Chicago Reporter (https://www.chicagoreporter.com/author/barbara-sizemore/)
In 1992, the School Achievement Structure (SAS) was formed at DePaul University to help low-achieving schools in Chicago adopt 10 routines that, research had shown, could turn them into high achievers.
The retention/social promotion debate is tied up in a conundrum: Neither measure helps all students; one or the other may help certain students. What good is it to say that the socially promoted did better than or the same as the retained? What percentage of each group shows up in jail, goes to college or acquires employment? What happens to the students who do not keep up or learn at the same rate or in the same way that the other students in a class learn? Do we fail them? Should we pass them on without the requisite skills necessary for success at the next level? Do we refer them to special education as learning disabled? Does anybody in his right mind really believe that God made this many LD African-American males?