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University Microfilms International 300 N INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target” for pages apparently lacking from the document photographed is “ Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. If copyrighted materials were deleted you will find a target note listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy. Requests can be made to our Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases we have filmed the best available copy. University Microfilms International 300 N. ZEEB RD., ANN ARBOR, Ml 48106 8129059 M a t t h e w s , M a r t i n a P ink ney THE POLITICS OF JULIUS W. HOBSON, SR., AND TH E DISTRICT OF COLUMBIA PUBLIC SCHOOL SYSTEM The Ohio Stale University Ph.D. 1981 University Microfilms International 300 N. Zeeb Road, Ann Arbor, M I 48106 Copyright 1981 by Matthews, Martina Pinkney All Rights Reserved THE POLITICS OF JULIUS W. HOBSON, SR., AND THE DISTRICT OF COLUMBIA PUBLIC SCHOOL SYSTEM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Martina Pinkney Matthews, B.S., M.A. * * * * The Ohio State University 1981 Reading Committee: Approved By Dr. Lonnie Wagstaff Dr. William Nelson Dr. Frederick Staub Adviser Department of Edud Administration Dedicated to my mother, Beatrice Pinkney, and in memory of my father, Elton E. Pinkney, who died on November 8, 1974. She world struggle for freedom from exploita­ tion is a struggle between those who have and those who have not. Julius W. Hobson, Sr. Many Shades of Black 1969, page 380 ACKNOWLEDGEMENTS Sincere thanks and appreciation to all who assisted with this project. Especially/ I would like to thank Professor Lonnie Wagstaff, major advisor for the project for his guidance, patience and consis­ tent support. Thanks to Dr. Frederick Staub and Q:. William Nelson for their assistance, also. Thanks to Miss Dora Fletcher, graphic artist; Dr. Ralph Gomes, social psychologist; and Mrs. Mary Scroggins, editor. Their techni­ cal assistance was extremely valuable. Special thanks to my sisters Garnett and Lorraine, and to my brother Purnell for providing support and assistance whenever it was needed. Tanya Wright, my niece, typed the final copy of the manuscript for this project. It is with sincere gratitude that I wish to thank Tanya for giving so much time and effort to this project. My son Alexander, really encouraged me to complete this project by continuously asking when would it be completed. Thanks, Alex for understanding when I spent many hours away from home to do seme of the research and writing. A special friend, James A. Williams Sr., introduced me to the Chio State University. I am indebted to him for his constant encourage­ ment and support. VITA October 20, 1935................ Born, Washington, D.C. 1958........................... B.S. University of the District of Columbia 1960........................... Teacher, Evans Junior High School, Washington, D.C. 197 1 ........................... M.A Georgetown University Assistant Principal, Johnson Junior High School, Washington, D.C. 197 2........................... Mid-Career Fellow, Ford Founda­ tion The Chio State University, Columbus, Chio 197 3........................... Research Associate, Center for Vocational Education, The Chio State university, Golumbus, Chio 1974-197 5...................... Washington Intern In Education George Washington University, Washington, D.C. 1975-198 0..................... Assistant Principal, D.C. Public Schools 1980-..... ...................... Principal, Raymond Elementary School, Washington, D.C. FIELDS OF STUDY History and Georgraphy Non-Western World History Urban Politics Educational Administration v LIST OF FIGURES FIGURE PAGE 1. A Model of legislative Change........................ 57 and 164 2. Ihe Political Influence of Julius W. Hobson Sr./ Upon the District of Columbia Public School System: A Conceptual Framework................................... 58 and 165 v i TABLE OF CONTENTS Page Dedication............................................... ii Quotation....... iii Acknowledgements.......................... .............. iv Vita............ ......................................... v List of Figures.......................................... vi Table of Gontents........... ............................. vii Chapter I. Introduction................................... 2 Statement of the Problem....................... 10 Research Objective............................. 11 Definition of Terms............................ 12 II. Review of Related Literature................... 15 III. Methodology A. Methodological and Data Collection....... 40 B. Procedures............................... 47 C. Theoretical Framework.................... 56 IV. Mini-Cases and Analysis of Data A. An Introduction to Julius W. Hobson, Sr... 70 B. Public Schools of Washington, D.C........ 83 C. Education Interest Groups in Washington, D.C..................................... 92 D. Hobson versus Hansen, 1967............... 98 E. Hobson versus Hansen, 1971............... 124 F. Member of The Board of Education — 1969.. 138 V. Summary, Conclusions and Recommendations Summary........................................ 161 Conclusions.................................... 168 v i i Re commendat ions................................ 185 Page Epilogue....................................... 186 Appendixes............ .............................. 187 A. Excerpts from Minutes of D.C. Board of Education Meetings...................... 188 B. Teacher Transfer Policy.................. 202 C. Memorandum from Hugh J. Scott, Superintendent.......................... 20 5 D. Memorandum from Vincent E. Reed, Superintendent.......................... 208 E. Excerpts from DIC. City Gouncil Legislation......................... 211 Bibliography........................................ 227 v i i i CHAPTER 1 INTRODUCTION From 1967 through 1977 the D.C. Public School System was in­ termittently monitored by Federal District Judge J. Skelly Wright to ensure that the system was in compliance with the court decree in Hobson versus Hansen, 1967 and 1971. Julius W. Hobson, Sr., a major plaintiff in the Hobson versus Hansen cases, spent much of this time as a civil rights advocate for the city's poor. Much of his effort was focused on improving the city's schools for its majority Black and poor population. Other citizens were also concerned about the schools and public education, but Hobson's involvement was exceptional because it had been consistent and continuing for nearly 20 years. The divergent interests of Hobson in the affairs of the D.C. schools are reflected in the complexity of issues entailed in the court case.l Ijfobson v. Hansen, 467 Fed. Supp. 401 (1967) addressed the issues of defacto segregation, school attendance zones, educational facilities, school supplies, qualities of professional staff members and the distribution of school resources. Hobson v. Hansen, 327 Fed. Supp. 344 (1971) addressed the issue of equalization of school resources, school financing or how the school district had to allocate school funds per school in Washington, D.C. The school district is required to submit an annual plan to show how funds are being distributed in the system. 2 3 Citizen involvement in school affairs to the extent of Hobson's was unusual in the District of Columbia. Cpportunities for D.C. citizens to have input into school decisions that affected their children were virtually nonexistent in the 1940's and early 1950's. Members of the Board of Education in the District of Columbia were political appointees. With conservative white members of the federal court system making those appointments, Black appointees who displayed any readiness to fight for a new approach to old problems reportedly never received a second appointment.2 Parent Teacher Associations (PTA) were the major vehicles for citizen involvement in school affairs. For the most part, these organizations legitimized decisions made by local principals,
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