An analysis of sex differences in promotion and non-promotion rates in an inner city public high school in Chicago (Illinois) supports the findings of national studies on the promotion trends of black students. A review of the literature reveals the following major trends among black males: (1) black males tend to avoid intellectual engagement and competition as a result of racism, peer pressure, and poor acculturation; (2) young black males display negative attitudes and behavior towards school as early as fourth grade; (3) students who do not have success with the educational system are at high risk of dropping out; (4) low academic achievement among black students quickly results in non-promotion to the next grade followed by dropping out of school; and (5) at each grade level, black males are retained at significantly higher rates than black females. An analysis of promotion and retention data on 1,427 students who attended an all-black Chicago innercity high school in June 1989 yields the following results: (1) males in the 9th and 10th grades were demoted at a rate 35 percent higher than females; (2) males in the 11th grade were demoted at a rate nine percent higher than females; and (3) on a school-wide basis, males were demoted at a rate 16 percent higher than females. Statistical data are included on two tables. A 10-item bibliography is appended. (FMW)