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<v Rashan>Sidewalk high is a dropout living at home, <v Rashan>not doing anything. <v Patricia Holmes>How many times have you skipped? <v Student>About six weeks. <v Patricia Holmes>About six weeks straight? <v Tara Pearson>School. It had interest in me but I just don't feel like going. <v Tara Pearson>I didn't feel like being bothered. Anything with the people or anything. <v James Morgan>All my brothers have dropped out, you know. I was feeling like, you know, this is not <v James Morgan>worth the school anymore. Thought it has like stay home and just be here. <v Rashan>I was going the wrong way. Until they said, "Hey, Rashan, you're doing the wrong thing. <v Rashan>We're going to put you in program so we can string you out." <v Photographer>Love it. <v Basketball Coach>You come straight at it, like this. Meet the ball. <v Coach Kelso>As we go on in school, we are going to have to realize that we are losing <v Coach Kelso>kids, we are losing them, and we're going to have to do something else.
<v Speaker>Williams want to talk about those kinds of things <v Speaker>that would help you graduate in June or July. <v Speaker>Mr. Williams. <v Principal Williams>I have looked at the final marks for the semester, which just ended, <v Principal Williams>and young ladies and young gentlemen, a number of you <v Principal Williams>are in very, very precarious positions. <v Principal Williams>Your graduation in June is greatly endangered. <v Principal Williams>You might not wish to hear that, but that's where <v Principal Williams>you are. <v Principal Williams>Because you happen to have "twelfth grader" beside your name
<v Principal Williams>does not mean that you are going to walk across that stage in June and shake <v Principal Williams>my hand. <v Terrance> My name is Terrance Bell. <v Terrance>I'm 18. I used to attend to Cooley high school. <v Terrance>The main reason why I dropped out of Cooley basically because I had to find a <v Terrance>job to help with the bills and support myself. <v Terrance>Another reason is the administration up there. <v Terrance>They are just so hard it. <v Terrance>They don't want to make anybody leave. Ain't nobody been in jail, like I never been in <v Terrance>jail, but as I hear, it's not too much difference. <v Student>I get you good guys. You be the big man. <v Student>We get it. We get it. We get two more quarters and we can run all day, how about that? <v Student>See that's what it is.
<v Student 2>That's what we be doing. <v Student 3>Oh yeah. <v Terrance>Things they would do that upset me was just always hassling me, like about <v Terrance>going to classes, and- When I used to skip a lot, <v Terrance>I fell and I got kicked out because of doing so. <v Terrance>Usually Monopoly you start off with something. <v Terrance>Then as you go on, you can probably build your way up.
<v Terrance>But in life you can usually start nothing and end with nothing. <v Patricia Holmes>Welcome to DAIC, which stands for the Detroit Attendance <v Patricia Holmes>Intervention Center. <v Patricia Holmes>How bad was your attendance, Sonny? <v Sonny>Poor. <v Patricia Holmes>Tell me something, you know, I can <v Patricia Holmes>get a mental picture of it. <v Sonny>Well, thirty five times. <v Patricia Holmes>Thirty-five times. What brought you here? One class that you cut all the time or many? <v Student>All of them. <v Patricia Holmes>And your name, sweetheart? <v Paula>Paula. <v Patricia Holmes>And we know Paula was absent thirty-six times. <v Patricia Holmes>OK, well, we're gonna change that picture. <v Patricia Holmes>OK. Not every ninth grader skips classes. <v Patricia Holmes>These children are unique because they have special problems. <v Patricia Holmes>The students in DAIC are students who have spent the first <v Patricia Holmes>part of their year in high school skipping classes, deciding which classes
<v Patricia Holmes>they will go to. Which ones they will not. <v Patricia Holmes>And these kids are in trouble from the very onset of high school education. <v Patricia Holmes>When you deal with the assignments that I'm going to give you, it's expected <v Patricia Holmes>that you're going to try everyday to the very best that you can. <v Patricia Holmes>Everything I will give you will be things that you can't do. <v Patricia Holmes>Don't tell me. Well, when Miss So-and-so taught it, I never got a good grade on it. <v Patricia Holmes>Each person is different. Deal with Patricia Holmes as Patricia Holmes is, <v Patricia Holmes>because I'm like no one else you've met. <v Patricia Holmes>And I'm the best friend that you'll have here at Cooley during this class program. <v Patricia Holmes>I like to talk a lot. Kids need to know that you're a person and <v Patricia Holmes>they know that I'm a mother of two children and that I've had many experiences like they <v Patricia Holmes>had. Like my son has lied to me before. <v Patricia Holmes>So what they try their little games with me here, I know exactly what's going on, and I <v Patricia Holmes>tell them, "Listen, don't even try." <v Patricia Holmes>Why did you choose not to do the homework when you knew that the teacher was asking you <v Patricia Holmes>to try? <v Student>Cause I had better things to do. <v Patricia Holmes>Like what? Like what?
<v Patricia Holmes>This is serious business. <v Student>I had better things to do. <v Patricia Holmes>Now we're going to dump on teachers, right? <v Patricia Holmes>Okey dokey. Let's hear what you have to say. <v Student>Well, it seems that when I come in his class, <v Student>he look at me like he hates my guts. <v Patricia Holmes>Can he see your guts? <v Student>Yeah. I don't know. <v Patricia Holmes>Oh, you don't know. <v Student>He probably can. Cause see, my locker is on the second floor in the new building. <v Student>And first hour I had to go all the way upstairs and then come back down in his class <v Student>and I get there at least a minute late. <v Student>He complained about it. <v Patricia Holmes>Should he complain? <v Student>I don't know. <v Patricia Holmes>Well, think. <v Student>But what's a minute, though? <v Patricia Holmes>How many times did you skip on the average across the board? <v Student>Here? <v Patricia Holmes>Here. <v Patricia Holmes>Come on now, we're not gonna lie today. <v Patricia Holmes>Come on. Come on. Look, let's be very truthful. <v Patricia Holmes>How many times have you skipped? <v Student>About six weeks. <v Patricia Holmes>About six weeks. Straight? <v Student>It wasn't skipping.
<v Patricia Holmes>You weren't there. <v Tara Pearson>School, it had interest in me, but I just don't feel like going. <v Tara Pearson>I didn't feel like being bothered or anything with the people or anything. <v Patricia Holmes>What is it that you expect teachers to do for you to show that they're concerned about <v Patricia Holmes>you? What do you expect from us? <v Student>Give us a A. <v Patricia Holmes>But you have to earn the <v Patricia Holmes>A. That sounds good. Give you the A. <v Patricia Holmes>I'm happy to give A's. But when you talk about reality, what do you <v Patricia Holmes>expect from Pat Holmes, from any teacher? <v Patricia Holmes>Being realistic now? Talking about realistic stuff. <v Patricia Holmes>What do you expect from your teachers, young man? <v Student>Give me respect. <v Student>Like I give them respect. <v Patricia Holmes>All right. <v Tara>I didn't like my teachers because I feel they had a very bad attitude, like one <v Tara>of my teachers, you know, she left the class. <v Tara>And she came back and I asked why she left. <v Tara>"One more smart remark, Miss Pierce." And I said, "What are you talking about?"
<v Tara>"And that's it. Get out." Okay. <v Tara>You know, I was like, "Okay." And she out like she don't want to hear that my <v Tara>side, that my side, all I did was ask her why she left the whole class for the whole <v Tara>period. No, no teachers supposed to do that. <v Tara>It was fine and all. But, you know, why does she leave? <v Tara>She claimed cause the class was noisy. <v Tara>Hey, it's a vocal class. <v Tara>What's that? You know? <v Bessie Pearson>I got a letter. And it was stating that she <v Bessie Pearson>had been missing from school. <v Bessie Pearson>And I was so shocked, I left the post office and went right to the school. <v Bessie Pearson>I didn't come back home to get dressed or anything and I still <v Bessie Pearson>couldn't believe it. <v Bessie Pearson>They told me she had been missing classes, it was six weeks. <v Bessie Pearson>And every morning I carried her to school and I would <v Bessie Pearson>put her out at the school door.
<v Tara>You know how your body tells you you don't want to go your mind tell you or sometimes <v Tara>your friends with you. Yeah, Tara. <v Tara>Let's go. Let's go some way. Na na, na. <v Tara>Come on, girl. We'll be back. We'll make it, you know. <v Tara>And, you know in Coolley, you can skip anywhere, anywhere <v Tara>you want to. <v Patricia Holmes>Hello. May I speak to Mrs. Browder, please? <v Patricia Holmes>The most important thing about this program is that you have to constantly call the kids <v Patricia Holmes>to get them to come to class. <v Patricia Holmes>We have a follow up program that is in progress everyday. <v Patricia Holmes>Mrs. Browder, my name is Mrs. Holmes, now from Cooley High School. <v Patricia Holmes>Are you the mother of Leroy Browder? <v Patricia Holmes>Right. Well, I'm the English teacher for the language arts program <v Patricia Holmes>at Cooley High School. And his name was given to us as a new member for the DAIC <v Patricia Holmes>program. And I was wondering whether or not you sent him to school today. <v Ruth Browder>The first time I remember that Leroy wasn't going to school was when I got a letter from <v Ruth Browder>the school saying, you know, he's absent, my son was absent and I have went to see as
<v Ruth Browder>his counselor and even talked to them. <v Ruth Browder>And after you start, once I talked to them, get him back in school <v Ruth Browder>he started and then dropped down again. <v Ruth Browder>This is Leroy's picture here, when he was a baby, there's a new one <v Ruth Browder>picture here. This is his picture also, and <v Ruth Browder>this picture here. This the latest picture I have with him. <v Ruth Browder>I used to take my children every, when I was small, everywhere. <v Ruth Browder>People couldn't understand, they would turn, they see my children when they were small. <v Ruth Browder>Now they grown up we don't do anything together. <v Terrance>I like to go to St. Francis three days a week to shoot around the fellas. <v Terrance>This is my spot. I'm comfortable where I'm at right here. <v Terrance>I just putting the ball in the hoop.
<v Terrance>My first time getting to a ?vise? game it was like a thousand, <v Terrance>two thousand people there. <v Terrance>And when coach called me to go in, I was like, you got <v Terrance>to be for real to go out and play in front of all these people. <v Terrance>And I mess up, you know, that's it. <v Terrance>I'm just gone. Faint out there. <v Terrance>But once I got out there, got to sweat and, you know, got to plan with the guys. <v Terrance>It was great, hearing all the people cheer after I score a point. <v Terrance>It was great. <v Coach Kelso>Unfortunately for Terrance, that was his last eligible <v Coach Kelso>year. He only had one year to try and do <v Coach Kelso>it. He had dreams shattered <v Coach Kelso>for the next year. He came to me and said, you know, "Coach, <v Coach Kelso>is it true that I'm not going to play?" And I had to tell him then, "Terrance, that is <v Coach Kelso>that is true. You're not going to play."
<v Terrance>When I first heard that I couldn't play, I went to the gym, sat down, thought, <v Terrance>oh, thank you. <v Terrance>Well, that's the end of my basketball career. <v Terrance>I won't be able to go to college. It made me very upset. <v Terrance>So like after two weeks after I found out, <v Terrance>I just eased off school for awhile. <v Terrance>So my name is Terrance Bell and I'd like to apply for a job. <v Speaker>What type of position are you seeking? <v Terrance>Position in laundry department or cafeteria or just regular maintenance. <v Terrance>For me a diploma is worthless of getting a job <v Terrance>because the place that I went to, you don't even need a diploma to get a job for. <v Terrance>And I have looked in the paper. <v Terrance>Diploma's not required. <v Speaker>All done? <v Terrance>All done. <v Speaker>You have some plumbing experience. <v Terrance>Excuse me? <v Speaker>You have some plumbing experience?
<v Terrance>Yes, ma'am. <v Speaker>Okay. Where did you come by that? <v Terrance>My father's a plumber. <v Speaker>Would there be any problem for you to work any shift at this time <v Speaker>and weekends also? You have any problem with that? <v Speaker>You live close by. <v Speaker>Okay. <v Speaker>Well, Mr. Bell, at the present time, we don't have any immediate employment available. <v Speaker>Okay, we have a policy here that we will keep your application on file for up to a year's <v Speaker>time. If there is any change in your information as to how to contact you or something <v Speaker>would be to your advantage if you contact us and let us know so that we can keep current <v Speaker>information on you. <v Terrance>Every time I hear somebody say it makes me feel like, you know, I'm useless, <v Terrance>that you know, they don't need me. <v Coach Kelso>You got to loosen up on this man over here. <v Coach Kelso>The ball's obviously going that side, you've got to be way over here so that when he does
<v Coach Kelso>trap, you've got a chance to get over there. You can't stay over there, up under that <v Coach Kelso>man. You got to get on the opposite side to have a chance when a man comes up <v Coach Kelso>with one game and come up with the ball. <v Coach Kelso>My name is Ben Kelso and head basketball coach at Detroit Cooley High <v Coach Kelso>School. <v Coach Kelso>So you mean you're not bothering the ball? <v Coach Kelso>OK. If you don't bother the ball, then Daniel can throw it where he wants to. <v Coach Kelso>So how do you how should you be up here? Game in front, put a pivot foot like this? <v Coach Kelso>No. This way. Front foot. <v Coach Kelso>The pivot foot and reach with this hand. <v Coach Kelso>OK. <v Coach Kelso>Your reach would move my time. And I was in high school. <v Coach Kelso>But no, I never got close enough to let me really show <v Coach Kelso>the real me. Get down. <v Coach Kelso>Good, good, good. <v Coach Kelso>Get it picked up. <v Coach Kelso>I went to coaches and things and I tried to get him to let me fly. <v Coach Kelso>I tried to talk him into, you know, signing for me or helping me out. <v Coach Kelso>But no one did, because I think that during that period of time, there were a lot of
<v Coach Kelso>coaches, lot of people, a lot of teachers around that time who thought I was <v Coach Kelso>a little juvenile, but not one of those teachers took time <v Coach Kelso>to go and check and find out what kind of person I was. <v Coach Kelso>I went to school every day. <v Coach Kelso>I worked in the afternoon and I got up the next day and I went to school and no one <v Coach Kelso>pushed me there. I went because I wanted to. <v Coach Kelso>And yet I didn't get much help from teachers. <v Coach Kelso>And at that particular time. And I always thought that. <v Coach Kelso>If it was my chance, that I would help. <v Speaker>You know when you asked me to estimate. <v Speaker>On the way here, I don't-. <v Coach Kelso>I don't understand. You had to have a study sheet. <v Coach Kelso>So where is the study sheet? Did you did you go to class today? <v Coach Kelso>So where is the study sheet? Did you have some studying to do your classes? <v Coach Kelso>Did you write it down? <v Speaker>Yeah. But I scribbled it on paper. <v Coach Kelso>There isn't one kid in the city of Detroit will be skipping basketball practice.
<v Coach Kelso>They all will be there. But that same kid probably wasn't in school that day. <v Coach Kelso>But they can't do that here. <v Coach Kelso>They have to go to class. Then they have to come to a study session <v Coach Kelso>at 2 10. <v Coach Kelso>OK. This is very unsatisfactory. You don't have it, either. <v Coach Kelso>I tell you what? George, you have a partner right now, right here. <v Coach Kelso>OK. You got five miles as soon as we get out of here. <v Coach Kelso>Okay. On on the track. <v Coach Kelso>All right. <v Coach Kelso>One of the things that we require is that every <v Coach Kelso>person go as far as he can as far as getting a good grade <v Coach Kelso>in class. Now, what we do, if you get a <v Coach Kelso>three point average, then we take your picture and we put it up <v Coach Kelso>in the trophy case out front, we have a large trophy case out front and we put <v Coach Kelso>your picture in there and then all the thirty six hundred <v Coach Kelso>students come by and see your picture standing up in his trophy case. <v Coach Kelso>Now, that's something to achieve. That's something to help you get a good grade as far as
<v Coach Kelso>the classes are concerned. Okay. <v Coach Kelso>As we go on in school, we are going to have to realize that we are losing <v Coach Kelso>kids. We are losing them. And we'll have to do something else. <v Coach Kelso>We're gonna have to get them interested in something, really interested in something <v Coach Kelso>else. And I think to how you do that with kids is that he has to have <v Coach Kelso>some degree of success in something before he can ever <v Coach Kelso>have the desire to go higher. <v Coach Kelso>He's got to have some degree said, and that's what sports does for kids. <v Rafael>My favorite is Michael Jordan. <v Rafael>He came from North Carolina. <v Rafael>He was known for his jumper at North Carolina. <v Rafael>But when he got into the NBA, he just began fly <v Rafael>all over the place. As you can see, he's my favorite because I have on all <v Rafael>his clothes and his gym shoes and <v Rafael>two more of my favorites. Here is one, Magic Johnson <v Rafael>and the other's Isaiah Thomas, who has a great hand
<v Rafael>ball handling ability. And here Cooley roundball is my own creation <v Rafael>that I made of myself. <v Keith Henry>Basketball for Rafael is what an <v Keith Henry>air tank would be to someone under the sea, diving under the sea. <v Keith Henry>Basically, he enjoys it. <v Keith Henry>I mean, that's putting it mildly. <v Rafael>What happened to me last semester about my grades <v Rafael>was I was down in my academic classes. <v Rafael>But every day I was going to practice because I might skip in the gym <v Rafael>some days, skip in the lunch room, or I might just go to class and not do my <v Rafael>work and wasn't doing my homework. <v Rafael>I did some days just stay at home. <v Interviewer>How come? <v Rafael>How come is, <v Rafael>was no special reason I just wasn't going, I guess, <v Rafael>because I was tired. Maybe some like that.
<v Keith Henry>He brought his report card home and it had a D on it. <v Keith Henry>And I had been telling him, you know, for several weeks that now you bring me a D home <v Keith Henry>and you're gonna have a problem. But you know how most kids think we're dead. <v Keith Henry>He'll just basically be mad a couple of days. <v Keith Henry>I won't have no problem with it. <v Keith Henry>So he did brain that D home. <v Keith Henry>And when he did, I told him that there would be no basketball. <v Speaker>So we have a lecturer coming, Professor Jones Proper. <v Speaker>And students ?inaudible? <v Speaker>Number two. <v Rafael>"Everyone knew about her generosity. <v Rafael>Everyone common her common generosity, collected.". <v Speaker>Okay, Rafael, you're getting some pronouns mixed in with the nouns here. <v Rafael>Putting all the nouns, <v Rafael>subject, predicates, pronouns, <v Rafael>and adjective all together in one sentence and taken them <v Rafael>out and putting them back in. <v Rafael>That's the hardest thing about English to me. <v Speaker>Does anyone have a question about this sheet?
<v Keith Henry>If I allowed him to stray further and further, there's no telling <v Keith Henry>how far he would've went. Let us not kid ourselves. <v Keith Henry>Our kids are exposed to drugs and killings and stuff every <v Keith Henry>day, even with the fact of them going to school. <v Keith Henry>I shudder to think sometimes what can happen to a child as he is on his way to school <v Keith Henry>and making an effort to try to accomplish his goals. <v Gary Everett>My name is Gary Everett. I'm a police officer in the city of Detroit, presently <v Gary Everett>assigned at Cooley High School. <v Gary Everett>The streets, they are rough. <v Gary Everett>I'm not gonna call and say they're not. <v Gary Everett>They are dangerous. They are rough. <v Gary Everett>This year alone, we've buried several kids who
<v Gary Everett>attended Cooley High School, who were victims. <v Principal Williams>I know many persons look upon the schools as an unsettling factor, as <v Principal Williams>a place where nothing positive takes place. <v Principal Williams>But that's not true. And in many instances, the students feel safer <v Principal Williams>in this building than they do walking those streets. <v Derrick Mack>I kept thinking I was going to miss something outside. <v Derrick Mack>You know, my friends call me up and say "Dang, Derrick you should have been there, man." <v Derrick Mack>So that's why I was always in the streets or something like that. <v Derrick Mack>Street life, it was really basically just drugs and a <v Derrick Mack>suit and killings. <v Derrick Mack>It took me a while to find out, but I know now that's all it is, <v Derrick Mack>because. No, I heard and even seen a person <v Derrick Mack>dead in the street. <v Derrick Mack>Besides, this dude had got killed, you know, shot. <v Derrick Mack>He got put on a hit list. Right. <v Derrick Mack>And you know, they say that this guy, just walked up to him and just
<v Derrick Mack>shot him in broad daylight. <v Derrick Mack>And it was just over, because he was selling drugs and everything. <v Keith Henry>Countless number of times you pick up the paper and you see young boy, 16, drug <v Keith Henry>related death or something of this nature. <v Keith Henry>That is my major concern in reference to Rafael and <v Keith Henry>all young kids and students around Detroit to not <v Keith Henry>fall into that trap. <v Ms. Clayborn>Morning, Detroit Public Schools. <v Ms. Clayborn>Does does Leroy Browder live here? <v Ms. Clayborn>Are you his mother? <v Ms. Clayborn>Leroy, is he, has he enrolled in a school yet? <v Ruth Browder>Yes. <v Ms. Clayborn>As of today, he has not. <v Ms. Clayborn>He has not enrolled at Cooley. <v Ms. Clayborn>Now, you say he lives with your daughter-. <v Ruth Browder>He lives here with me, but her living across the street from the school, he stays <v Ruth Browder>there so he can walk across the street. <v Ruth Browder>And he told me he had already enrolled. <v Ms. Clayborn>He's supposed to be in this this program and he hasn't enrolled in that.
<v Ms. Clayborn>Now, maybe today, if you get to talk with him, you can ask him to show you his schedule? <v Ruth Browder>Not only that, I'm a- I'll call, Mr. Jackson. <v Ruth Browder>I'll call Mr. Jackson, cause I got to go to work today. <v Ms. Clayborn>Oh, okay. Anyway, I'm Ms. Clayborn, the attendance agent. <v Ms. Clayborn>This is- either one of these numbers, you can contact me. <v Ms. Clayborn>School officially started the second semester last Tuesday. <v Ms. Clayborn>Today is Wednesday, so he's worked out at least a week. <v Ruth Browder>I understand one thing. I understand. See, I know he's been skipping. <v Ms. Clayborn>Well, that's why he's on this program, because he has a poor attendance. <v Ms. Clayborn>He has poor attendances. <v Ruth Browder>The other point is I'm trying to say, I don't know what can I do about him? <v Ruth Browder>You know, keeping him in school because if I send him to school, you know, that <v Ruth Browder>don't mean he have to go. <v Ms. Clayborn>That's true. <v Ruth Browder>After his father died he just seemed not to <v Ruth Browder>be interested in school. <v Ruth Browder>He really lost interest after his father died, because when- when he got out of hand, I <v Ruth Browder>would call his father- we wasn't together, but when he got on a hand, his father would
<v Ruth Browder>come over and talk to him. <v Ruth Browder>So now I don't have no one to call to talk to about <v Ruth Browder>Leroy. <v Richard Walker>Good morning. <v Class>Good morning. <v Richard Walker>Good morning. <v Class>Good morning. <v Richard Walker>My name is Richard Walker and I'm from the Metropolitan Detroit Youth Foundation. <v Richard Walker>I'd like to take a few minutes of your time to tell you about the program that we have <v Richard Walker>for ninth graders. The program is called Twelve Together. <v Richard Walker>And the whole idea of this program is to help keep students in school through graduation, <v Richard Walker>through the use of peer counseling. But before I get started, I have a couple of <v Richard Walker>questions for you. How many of you are really sincere about graduating from high school? <v Richard Walker>Very good. How did you know for a fact that three years from now in June, you will be one <v Richard Walker>of the students that walks across the stage with their cap and gown? <v Richard Walker>OK. Very good. The reason I asked those questions is because in 1981, <v Richard Walker>there were approximately twenty one thousand students enrolled into the ninth grade <v Richard Walker>in all the city of Detroit Public High Schools. <v Richard Walker>Twenty one thousand, okay. Four years later, this past June, when all of them should have
<v Richard Walker>walked across the stage with their cap and gown, how many students these think graduated <v Richard Walker>this past June? <v Richard Walker>Yes, sir? <v Student>Fifteen thousand. <v Richard Walker>Fifteen thousand? Okay. That's- that's a good guess, but it was nowhere near that close <v Richard Walker>this past June we had approximately seven thousand three hundred students to graduate <v Richard Walker>from all the Detroit Public High Schools. <v Richard Walker>So over a four year period, two thirds of the students or roughly 14000 <v Richard Walker>students had dropped out of school or left the school system for one reason or another. <v Richard Walker>But our program is designed to give students a positive alternative to feeling <v Richard Walker>that they have to drop out of school. Okay. <v Richard Walker>This is our fourth year with this program. <v Richard Walker>We had the program at each of the high schools here in the city who work with four <v Richard Walker>schools at a time. We'd take them to a camp site called Camp Franklin.
<v James Morgan>My name is James Morgan, I'm fifteen, I'm in ninth grade, I go to Cooley High. <v James Morgan>I, James Morgan, care about each of you here, I commit myself to this group. <v James Morgan>I commit myself to doing all that I can to help you succeed, graduate. <v James Morgan>I was glad to commit myself to Twelve Together cause I- I wouldn't mind helping people <v James Morgan>with problems cause I know I need people to help me with mine. <v James Morgan>I know I can't hack it by myself. <v James Morgan>Together we will make it. <v James Morgan>It seemed like a miracle thing that I was just going through it. <v James Morgan>So I was like- Now me and my mother was just discussing dropping out of school and <v James Morgan>everything and how I need to get into a study habit and all. <v James Morgan>So when he discussed that, I was really amazed. <v James Morgan>I said, this is for me. I know I need this. <v Barinese Morgan>Jim was a A/B student. <v Barinese Morgan>And all of a sudden, wham, the bottom just fell from under <v Barinese Morgan>him, and I was very concerned. <v James Morgan>My English class were- I had a D in it.
<v James Morgan>Cause I skipped- I skipped that class, you know, so it's so tempting to skip it now <v James Morgan>because it's so easy to get out, you know? <v James Morgan>And the fellas were like "Man let's go do this, you know, we can get back and do that <v James Morgan>later on." <v Barinese Morgan>He's bringing home these bad marks. He's not going to school. <v Barinese Morgan>He's not he's not even leaving home. <v Barinese Morgan>He just would oversleep. And I'm sometimes I'm working and I'm not here. <v Barinese Morgan>And he's just he just lost interest. <v James Morgan>I'm the last child, none of my four brothers graduated. <v James Morgan>My sister went back to school and got her G.E.D. <v James Morgan>One of my brothers finally went back to school, the other three, they just out there <v James Morgan>trying to make it. And I see know if you don't go through school, you know, no <v James Morgan>education, you can get nowhere. <v Eric Garrett>Saturday we all discussed our problems, <v Eric Garrett>came with a few solutions, some we couldn't get a conclusion on, <v Eric Garrett>but we help as much as we could. <v Michelle>Cause she don't like me, she like my brother, my sister more than she like me.
<v Student>How do you know that? <v Michelle>Cause she don't. <v Michelle>I just know she don't because, everytime I do something wrong, <v Michelle>she thought she disliked me and stuff like that. <v James Morgan>There was this girl named Michelle. I been knowing her since the second grade. <v Michelle>Ever since my father left she just won't pick me. <v James Morgan>I was too surprised. I'm kind of scared, you know. <v James Morgan>And that's my first time giving no advice to anybody like that. <v James Morgan>I don't want to give the wrong advice. <v James Morgan>Learn adjust to it after a while. <v Student 2>Every time you get angry don't take it to the fact that you always have to call somebody <v Student 2>for you calm down. You should still sit and try and talk to your mother <v Student 2>about what the problem it. <v Student 2>It's, it's all right to call cause that's what you sould do. <v Student 2>Call, so you can calm yourself down. <v Student 2>You won't be so angry to point that you might do something drastic. <v Eric Garrett>The questions were excellent. <v Eric Garrett>You asked, you got down to the root of the problem. <v Eric Garrett>I remember back when I was in high school and, eventually
<v Eric Garrett>dropping out myself, you know, you know, you can't go back and <v Eric Garrett>redo the situation, but I saw it as an opportunity to to <v Eric Garrett>maybe share my experience with some of the young people. <v Eric Garrett>And I get a satisfaction knowing that that maybe I help <v Eric Garrett>even one decide to stay in school. <v Eric Garrett>Looks like ?inaudible? <v Eric Garrett>what's wrong, what up? <v Eric Garrett>What happened to you, honey? <v Counselor>How are you, baby? Haven't seen you in a while. <v Eric Garrett>How about you? <v Counselor>Come here, look, this is our baby. <v Eric Garrett>No, no, no. <v Eric Garrett>That can't be mine. I ain't been with you in like two <v Eric Garrett>weeks. <v Counselor>You told me you love me, that you would take care of me, that this, that you wanted <v Counselor>me to have children.
<v Eric Garrett>That was to fool you. Yeah. <v Eric Garrett>In their orange folder they have a problem sheet, what we do on the skits is <v Eric Garrett>create some of those problems. <v Student 3>He lied to you in there. He just used you, just to have, you know? <v Student 3>Have, you know. <v Counselor>Sex? <v Student 3>Yeah <v Student 4>Immature. <v Student 4>Yeah. But I mean, he didn't see his own problem. <v Student 4>It was his problem just as much as it was yours. <v Counselor>You know, this was the next hand I saw. <v James Morgan>8, number 8 line. <v James Morgan>He couldn't seem to stop lying. <v Counselor>Okay, who was lying? <v James Morgan>Eric. <v Counselor>Okay. Anymore. <v Counselor>OK, pretty good. You're getting a good feel for the twelve areas. <v Eric Garrett>The chief plays a most important pride in forming a bond and seeing many of them in a <v Eric Garrett>group together. After you're there while you relax, meeting <v Eric Garrett>new friends and you form that togetherness of <v Eric Garrett>the group.
<v Eric Garrett>Well, we're about to get into now, we deal with each other. <v Eric Garrett>A couple of days. Got to know each other a little better. <v Eric Garrett>We all have some feeling about the other person. <v Eric Garrett>We talk. We talk. <v Eric Garrett>There was some problems and gave some solutions. <v Eric Garrett>Hopefully we're at the point now where we can say that we love each other. <v Eric Garrett>We care enough to help each other. <v James Morgan>Warm, fuzzy. Not I was that was a real touching to that. <v James Morgan>I kind of grabbed my heart like scrawl it. <v Eric Garrett>Mr. James, I heard your story, and what I was impressed with you <v Eric Garrett>was that you wanted to make it, you had to give yourself a chance, the opportunity to to <v Eric Garrett>make it. And you say, well, I want to be a part of this group if we can do it here. <v Eric Garrett>I want to be a part of this group. <v Eric Garrett>I'm glad to have you with us. Are you going to offer of help to us, the big
<v Eric Garrett>brother, the group? Thank you. <v Eric Garrett>Let's you understand what I feel inside. <v Speaker>That's your key. <v Speaker>This. <v James Morgan>Oh, boy. <v James Morgan>You silly, just like me, sir. <v James Morgan>You know, I understand the problems and also, you know, if you ever need any help, I'm <v James Morgan>always here. <v James Morgan>Broncelle. <v James Morgan>I like you a lot. No, we just met leaving comatose France <v James Morgan>to.
<v James Morgan>I was kind of sad to be leaving already. It seems like, soon as you get ready- get this <v James Morgan>to be this close to them, and all of a sudden, everybody split up, go their different <v James Morgan>ways. <v James Morgan>
<v Patricia Holmes>Hello. May I speak to Mrs. Browder, please? <v Patricia Holmes>I was calling to inquire about your son Leroy. <v Patricia Holmes>No, he hasn't been in school, I haven't seen him, and I was wondering if you knew where <v Patricia Holmes>he was. <v Ruth Browder>How can I make him go to school? <v Ruth Browder>So I wanted to he stands six foot five. <v Ruth Browder>He's beyond spanking. <v Ruth Browder>I don't feel I'm alone in this because I see too many kids walking the street that's not <v Ruth Browder>in school. <v Ruth Browder>But because you see a child out in the street that's not going to school less <v Ruth Browder>hanging on a corner, that don't mean his parents on welfare. <v Ruth Browder>You see. <v Ruth Browder>Some parents, just like I am doing all they can for their son or their daughter and they <v Ruth Browder>just don't want to do anything. <v Tara Pearson>Do you have white suede? <v Tara Pearson>I like very expensive clothes and shoes and stuff like that. <v Tara Pearson>Can I have the seven? Eight?
<v Attendant>Eight? <v Tara Pearson>Makes to feel good about yourself when have on nice things. <v Tara Pearson>If you looking like a bum, you know, you going to feel like, "Oh, I look like a bum." You <v Tara Pearson>know, if you look nice, you know you look nice. <v Tara Pearson>You know, "I look fine" you know, something like that. <v Tara Pearson>I don't like these. <v Tara Pearson>You got some more? OK. <v Tara Pearson>I'm just a young lady, they like expensive things. <v Interviewer>How do you get all those nice things? <v Tara Pearson>My family. I have to drain them, but I get <v Tara Pearson>it. <v Tara Pearson>It might take a couple of days, but I get it. <v Tara Pearson>Cause I feel I deserve it. <v Tara Pearson>You want to know why? <v Tara Pearson>Because I just feel that I should get what I want. <v Patricia Holmes>When I was in school, I had to wait to buy a pair of shoes one week, maybe the next week <v Patricia Holmes>to wait to get my dress. We're talking about this self-gratification now. <v Patricia Holmes>Kids not accustomed to waiting. <v Patricia Holmes>They want it now. This is an instantaneous society.
<v Patricia Holmes>Instant milk, instant potatoes, instant everything. <v Patricia Holmes>But education is not instant. <v Patricia Holmes>What we're going to do this morning is this. We're going to take an assessment. <v Patricia Holmes>I'm going to ask how many of you responded to whatever. <v Patricia Holmes>And then we're going to just check to see how most of you have prioritize <v Patricia Holmes>these items on the sheet. <v Patricia Holmes>The program is structured like a very tight family. <v Patricia Holmes>We block our kids in for four consecutive hours. <v Patricia Holmes>They have one class, which is a counseling class, taught five days a week. <v Patricia Holmes>They go to regular language arts class that I teach and they go to their math class that <v Patricia Holmes>Mrs. Cook teaches. Consequently, we're thinking that if we keep <v Patricia Holmes>these kids here for one semester impact on their lives, that we'll be able to change some <v Patricia Holmes>attitudes because we're about changing negative behavior. <v Patricia Holmes>This is the old favorite. Someone has broken into my locker. <v Patricia Holmes>I should- what is the best response? <v Class>A.
<v Patricia Holmes>Wait, wait, wait. Why did you choose A? <v Student>Because if I know who it is, I'm going to get my books back. <v Patricia Holmes>What would you do to get your books back? <v Student>Beat the crap out of him. <v Patricia Holmes>If you know who took your books <v Patricia Holmes>and you find that person, what do you know will happen? <v Student>They're going to fight back. <v Patricia Holmes>They're going to fight back. And as bad as you think you are, you can be had, <v Patricia Holmes>too. Right? <v Patricia Holmes>Right? come on. Be fair. <v Patricia Holmes>As strong as you are you can be hard, too, can't you? <v Student>Yeah. <v Patricia Holmes>We have to do some attitude adjustments here. <v Patricia Holmes>Some behavior modifications. <v Patricia Holmes>And that's what our program is all about, to get them to think, "I do have some choices. <v Patricia Holmes>I don't have to be kicked out of school. <v Patricia Holmes>I don't have to have my mother come down here, miss a day from work because I didn't know <v Patricia Holmes>what to do." We're giving them choices from life and hopefully they're going to make some <v Patricia Holmes>good choices. Sometimes it may fail, but you never make any progress if you
<v Patricia Holmes>never try. <v Intercom>Attention Cardinals, today is the last basketball game of the regular season <v Intercom>before Cooley advances to the PSL Playoffs. <v Intercom>Come out to show your support. <v Rafael>If I want to have good grades and want to be the best in basketball, I have <v Rafael>to work double time. <v Coach Kelso>Rafael stayed <v Coach Kelso>at the study session, started bringing all his work in. <v Coach Kelso>Really started taking an interest in it. <v Keith Henry>Now, what he has to do when he comes home is back to the books. <v Keith Henry>I have a favorite spot for him is that kitchen table and I would sit him down there <v Keith Henry>from time to time and see, let me see this work, do this, <v Keith Henry>make sure this is done neatly correctly. <v Keith Henry>Well, now there's no cause. There's no basketball here on this piece of paper, but this <v Keith Henry>piece of paper could you tube to the basketball. <v Coach Kelso>So let's go. Let's get ready now. Let's go.
<v Coach Kelso>We have a number of kids that do not get to play very much at all, <v Coach Kelso>but are stimulated to stay around to get their work done. <v Coach Kelso>Rafael Pettersson is one of those kids. <v Coach Kelso>I don't try to build into a kid that he can be a great basketball <v Coach Kelso>player and a great superstar if he'll come and play basketball. <v Coach Kelso>We simply try to make the kid understand that he has to get through school, <v Coach Kelso>through academics. <v Terrance>This picture I'm drawing now is a picture of Dominique Wilkins <v Terrance>as he is about to dunk. <v Terrance>I want to catch the polls before he dunks the ball. <v Terrance>I dream about basketball day, night, right <v Terrance>now, I'm dreaming about basketball. <v Terrance>I think if I have a chance, go to college. <v Terrance>You got to.
<v Coach Kelso>It is okay to have dreams. <v Coach Kelso>They make you feel good, but you gotta learn to understand to separate <v Coach Kelso>the reality from the dream. <v Coach Kelso>In other words, you are trying to prepare your life. <v Terrance>My name is Terrance Bell and I would like to apply for a job. <v Attendant>I'm sorry, sir, we're not accepting applications at this time. <v Terrance>[inaudible] so you can keep one on file? <v Attendant>No, sir. <v Terrance>Thank you, man. <v Attendant>Okay, you're welcome. <v Patricia Holmes>One take off the jacket. <v Patricia Holmes>You don't see me working with a jacket on. <v Patricia Holmes>Well, you take out your spelling list of words. <v Patricia Holmes>We're going to brainstorm about 10 minutes. <v Patricia Holmes>The students that I teach are not dumb.
<v Patricia Holmes>They're not retarded. <v Patricia Holmes>They just don't have the proper motivation sometimes. <v Patricia Holmes>Air who? "to abhor". <v Patricia Holmes>Abhor. <v Patricia Holmes>Yes, sir. <v Student>A- B- H- O- R. <v Patricia Holmes>Right. <v Student>To- to, um- to shrink? <v Student>Dislike strongly. <v Patricia Holmes>That's very good, "dislike strongly". <v Patricia Holmes>They're so close to failure that these kids just don't push themselves because, <v Patricia Holmes>"I never made an eighty-four.". <v Patricia Holmes>Oh, look at this A! <v Tara Pearson>Miss Holmes class is smaller than the regular English <v Tara Pearson>class. She takes her time. <v Tara Pearson>You know, if you get something wrong, she can keep checking it over and over till you get <v Tara Pearson>it right. <v Bessie Pearson>If Tara hadn't been able to get in that program. <v Bessie Pearson>I really don't know, because I was on the end
<v Bessie Pearson>of giving up, I'mma be honest. <v Bessie Pearson>I had gone on as far as I could go. <v Patricia Holmes>Tara would have been kicked out of class. <v Patricia Holmes>Eventually the kids who are not in class get picked up. <v Patricia Holmes>They get one type of trouble or another. <v Patricia Holmes>And then when that happens, adminstration has only one choice and that is to <v Patricia Holmes>bump them from one school to the next. <v Tara Pearson>If I had a choice, I would stay in the DAIC program because, <v Tara Pearson>you know, teachers take their time with you, but in the big class a teacher just look <v Tara Pearson>at you like you're stupid. <v Rashan>Well, I was in the program 1982 when it just begun. <v Rashan>And this program has done a lot for me. <v Rashan>I was going the wrong way until they say, "Hey, Rashan, you're doing the wrong thing. <v Rashan>We're going to put you in the program so we can string you out. <v Rashan>So now hopefully I'll be graduating 1986 and I <v Rashan>think Miss Holmes, Mr. Joe and Miss Cook.
<v Rashan>Thank you. <v Patricia Holmes>Some kids benefit from the program. <v Patricia Holmes>Some don't. We feel if we can change the behavior of one child, the program <v Patricia Holmes>has been worthwhile. <v Rashan>You gonna come to class tomorrow? <v Rashan>When I first got here, my friends, I was excited. <v Rashan>My relatives were here. And you know how your friends influence you bad. <v Rashan>They say, "hey, listen, let's go outside, you know, get high <v Rashan>or whatever." But last year, last year I really messed up. <v Rashan>You know, I didn't go to class because my friends say, "hey, listen." You know, I was <v Rashan>ninth grader. I was naive. If <v Rashan>I hadn't gone to DAIC, maybe I would be in 10th grade or, <v Rashan>you know, even worse than that. Or maybe I just would have dropped out. <v Rashan>Because when you get- when you don't go to class, failure. <v Rashan>And then we get all these F's, we get frustrated. <v Rashan>So what's the use of going if I'm going to get all F's?
<v Rashan>Luckily, I wised up and the program pushed me into the right direction <v Rashan>and I, you know, did what I had to do. <v Rashan>But I had to do a couple of things, like go to summer school where everyone was <v Rashan>out, you know, partying. And I said, "no, I can't go to go to school in the morning." <v Rashan>And you know a cause, it seems like a haunts you. <v Coach Kelso>Buck is there. You flash like this meet the ball <v Coach Kelso>I meet. I go straight at the ball to meet it. <v Coach Kelso>OK. Always go straight to ball. <v Coach Kelso>Don't go to the side like this. <v Coach Kelso>Go straight out to and see what happens when you go to the side. <v Coach Kelso>Picks it right off. You go straight at the ball.
<v Coach Kelso>The man is trapped. You come straight at it like this. <v Coach Kelso>Meet the ball. <v Coach Kelso>OK. Do it again,. <v Rafael>Coach Kelso is a basketball coach, but he also helps us to study. <v Rafael>He enforces that you go to class every day. <v Coach Kelso>Ralph, why don't you do us a favor and get ready? <v Coach Kelso>OK, or go sit down. <v Rafael>So he a good coach. He hollers at us, but it's for our own good.
<v Rafael>Because if he's not hollering at you, he must don't care about you. <v Coach Kelso>In this semester, we had a number of guys that <v Coach Kelso>we thought did extremely well, did a great job and made <v Coach Kelso>the honor roll. Now those three guys this semester <v Coach Kelso>was. Andre Rheims. <v Coach Kelso>Joe Conley. And Rafael. <v Coach Kelso>Rafael Peterson. Now we all got to say great job to these guys for doing what they <v Coach Kelso>was expected of them. OK.
<v Coach Kelso>Very good job, have a seat. <v Coach Kelso>OK. Now, a number of you other guys have a chance. <v Coach Kelso>We have got to get more incentive like that into the school system. <v Coach Kelso>We've got to do something more for the entire student body <v Coach Kelso>of kids in order to pull those the right way, because really we're here to <v Coach Kelso>save the majority and basketball, football, sports and so <v Coach Kelso>is only a minority. <v Interviewer>So I see you've been playing basketball for quite a while. <v Interviewer>I see you got a hat on. <v Terrance>Yes, ma'am. <v Interviewer>Are you good? <v Terrance>Yes, ma'am. <v Interviewer>Very good? <v Terrance>Yes, ma'am. <v Interviewer>So you want to become one of the future magic Johnson's, or something? <v Terrance>Yes, ma'am. <v Interviewer>What college are you planning to <v Interviewer>use? <v Terrance>I would like to go to Houston University or maybe a community college in our
<v Terrance>neighborhood. <v Interviewer>Alrighty. The job is not hard, but it does consist of a lot of different <v Interviewer>things. There's no one set thing that you would be doing. <v Interviewer>The job consisting of sweeping, mopping, putting up stock, <v Interviewer>washing dishes, cleaning walls, preparing the food, <v Interviewer>handling money, waiting on the customers. <v Interviewer>The starting pay is three dollars and thirty five cents an hour. <v Interviewer>You can earn up to fifteen <v Interviewer>cent a raise depending on your performance. <v Interviewer>You have any questions? <v Terrance>No, ma'am, not at this point. <v Interviewer>Well, welcome to the King's group. Thank you very much. <v Interviewer>I look forward to seeing very positive things from you in the future. <v Terrance>Okay, thank you
<v Terrance>School will get you to prom, but it won't get you food, it won't get you a place to live. <v Terrance>And I feel right now most important thing I need is a job. <v Terrance>I asked myself, why don't I go back? <v Terrance>Why I got a job now, why don't I just go back? <v Terrance>I just came this. <v Terrance>I just don't know why. <v Terrance>I want to real bad, but <v Terrance>just school sometime, man, it's the piss, but I know I <v Terrance>got a sub. <v Terrance>I got a sub things this, you know, in school. <v Terrance>Right now I feel like I could do it all because it's going to be that hard to get an <v Terrance>apartment.
Sidewalk High
Producing Organization
WTVS-TV (Television station : Detroit, Mich.)
Contributing Organization
The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia (Athens, Georgia)
Detroit Public Television (Wixom, Michigan)
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Program Description
"SIDEWALK HIGH is a one-hour documentary that attempts to make viewers care about the problem of school dropouts and to do something about it. WTVS production crews spent six weeks in one Detroit high school to capture the real struggles that kids face. Sidewalk High is self-narrated. Viewers are witness to the unfolding drama of six lives. Kids share their own stories and feelings about the relative value of a diploma. From the frustrations of a dropout's future of fast-food jobs, to the triumph of a graduation that no one could have expected, Sidewalk High gives viewers an emotional context to care about what happens to young people. They become more than just statistics. "Sidewalk High was the centerpiece of a year-long station effort to create public awareness to the problem and mobilize support for solutions to this urban crisis. "On the night it was broadcast, task forces assembled at 32 Detroit Public High Schools watched the program and participated in an Electronic Town Meeting Follow-up Special. From that town meeting came a list of special recommendations to address the drop-out problem."--1986 Peabody Awards entry form.
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Producing Organization: WTVS-TV (Television station : Detroit, Mich.)
AAPB Contributor Holdings
The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia
Identifier: cpb-aacip-6c2a76cc0aa (Filename)
Format: U-matic
Duration: 00:57:45
Detroit Public Television (aka DPTV and WTVS)
Identifier: cpb-aacip-22ee6ff63da (Filename)
Format: DAT
Generation: Master
Duration: 01:00:00
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Chicago: “Sidewalk High,” 1986-03-25, The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, Detroit Public Television, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed June 28, 2022,
MLA: “Sidewalk High.” 1986-03-25. The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, Detroit Public Television, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. June 28, 2022. <>.
APA: Sidewalk High. Boston, MA: The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, Detroit Public Television, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Retrieved from