A Historical View of the Magnolia Independent School
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A HISTORICAL VIEW OF THE MAGNOLIA INDEPENDENT SCHOOL DISTRICT, MAGNOLIA, TEXAS, 1900–2009 A Dissertation by ROBERT MATTHEW CLARK Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2010 Major Subject: Curriculum and Instruction A HISTORICAL VIEW OF THE MAGNOLIA INDEPENDENT SCHOOL DISTRICT, MAGNOLIA, TEXAS, 1900–2009 A Dissertation by ROBERT MATTHEW CLARK Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee: Lynn M. Burlbaw Committee Members: Virginia Collier Janet Hammer John Helfeldt Head of Department: Dennie Smith August 2010 Major Subject: Curriculum and Instruction iii ABSTRACT A Historical View of the Magnolia Independent School District, Magnolia, Texas, 1900–2009. (August 2010) Robert Matthew Clark, B.A., Sam Houston State University; M.Ed., Sam Houston State University Chair of Advisory Committee: Dr. Lynn M. Burlbaw For individuals and organizations, the events of the past shape and affect the decisions made in the present, to the benefit or detriment of the person or group. Historical research can make available information about the past that aids understanding of the future. This qualitative explanatory historical study of the schools of Magnolia, Texas creates a record of the Magnolia Independent School District by focusing on the political climate, growth patterns, and ethnic influences from 1900 to 2009. The methods of data collection consist of personal interviews, oral histories, school district documents, school board minutes, and newspaper articles. The research questions that guide the study are: (1) What is the history of Magnolia Public Schools and what influential people and events have shaped the district? (2) What were the causes of growth periods in the Magnolia Independent School District, and what were the effects of such growth? and, (3) How did the district’s ethnic and socioeconomic groups affect its growth and instruction? iv This explanatory historical study identifies the connection between the development of the schools in Magnolia, Texas and the surrounding community that has grown due to urban expansion. By recording the perceptions of the key people who have witnessed the district’s history, noting the influential events that have occurred, and documenting the district’s periods of growth, this study will help preserve the history of the schools in Magnolia for current and future leaders and researchers. By assisting with an understanding of the causes of decisions and actions taken in the past, this study has the potential to become an important resource for school administration and staff, community members, and other stakeholders as they seek to positively impact the present and the future. v DEDICATION To my family vi ACKNOWLEDGMENTS Often we begin a journey with one destination in mind and yet find ourselves on a path that we did not intend to take—a path more exciting and wonderful than the one intended. I have experienced this during the process of this degree, and in the words of Robert Frost, it has made all the difference. I would first and foremost like to acknowledge Dr. Lynn M. Burlbaw for his patience and expert guidance and for creating within me a passion for educational history. Without his mentoring and guidance, this research would never have been undertaken. I also wish to thank Dr. Virginia Collier, who believed in and stuck with me through several changes in my path. I thank Dr. Janet Hammer and Dr. Jack Helfeldt, without whose guidance to view the research through a different lens, this project could not have been completed. I thank my editor, Thom Lemmons, who made sure I dotted all the “i’s” and crossed the “t’s.” Celeste Graves, who is a constant inspiration to all that come in contact with her, also has my gratitude; her dedication to the community is indescribable. I would like to thank my parents, R. Denny Clark, Connie Dabney, and Dr. Roy and Marjanne Gillick, for their constant support, love, and encouragement. I would also like to thank Ed and Gloria Brown for their encouragement. I am grateful to my children, Jonathan, Rebekah, and Joshua, for understanding when I could not be there and for making me do my homework. And most of all, I thank my wife, Gina Clark, who so many times kept me accountable, encouraged me, and continued to love me through it all. vii TABLE OF CONTENTS Page ABSTRACT ................................................................................................................ iii DEDICATION ............................................................................................................ v ACKNOWLEDGMENTS........................................................................................... vi TABLE OF CONTENTS ............................................................................................ vii LIST OF FIGURES..................................................................................................... xi CHAPTER I INTRODUCTION............................................................................... 1 Introduction ................................................................................... 1 Statement of Problem .................................................................... 1 Statement of Purpose..................................................................... 3 Research Questions ....................................................................... 3 Historical Background................................................................... 3 Summary ....................................................................................... 7 II REVIEW OF THE LITERATURE..................................................... 8 Previous Research ......................................................................... 8 What Is Missing ............................................................................ 10 Significance................................................................................... 11 Summary ....................................................................................... 12 III METHODOLOGY.............................................................................. 13 Site Selection................................................................................. 13 Methodology ................................................................................. 14 Research Questions ....................................................................... 15 Data Collection.............................................................................. 15 Oral Histories ................................................................................ 15 Documentation and Newspaper Articles....................................... 17 Study Limitations .......................................................................... 18 viii CHAPTER Page IV MAGNOLIA SCHOOLS: EARLY YEARS, 1900 - 1950................ 19 Introduction ................................................................................... 19 Early History of Magnolia Schools............................................... 20 1927 - 1950: Consolidation and Growth ...................................... 22 Segregation and the Magnolia Schools ......................................... 25 Expanding Activities, Growth through Consolidation.................. 27 Beginning of Magnolia Independent School District.................... 28 Summary ....................................................................................... 30 V STEADY GROWTH, CHANGING TIMES, AND THE BEGINNINGS OF URBANIZATION, 1950 - 1980 ....... 31 Introduction ................................................................................... 31 Early Years for the Magnolia Independent School District .......... 31 July 1, 1951 - June 30, 1958: Expanding Facilites and Continuing Segregation .......................................................... 33 Tensions between Community and Superintendent ...................... 37 July 2, 1958 - June 30, 1969: The End of Segregated Schools .... 38 Segregation and Community Complacency.................................. 39 July 1, 1969 - January 31, 1974: Accelerated Growth ................. 45 New Facilities, New Programs...................................................... 46 Internal Divisions in District Leadership ...................................... 47 Accelerating Growth and a Boundary Dispute ............................. 50 More Leadership Struggles ........................................................... 52 July 1, 1974 - April 18, 1980: Continued Growth ....................... 52 Visions of Excellence in the Classroom........................................ 54 Funding More Expansion, Adding Bilingual Education............... 55 Summary ....................................................................................... 57 VI RAPID EXPANSION AND GROWING PAINS, 1980 - 2009 ......... 58 Introduction ................................................................................... 58 January 1980 - June 1980: Leadership Turnover and Parent Unrest .......................................................................... 59 July 1, 1980 - June 30, 1983: Expanding Structure and a Funding Crisis...................................................................... 61 July 1, 1983 - March 24, 1986: Boundary Dispute Resolved ...... 65 July