To some extent, Lincoln County reflects the findings of a recent study, conducted by The Schott Foundation for Public Education, dealing with the inequities in graduation rates as they pertain to black males.

For over five years, the foundation traced the performance of black males in public education systems across the nation. The report documents that "states and most districts with large black enrollments educate their white, non-Hispanic children but do not similarly educate the majority of their black male students."

For example:

.. More than half of the black males in the study did not receive diplomas in 2006. The standard for the graduation rate of these students for states with more than 10,000 black male students was set by New Jersey in 2006 at 74 percent.

.. The one million black male students enrolled in New York, Florida, and Georgia public schools are half as likely to graduate with their class as white, non-Hispanic students.

.. Delaware, Georgia, Illinois, Indiana, Michigan, South Carolina, and Wisconsin graduated fewer black males with their peer group than the national average, which was 47 percent for 2006. Georgia's graduation rate for these students was 40 percent that year.

The graduation rates at LCHS for black males over the past three years are as follows: 2006, 58 percent; 2007, 79 percent; and 2008, 63 percent. The figures were higher for their white counterparts.

.. In Georgia, white male eighthgraders were twice as likely to read at the basic level as their black counterparts in 2007. Also, 55 percent of black male eighth-graders performed at below the basic level in mathematics; whereas, the figure for white students was 20 percent.

The Schott report goes on to add that these trends and others cited in the study are evidence of a schoolage population that is substantively denied an opportunity to learn and of a nation at risk.

According to Dr. Michael Holzman, an independent consultant who did the research for the Schott study, "The education of black children has always been a crucial concern in the United States. There are a number of factors contributing to the inequities in graduation rates - - school, family, and community."

Among the factors that make it very difficult for black children to participate in the education process are:

.. The expulsion rates are very high for black males, explained Dr. Holzman. In 2005, more than half as many black male students in proportion to enrollment were expelled as were white male students.

.. The number of out-of-school suspensions given to black male students in 2005 was equivalent to 20 percent of Georgia's black male student population. The figure for white males was eight percent.

.. "With the way special education programs work, black males are much more likely to be labeled as mentally handicapped than is scientifically indicated," said the research consultant.

"Close to 1.5 percent of the general population have IQs of 70 and under and are therefore considered mentally retarded; whereas, from five to six percent of black male students are told they are mentally retarded," Holzman continued.

"This is sometimes used as a way to get the kids out of the classroom."

Moreover, if black male children had been admitted to Georgia's Gifted and/or Talented programs at the same rate as white male children, the programs would be serving at least 25,000 more students.

In conclusion, Dr. Holzman said, "The essential thing is black male students need to learn to read along with everybody else, so they won't be completely discouraged. School systems have to start offering rich and appropriate instruction when students are three or four years old. This would be a good way to address the inequities in graduation rates."

In her comments, Regina Reid, graduation coach at LCHS, said that many times, students are disengaged from what is going on the classroom. "Some do not participate in class and basically, lack relationships with their teachers, the school staff, and even their peers.

`"Also, some students are dealing with emotional issues at home or work which have nothing to do with school."

She further indicated that this lack of investment in learning develops over a period of time.

"Another factor that affects a child's performance in the classroom is parental involvement," said Reid. "Parents often become involved too late - - the child has failed too many classes and/or missed too many days of school and can't make up all of the work."

To decrease the dropout rate at LCHS, the graduation coach works closely with the school counselor, the teachers, and administrators to address concerns with the students and their parents. She and the School Improvement Team (SIT) monitor school data such as attendance, grades, and test scores.

"I also talk with the students individually in an effort to get to know them and build a relationship with them," said Reid. "I try to find out what concerns they have that could have an impact on their education."

In addition, LCHS offers:

.. Peer tutoring after school.

.. Tutoring by teachers both before and after school.

.. The Credit Recovery program, which is designed to give students, who have been unsuccessful in select classes, the opportunity to earn credits online.

.. Dual-enrollment classes at Augusta Tech.

For more information about any of these initiatives, contact Regina Reid at 706-359-3121.