
We arrive at Whites Creek High School in the hilly, wooded outskirts of Nashville at 10am on a Wednesday morning. After being buzzed in by security, we are issued visitors passes with our photo on them and escorted through a series of freshly-painted cinder block hallways to the science classroom of Dr. Cliff Cockerham.

A Brooklyn native, educated at Cornell and Georgetown Universities, Cockerham—who is also a volunteer Water Sentinel with the Sierra Club—began teaching at Whites Creek in 2009 after the previously under-performing school completely overhauled its faculty and administration and reorganized under the Fresh Start Program.
"This is a school that for decades had a history of failure and downward-trending scores," he says. "Now it's headed in the opposite direction." Part of reorganizing the school was breaking it up into small learning communities. Cockerham teaches in the Academy of Public Service.
"We're creating a school where people's vision of what they want to do with their lives has something to do with serving the world and making it a better place," he says. "This is the only school in Nashville—maybe the state—where you can major in alternative energy. Having a science focus on environmental issues is a no-brainer. It's the No.1 way to make a difference because it's the No.1 problem we face. If we don't solve the global warming problem, nothing else matters."

The student body at White's Creek, part of the Nashville public school system, is more than 90 percent African American, and nearly all are considered "at-risk" youth. Many, Cockerham tells us, do not live with even one parent, let alone two.
Attired in a white lab coat with a clutch of pens and markers stuffed into his breast pocket, Cockerham is preparing his students for an environmental science exam two days away. He presides over the class like a drill sergeant, pacing the classroom, calling out rapid-fire questions and addressing the students using the appellation "Mr." or "Miss".

One student, apparently unprepared for class, bristles at Cockerham's upbraiding. Cockerham tells the young man if he isn't inclined to do the work he's free to leave, but he'll fail the class. The student pushes his chair back from the table and walks out of the room. Cockerham locks the door behind him and continues with his lesson.
Later, after class has let out, Cockerham lets down his guard and a different side from the no-nonsense taskmaster emerges. He explains that he instills such discipline in the classroom because many students have little in the way of a disciplinary figure in their lives outside of school. Occasionally his throat catches as he talks about his students.
"This is a hard place to teach," he admits, "but it's exciting to give people opportunities they wouldn't have had otherwise. You see kids who were headed for trouble ending up going to college instead. You can see kids moving from lack of direction to having some faith in themselves, some faith in the world, some faith in the idea that they can make a difference."