Richmond County Schools recorded its highest graduation rate in five years, climbing to 83.6 percent. The increase reflects the work happening across the district, from classroom teachers to counselors and data managers who track student progress from the time students enter ninth grade. North Carolina’s four-year cohort graduation rate follows students from their first day of high school through graduation, accounting for those who transfer or enroll elsewhere.
Much of the day-to-day work that drives those numbers takes place in the office of Arthur Gilliam, Richmond County Schools’ dropout prevention coordinator. His office rarely stays quiet for long. On any given day, his office at Richmond Senior High is a revolving door of students. They come in, take a seat by his desk, and together they look at grades, attendance or anything else standing in their way toward graduation. It’s not a formal meeting, but a real student-focused conversation to eliminate barriers.
As he discusses a grade with a student he says, “Talk to me. What’s going on?” Mr. Gilliam listens to their response and helps create a plan or next step. Encouragingly, he tells them, “You’ve got 10 days to pull that grade up. Talk to your teacher and see what you can do.” And just like that, a student feels connected.
Before one conversation ends another student is waiting at the door. Gilliam glances at the student’s grades and attendance saying, “Let’s start with the positive, you’re doing well in two of your classes, now tell me what’s happening in the other two?”
This pattern continues throughout the day, a balance of accountability and encouragement. He asks questions that matter: Do you understand the work, or does it feel like it's not quite clicking? You've been tardy several times lately, do you have a ride? What do you want to do after graduation?
“I try to hold them accountable but also let them know I’m here to help,” Gilliam said. “I’ll walk with you through it, but I also ask, what part do you play in this?”
Every nine weeks, the school uses a rubric which assigns a numerical score to four categories: grades, discipline, attendance, and tardies to identify students who might be at risk of not graduating. The list changes constantly, reflecting shifts in these areas. Identifying those students, he says, is just the beginning.
“Identifying them is not enough,” he said. “You have to support them, check on them, and build relationships. That’s where the change happens. In order to eliminate barriers, you have to talk with them. Find their story.”
That philosophy drives programs like Mentor and Me, which pairs at-risk students with a consistent adult mentor who checks in regularly. Gilliam coordinates the program, matching students with staff members who meet them where they are. The mentors aren't there to lecture or discipline, but to listen, follow up, and provide a steady presence. A student who knows someone is paying attention is far more likely to show up, stay engaged, and ask for help when they need it. For many students, that relationship becomes the turning point.
The school also partners with NCWorks NextGen, a state program that connects students to paid internships and hands-on job experiences. Through that partnership, students have opportunities to earn credentials or gain work experience that can make graduation and their path after, feel more attainable. For students who struggle to see the value of a diploma, real-world work can shift that perspective.
The goal in prevention of dropout is to remove barriers and help them chart a path to graduation. Obstacles look different for every student, for some it’s a lack of transportation. Others work late shifts or take care of family members. “A lot of them don’t have a home environment that makes learning easy,” he said. “Some are just uncomfortable asking for help.”
Gilliam visits the middle schools weekly, working with students before they reach high school. "You can start to tell as early as elementary school who might need extra support," he said. "That's why we're trying to step in earlier." Research tells us dropping out is often generational, and early interventions can help break that cycle. "If a parent dropped out of school, their child is much more likely to do the same," Gilliam said. "But the same thing can be true for success. Graduation can be generational too."
Principal Joyce McRae said the graduation rate improvement came from teamwork across the school. "Mr. Gilliam identifies students who need help and coordinates the right resources," McRae said. When a student struggles academically, Gilliam connects them with teachers or tutors. When the issue is attendance or family instability, counselors or social workers step in. When a student needs structure or consistency, a mentor provides it. "We're very proud of the students who worked hard to overcome obstacles and make it to graduation and the many staff who supported them along the way."
That collaboration can be seen in Gilliam’s office throughout the day. Between student conferences, a teacher stops in after connecting with a student. Thank you for the heads up about that student,” the teacher said. “I had no idea the number of challenges he’s facing, and now I think we’ve got some things worked out.”
“Everyone in education plays a role in dropout prevention,” shared Gilliam. “Bus drivers, cafeteria workers, and school nurses all play a part. These staff members see things others don’t, how a student feels when they get on the bus or when they get off, and that tells you a lot.”
The increase demonstrates the effort of educators, counselors, mentors, administrators, and staff working together to support students and get them across the stage. Daily conversations, consistent check-ins, and sustained follow-through create the momentum that moves students toward diplomas. "One day at a time," Gilliam said. "One kid at a time."