer to this earlier.

The emergency fund are they available.

Are they helping out here.

When the governor signed that declaration.

They set up the office in globe.

They are open five days per week for the next 4 to 6 weeks.

These are 30 year terms.

Pay through the first year of receiving your first loan.

>> How much can businesses and residence apply for.

>> In excess of 200 to $400,000.

They can apply for it.

>> Have you seen a lot of people applying.

>> It was there and they have another big they are doing more applications.

>> How is FEMA playing into this.

We got our assessments we have to work through the County and state.

This is for farther more assessments and through the governors office.

They send it through FEMA to see if we get funding.

We get FEMA funding it's 90, 10, it's better for our city.

>> I know the city R senator criticized him for being too burdensome.

What it does is for our infrastructure.

You have to spend it to get reimbursed.

We have a good fun balance and we hope to get reimbursed in the future.

When it goes to FEMA we don't know what that Intels.

There is some small amount of money to residents and businesses.

I don't know what the amount would be.

>> All bets are off.

Disaster mitigation funding.

Keep something from this happening again.

How does that work?

>> We put that into our request through the state and into female.

We need to val ate our waterways.

We reevaluate those and deal with broken waterlines and sewer lines.

They run deep in the waterways.

We have the burn scar from 2021.

How do you think the water is coming down from the mountain.

A large range occur.

>> Are you hearing concern regarding insurance costs and how they will be effected by this.

>> We heard it before because a lot of the waters areas live-in the floodplains.

Some can't afford the high cost of flood insurance.

I don't know how many people had flood insurance but yeah, you bet.

It's really unaffordable types.

>> You talk about mitigation efforts are there ways to change your town.

This is historic.

Are there ways to change areas an floods patterns, these sorts of thing.

This happens and you have to find a way to keep it from happening again, what do you do?

>> You know, we change our vision at this point because, this is something we have never seen.

The amounted of water that came down and how it overran creeks and waterways federal legislatures and take more cooperation from the Army corp to change the depth and stuff like that for our creeks in order to take in more water.

At the same time, whatever we do, the amount of water that came down it's still, we can't prepare for that.

I hope to minimize the damage.

We can't totally prevent it.

>> I know you are a native and this is your home.

This is where you've experienced a lot there.

I guess you never experienced anything quite like this.

Did something change or was it just nature.

>> I really believe, I have lived here and we live with dry washes.

When it rains in the mountains it's coming down and we had water satisfactory.

What we saw, they told us initial numbers it's a 130 year event.

With the flood and burden scar 170 year flood event.

It's stiffer and when I grew up we get sponsored rain and the large I mounts.

We have the burr scar and a lot played into this.

>> Majorral GAMEROS.

Thank you for speaking with us and all the best to you and thephobe folks at globe.

>> Thank you, we appreciate that.

>> A TEN-WEEK LITERACY PROGRAM IS SUPPORTING STUDENTS AND FAMILIES IN NEARLY A DOZEN SCHOOL DISTRICTS ACROSS THE VALLEY BY INSTILLING A SENSE OF COMMUNITY AND SERVICE FROM A YOUNG AGE.

EDUCATION REPORTER ROXANNE DE LA ROSA HAS MORE.

>> Only 39% of third graders in Arizona are reading proficiently according to advocacy group education forward.

One after school program read better be better is doing their part to battle the crisis.

The CEO founded the nonprofit after teaching literacy to children living in extreme poverty.

>> The levels are not dissimilar at all then had been with a very low income, pretty transient community.

>> It works with low income school Districts by pairing up older students with younger students to read together.

Allen shares why it was important to take action.

>> So, I was just curious how that was possible.

So much resource how is it possible we still had fifth graders coming into the program.

Unable to read.

>> Third graders might fall behind the rest of their peers and four time less likely toe graduate from high school.

>> NATOSH heard about the program.

Why the program made a difference for her son.

>> I do think having appear with him and reading with him.

They can communicate at different levels a parent or teacher I got authority figure, should I say.

Of it could seem like we are moving down to them.

>> Edmond took on a role as program coordinator.

Read better be better to their campuses.

As a mom no one likes to see them struggle.

They were over to overcome it.

I'm so grateful for read better be better being apart of his life.

He's confident in reading and he loves it.

>> Her son still participates.

He reads to younger children.

It helped me if I have to help kid learn read a book I could just remember what the leader taught me when I was a reader.

>> He shares how it feels to read with a peer verses an adult.

>> The adults are like read faster, like, read.

The little teams orchids are like, take your time.

We have all day.

We get to read slowly.

When we read slowly we get to like improve naturally.

>> Tions Roxanne, reporting for Arizona horizon.

>> We follow up that report with Arizona literacy plan AN EFFORT TO USE RESEARCH AND BEST PRACTICES TO IMPROVE THE LITERACY RATES OF ARIZONA STUDENTS OVER THE NEXT 5-YEARS.

JOINING US NOW IS TERRI CLARK, ARIZONA LITERACY DIRECTOR OF "READ-ON ARIZONA. "

2030 thank you for having me.

>> We want to do more of what has been proven to work and improve lit as I see outcomes by the end of third grade.

We figure out what works.

Go full steam ahead.

>> Looked at it nationally what were they doing we have four key drivers local and state actions and partners to get it done.

>> What are the four buckets?

>> Educator capacity making sure we are not just making things up and doing what was proven and demonstrated to work.

Also increasing access that really helped a lot and also, just, you know, making sure that implementation experience goes well across all four.

>> This was a year in planning with stakeholders and everyone getting involved here.

>> Yeah, we took 12 to 18 months.

A lot of stakeholder meetings.

Got input feedback and helped us identify the key drivers are and what our skill to succeed strategies.

This is coming from the community regional and state system partners we have in our collaboration.

>> I know, some of the big things are certified.

Make sure they are certified and make sure the materials are up to Parr.

Reduce chronic absences.

These all play a part.

>> We focus on one thing.

We have to do all of these things and walk and chew gum at the same time.

They all do play a part if they are not in class with the incredible learning hours.

If they don't have a teacher we know now more than ever how a child learns to read.

They told us key things have to be done.

They haven't had that training.

>> Let's talk about what needs to be done.

We have done of number of education segments and always get them by third grade reading literacy, that's huge.

Why is that and is it still the case.

>> Third grade at age 8 is a critical milestone.

It takes eight years to build a real estater and accumulation of skills.

That's why it's the marker that said, we are on track and we have a strong vocabulary.

The background comprehension starts to pick up.

If they have struggled or lotion or have a gap in any of the skills, they will struggle to reach that reading comprehension level that it assesses.

>> The research said get them by age 8 in third great.

As far as your plan how do you work on that and take action on that.

>> Welm some of the things in statute policies in place.

We had file strategies in every state ta has really knocked it out of the park and making good progress.

Make sure teachers have Washington they need and be successful in the classroom.

They use high quality materials in the classroom.

Make sure they have access to early learning opportunities.

Early and really focusing on kindergarten and first grade.

In you sure them up then you can keep them on track.

>> You know, some of them doing really well.

Mississippi, Louisiana, Tennessee, Alabama, what did do and what weren't they.

>> Clearly what they are doing now it's sitting in other states modeling after the southern states increasing their own assessments it's catching on and Arizona, I think what our issue has been, we identified those things and slow them to do them at scale.

It's not a scattered shot approach.

A few things, we are running out of time a bit here.

Goodness gracious, Alabama and Mississippi are doing something.

>> Literacy that's a big strategy for us you know teachers need that one-on-one in classroom support and master teaching helping them to refine and advance their craft.

All of them have done a real investment and strong implementation.

Tennessee trained all of their teachers.

>> Mentoring is a big deal there.

Are you getting buy in from this?

>> We are getting some and we'd like more those implementing on the ground and those across the state.

We help with this plan and ready to go?

>> All right, sounds good.

Arizona literacy plan 2030, thank you for sharing.

We appreciate it.

>> A RECENT REPORT SHOWS HOW INTERNATIONAL STUDENTS IMPACT THE U. S. HIGHER-EDUCATION SYSTEM, INCLUDING A FOCUS ON FINANCIAL CONTRIBUTIONS AND BROADER EFFECTS ON ECONOMIC AND INNOVATION OUTCOMES.

ASU ECONOMICS FERRARO IS THE REPORTS CO-AUTHOR, HE JOINS US NOW.

Good to see you again.

>> Good to be here.

>> Let's talk about the role of international students.

Why was this research conducted?

>> Are it it started with a colleague o and friend of mine.

This is also economic department.

It's an attempt to measure the volume of students.

The value is, multifaceted object that includes the economic impact and those beyond that are the key contribution to international students bring to higher education.

>> Let's talk about the labor market.

What do international students bring to the labor market.

>> They are more likely to be apart of the stem occupation.

So, the demand exceeds supapplies and they have had the labor market to deal with this.

In that sense they are critical in occupation and vital for innovation and growth.

>> Yeah, correspondingly, you would have tech advancements.

>> Yes, you know, indeed.

Tech companies heavily skewed towards the same occupation.

>> We can talk about how subsidizing U.S.

higher education and international students pay out-of-state.

That's how it works.

>> It's short economic impact.

This is education.

It's a net of educational services.

Meaning informational students they come to the U.S.

to learn way more than medical students pay abroad.

>> What act the educational quality.

Where do they stand on it.

What do they bring to that.

>> In the U.S.

we are fortunate with public and private universities.

Heavily oriented on research.

The more a student comes in the less for American students.

There is no evidence of that.

There is some logic.

As it stands.

>> I was going to ask crowding out is if we hear that a lot there is some evidence in a major school or smaller schools.

>> Minor crowding and we think about a Ph.D program.

International students as you mention is subsidized American students because they initially pay full tuition.

More students and lower tuition for the internationals.

>> The impact once they graduate and into the community.

>> The critical impact and well functioning transition.

An H one V visa.

This is after your education.

>> I know your study is specifically patons.

They are more frequent from international students.

>> This is a well known established fact.

Positive by informational students.

More heavily sited because of the proxy of higher quality.

>> Interesting.

>> The bottom line financial help and innovation, all of these things.

There is an impact if it were international students.

Growing is it'd starting to flatten out a bit.

>> I'm on the frontier for students for a very long time.

In that sense, I'm optimistic about that and I know it willingness to informational students.

It's innovation and long-term growth.

>> That was my question.

You mentioned this earlier and attract international students for higher education.

I wonder.

It feels like it might get be e roting a bit.

You are saying a bit of that out there.

For the entire body of students.

They made the big player in the market.

>> Last question, how many of these students go back home?

>> Many, that's why the visa are so important.

You want to keep the most and brightest.

>> So good to have you here and see you again.

I'm Ted Simons.

You have a great