Like many people, I keep a lot of photos and mementos around me, especially here in my office at NYSUT headquarters. Some remind me of special events and awards, others remind me of family and grandchildren.

One group of photos and memorabilia are there to bring back fond memories of my 34-year teaching career in Central Islip. In that group, there is one special photo that depicts nine fourth- and fifth-graders, all huddled together, smiling at the camera. The photo is trimmed in lace with a pinecone or two glued to the top; you know, one of those elementary school projects that surface around the holidays. This photo, taken about 14 years ago, is special because it depicts a unique program — the New York State Mentoring Program.

Created by Matilda Cuomo, wife of then-Gov. Mario Cuomo, the Mentoring Program paired disadvantaged students with adults from outside the school community. They were paired, one on one, in after-school or before-school activities, at school or sometimes on field trips.

The program existed during an enlightened time under an enlightened administration that saw real value in children, adult role models, nurturing and respect for education. In the program I ran at one elementary school, I was blessed with a special opportunity to link the youngsters in the photo on my desk, and many others, with mentors from the Suffolk County district attorney's office, where my wife has worked for more than 25 years. Yes, it was indeed a time when work and family were central to the thought processes of those in government and education. A time when placing real value on what you do and why you do it was part of how educators and government officials envisioned their responsibilities. (A focus that those in government, education, business, unions and families might be ready to make central once again.)

In the photo, one boy - one of my fourth-graders, Otis - stands out. Like so many others his age, Otis felt the need to compensate for what he perceived as deficiencies. Unfortunately, he often chose to do so with violent behavior, and Otis frequently found himself suspended or removed from class.

Despite the fact that Central Islip was and is a community where diversity in skin color, language and family unit are celebrated as strengths, and where poverty is part of business as usual, students still often find themselves confused and needing to create defense mechanisms against anything or anyone they perceive as threatening to their private world.

For Otis, all of these factors contributed to a student record that showed little academic success and not a single standardized test score worth writing home about. Despite this, with help from his teachers and support personnel, his mentor and his family, Otis managed to make it through elementary school.

While he continued to do poorly on standardized tests and class exams throughout junior high, and despite suffering a personal tragedy, with the support of his school community and his family, Otis managed to struggle his way into high school — and to graduate.

I now have another picture for my desk. A few weeks ago I was privileged to attend Otis' graduation from Hofstra University! In fact, for several semesters, Otis was on the Dean's List at Hofstra and he received an award in his senior year for his quiet fortitude. And how much prouder can a teacher be - he's scheduled to take his exams to complete his certification as a physical education teacher.

• Related story: A new college graduate says 'thanks'; Otis Scerbo describes how a teacher can change your life

• Audio: Listen to Mr. I's commentary on Otis and students in the Mentor Program. MP3 audio courtesy WAMC Northeast Public Radio.

Unfortunately, not all stories end like Otis' story. One beautiful lady in that mentor photo met a tragic death at the hands of a criminal, a young gentleman in the photo is in prison for a violent crime and another struggles with addictions. Achieving for youngsters faced with poverty - youngsters of every color and ethnicity, from small communities and major ones, and from rural, suburban and urban settings - requires resources and support not readily available.

Recently released school report cards, test scores and graduation rates present a kaleidoscope of results. But what stands out as a stark reality is the undeniable link between poverty and academic achievement. We see signs of real improvement and other indications of places where real improvement must be achieved.

And we see that the distribution of wealth remains a real barrier to equity in closing the achievement gap. As Vice President Maria Neira stressed: "Achievement gains for children living in poverty are undermined by sweeping social issues, including inadequate housing, insufficient early childhood education programs and a lack of resources. Closing the gap is going to take all our efforts to close gaps in our social support networks."

Yes, all our efforts. And this time of year, the season for graduations, provides an opportunity to extend the warmest thank you and congratulations to those who put forth those efforts: the parents and families who nurtured this year's graduates; the health care workers who cared for them as they grew up; and the teachers and support personnel from pre-K through post-graduate who worked with them in and out of school. Thank you to all of you who will watch with pride as your Otis walks across the stage and is handed a diploma. Thank you for a job well done.