The purpose of this study was to bring new information to the field of education research on<br/>graduation rates and school programming. Research on graduation rates and the effects of school<br/>programs exist, however there is not an abundance of research aimed specifically at Title I high<br/>schools. The goal was to find what school characteristics might impact graduation rates in this<br/>population. The thesis focused on Title I high schools in the Phoenix Union District with a<br/>graduating 2019 class of at least 250 students. This limited the effect of variability (school size,<br/>location, socioeconomic status). To research this topic, school characteristics were selected<br/>including course rigor, mentor programs, and college prep programs, as well as specific schools.<br/>To obtain the information, multiple sources were used including the Arizona Department of<br/>Education website, school websites, and school administrators/staff. The research revealed that<br/>the effect of course rigor, college prep programs, and mentorship on graduation rates in Phoenix<br/>Union High Schools is not apparent. Further research should be conducted into other possible<br/>causes for the gaps in graduation rates between the Title I high schools in this district. Future<br/>research on ELL students and programs in the Phoenix Union district and their effectiveness or<br/>lack thereof is also recommended. The research shows that this large demographic negatively<br/>correlates with the overall graduation rates at the six schools researched.