The Founding of the Boys Academy
The Boys Academy was founded by Dr. Burnice Green Sr. during the 2010–2011 school year. As a first-year administrator, Dr. Green quickly recognized that much of his time was being spent addressing student discipline rather than supporting teachers and strengthening instruction. Determined to address the root of the issue, he reviewed suspension and referral data from that school year.
Through this review, Dr. Green discovered that approximately 15 to 18 boys accounted for nearly 62 percent of all suspensions and referrals. He realized that by intentionally supporting this small group of students, he could positively impact the entire school community. That summer, Dr. Green committed himself to building meaningful relationships with these students and their families.
Throughout the summer, he spent time getting to know the boys personally, meeting their parents, learning about their lives, and understanding their interests. The group focused on conflict mediation, social-emotional learning, making positive choices, and developing leadership skills. Dr. Green also supported them beyond the school setting by attending their sporting events, learning about their church involvement, and building trust through consistent presence.
When the school year began in September, this work evolved into what became known as the Boys Group. The initial group consisted of students who had previously struggled with high suspension rates and frequent referrals. Through relationship-building, mentorship, structure, and accountability, the results were immediate and powerful. That year, the group experienced zero suspensions and zero referrals. Students who once required peer mediation became peer mediators themselves and began leading others.
As the program continued, its impact became visible across the school. By the third year, students who did not previously struggle with behavior or attendance began requesting to join. They were drawn to the structure, the sense of brotherhood, and the pride they saw in the young men. What began as a targeted intervention naturally evolved into a broader leadership and character-building program.
This growth led to the creation of the Boys Academy, initially serving grades three through six. The program proved highly successful, with students demonstrating improved attendance, reduced discipline incidents, and increased academic engagement. As the original cohort reached sixth grade, they expressed a strong desire to remain in the program rather than transition to middle school. With the support of their families and advocacy from the students themselves, the school district approved the addition of seventh grade, and later eighth grade.
Over time, the program expanded from the original 18 students to more than 120 young men across grades three through eight. The outcomes were remarkable. Approximately 95 percent of students who completed the program graduated from high school, a significant achievement given that the graduation rate for young men of color in the district at the time was approximately 28 percent. These results confirmed that the intentional focus on relationships, structure, mentorship, and accountability was making a lasting difference.
The Boys Academy stands as a testament to the power of investing in students, building strong relationships, and creating environments where young men feel supported, valued, and capable of success.
Through this review, Dr. Green discovered that approximately 15 to 18 boys accounted for nearly 62 percent of all suspensions and referrals. He realized that by intentionally supporting this small group of students, he could positively impact the entire school community. That summer, Dr. Green committed himself to building meaningful relationships with these students and their families.
Throughout the summer, he spent time getting to know the boys personally, meeting their parents, learning about their lives, and understanding their interests. The group focused on conflict mediation, social-emotional learning, making positive choices, and developing leadership skills. Dr. Green also supported them beyond the school setting by attending their sporting events, learning about their church involvement, and building trust through consistent presence.
When the school year began in September, this work evolved into what became known as the Boys Group. The initial group consisted of students who had previously struggled with high suspension rates and frequent referrals. Through relationship-building, mentorship, structure, and accountability, the results were immediate and powerful. That year, the group experienced zero suspensions and zero referrals. Students who once required peer mediation became peer mediators themselves and began leading others.
As the program continued, its impact became visible across the school. By the third year, students who did not previously struggle with behavior or attendance began requesting to join. They were drawn to the structure, the sense of brotherhood, and the pride they saw in the young men. What began as a targeted intervention naturally evolved into a broader leadership and character-building program.
This growth led to the creation of the Boys Academy, initially serving grades three through six. The program proved highly successful, with students demonstrating improved attendance, reduced discipline incidents, and increased academic engagement. As the original cohort reached sixth grade, they expressed a strong desire to remain in the program rather than transition to middle school. With the support of their families and advocacy from the students themselves, the school district approved the addition of seventh grade, and later eighth grade.
Over time, the program expanded from the original 18 students to more than 120 young men across grades three through eight. The outcomes were remarkable. Approximately 95 percent of students who completed the program graduated from high school, a significant achievement given that the graduation rate for young men of color in the district at the time was approximately 28 percent. These results confirmed that the intentional focus on relationships, structure, mentorship, and accountability was making a lasting difference.
The Boys Academy stands as a testament to the power of investing in students, building strong relationships, and creating environments where young men feel supported, valued, and capable of success.