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Schools BetrayedRoots of Failure in Inner-City Education$
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Kathryn M. Neckerman

Print publication date: 2007

Print ISBN-13: 9780226569604

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226569628.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 25 June 2022

Remedial Education

Remedial Education

(p.127) Chapter Six Remedial Education
Schools Betrayed

Kathryn M. Neckerman

University of Chicago Press

This chapter follows Chicago's educators and district officials as they explored new approaches, such as ability grouping and social promotion, then settled on a set of policies that would last with little alteration from the late 1930s through the 1960s. As it describes, the schools' approach to remedial education may have been adequate in some schools, but it was an abject failure in inner-city schools. Differences in student achievement were not a new condition in Chicago's public schools. There had always been students who struggled academically. In the nineteenth century, however, most of these children dropped out of school before long. Then, when compulsory education laws became stricter, low-achieving students became more visible, and more troublesome. Beginning in the early twentieth century, Chicago's school administrators went through an elaborate period of trial and error as they developed new strategies for dealing with low-achieving students.

Keywords:   educators, district officials, ability grouping, social promotion, remedial education, inner-city schools, Chicago, public schools

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