School officials hope Corbett's new confidence will translate into improved classroom performance and a more positive perception of Northern High School.

Shonessy, 17, is among a group of 30 African-American males participating in a Northern leadership program called the Young Men of Progress. Each participant was selected by a teacher or staff member, though the students don't know who nominated them.

The effort, in its first summer, comes at an important time for Northern. The school is among six sharing in an NEA Foundation grant aimed at improving black male student achievement.

Only one in three black students district wide scored proficient (grade level) on the latest English and reading tests, compared with 62 percent of white students, according to Durham Public Schools. In math, 35 percent of blacks scored proficient, compared to 66 percent of whites.

When it comes to graduation rates, almost 45 percent of black males do not finish high school in four years, compared with just 13 percent for whites.

Matt Hunt, who started the program and is the district's 2009 teacher of the year, believes such programs will help close the achievement gap by giving students more confidence to take on and overcome challenges.

He also wants Northern to be known for more than test scores and for students to take ownership of the school.

"Every great classroom has positive role models," he said. "As teachers you try to create second teachers in the classroom and a community of learners. Our hope is that these young men serve as the role models for other young men and the entire school."

Students in the five-week program participate in discussions, hear from guest speakers including Superintendent Eric Becoats, who visited the group during his first official day on the job, and take field trips, including to the International Civil Rights Center & Museum in Greensboro.

About half of the group was at UNC last Wednesday to provide their insight about good teaching to a group of nearly 40 master's-level education students. Shonessy, a rising senior at Northern, dominated the conversation with his tips. ("The teacher's energy makes you excited and makes you want to do work, so drink lots of coffee.")

Being the dominant speaker was something Shonessy wouldn't have imagined a few years ago. He said being in the program has helped him with his perseverance and confidence.

"I'm not biting my tongue anymore," he said. "I'm telling how I feel and it's working for me. It's surprising that people can relate to my thoughts. And it's helping me a lot ... I go around school and tell people to not put up a front and to be themselves."

Micah Irving sees his participation in the group as evidence of his developing maturity. A former class clown, Irving, 18, said he stopped being funny when he looked at his grades and thought about life after high school.

"I'll be known as the funny guy, but what else will they say about me?" he said. "I want them to say he came in funny but came out smarter and looking to be better."