Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
Filtering by
- All Subjects: community
- All Subjects: Title I
- Creators: Division of Teacher Preparation
The purpose of this study was to bring new information to the field of education research on graduation rates and school programming. Research on graduation rates and the effects of school programs exist, however there is not an abundance of research aimed specifically at Title I high schools. The goal was to find what school characteristics might impact graduation rates in this population. The thesis focused on Title I high schools in the Phoenix Union District with a graduating 2019 class of at least 250 students. This limited the effect of variability (school size, location, socioeconomic status). To research this topic, school characteristics were selected including course rigor, mentor programs, and college prep programs, as well as specific schools. To obtain the information, multiple sources were used including the Arizona Department of Education website, school websites, and school administrators/staff. The research revealed that the effect of course rigor, college prep programs, and mentorship on graduation rates in Phoenix Union High Schools is not apparent. Further research should be conducted into other possible causes for the gaps in graduation rates between the Title I high schools in this district. Future research on ELL students and programs in the Phoenix Union district and their effectiveness or lack thereof is also recommended. The research shows that this large demographic negatively correlates with the overall graduation rates at the six schools researched.
Did He Kill the Mockingbird? provides an alternate ending to To Kill a Mockingbird. In the original play, the townspeople never discovered that Arthur Radley killed Bob Ewell. In Did He Kill the Mockingbird? a townsperson overhears Atticus Finch and Heck Tate discussing Bob Ewell's death. This leads the townsperson to tell others in Maycomb County of the events that had unfolded the night Bob Ewell died.
As the play progresses, we explore how ignorance, willful and not, change the daily lives and actions of individuals who have mental illnesses and disabilities such as Autism. The townspeople may not see a problem with the way they treat Arthur Radley, as he is just a man who they believe stabbed his mother. However, in reality, they are causing more harm by encouraging and perpetuating rumors about Arthur Radley. In turn, the rumors enhance the stigma that plagues Arthur Radley.
Jean Louise Finch is the main character in Did he Kill the Mockingbird? Jean supports Arthur Radley, and is able to see the good in him although the rest of the townspeople continue to believe he is a bad person.
I hope that my version of this alternative ending to original play brings to light the changes that we need to make as a society to encourage the acceptance of all people. As a society, we need to treat all people, whether disabled or not, as equals. Rather than perpetuating stereotypes, we need to encourage everyone to work hard and reach for their goals whatever they may be.