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Harford County Public Schools: a Brief History by Sean Abel A Harford County Public Schools: A Brief History by Sean Abel A dissertation submitted to the faculty of Wilmington University in partial fulfillment of the requirements for the degree of Doctor of Education in Innovation and Leadership Wilmington University August, 2012 Harford County Public Schools: A Brief History by Sean Abel I certify that I have read this dissertation and that in my opinion it meets the academic and professional standards required by Wilmington University as a dissertation for the degree of Doctor of Education in Innovation and Leadership. Signed:______________________________________________________________ Linda H. Frazer, Ph.D., Chairperson of Dissertation Committee Signed:______________________________________________________________ Lynne L. Svenning, Ph.D., Member of the Dissertation Committee Signed:______________________________________________________________ Gerald Scarborough, Ph.D., Member of the Dissertation Committee Signed:______________________________________________________________ John C. Gray, Ed.D., Professor and Dean College of Education ii Dedication This dissertation is dedicated to the four people who have provided me with support and patience throughout this long road toward a doctorate—my three children, Ali, Nick, and Alex, and to my wife, Gina. I love you all and thank you so much for pushing me to finish. iii Acknowledgments The author would like to acknowledge the helpful staff at the Harford County Public Library for their assistance in gathering hard to find materials that were essential to this research. Thanks to Dr. Gerald Scarborough, for serving as a third reader and for being a mentor in many ways. For her willingness to go beyond expectations to help get this dissertation completed, a special word of thanks goes to Dr. Linda Frazer, the chair of this author’s dissertation committee. iv Abstract The history of the Harford County Public Schools school system, located in Harford County, Maryland, is examined. The school system’s development in regard to financial and operational components of the organization is the focus of this overview study. Conclusions drawn from this examination indicate that the school system struggled with obtaining sufficient funding to allow for proactive solutions to issues of student population growth, of curriculum development, and in securing appropriate materials of instruction. Despite this handicap, the school system was able develop acceptable, though reactive, solutions to these issues through advocacy and persistence. v Table of Contents Dedication…………………………………………………………………………….iii Acknowledgements…………………………………………………………………...iv Abstract………………………………………………………………………………..v List of Tables………………………………………………………………………..viii List of Figures……………………………………………………………………...…ix Chapter I Introduction…………………………………………………………………...1 Statement of the Problem……………………………………………...2 Purpose of the Study…………………………………………………..3 Need for the Study………………………………………………….....4 Research Questions…………………………………………………....5 II Review of the Literature………………………………………………………7 Inclusion Criteria……………………………………………………...7 III Methodology………………………………………………………………….9 Data Sources…………………………………………………………..9 Bias Issues…………………………………………………………….9 IV Harford County Public Schools: A Brief History……………………………11 The Schoolhouses of HCPS………………………………………….13 The School Consolidation Movement……………………………….19 The High School Movement…………………………………………22 Funding the Schools before 1946……………………………………23 vi The Curriculum of HCPS before 1946………………………………31 The Teachers of HCPS before 1946…………………………………33 The Colored Schools before 1946……………………………………37 The Boston University Study of 1946……………………………….41 The Response to the Study…………………………………………...51 The Long-Term Response……………………………………………57 The 1990s and Beyond……………………………………………….60 V Conclusions from the Study………………………………………………….63 Limitations of the Study……………………………………………..65 Recommendations for Future Study…………………………………65 Closing Thoughts…………………………………………………….67 References……………………………………………………………………………68 Appendices A: HCPS County Examiners/Superintendents…………………………..76 B: Select One/Two Room White Schoolhouses………………………...77 C: Select One/Two Room Colored Schoolhouses………………………78 D: One/Two Room Schoolhouses Closed………………………………79 vii List of Tables 1. Table Number of Students and Schoolhouses—Harford County Public Schools: 1867- 1900………………………………………………………………………......14 2. School-Age Population Projections by School Level: Harford County Public Schools……………………………………………………………………….28 3. Eight Common Objectives for Elementary and Secondary Education………46 viii List of Figures Figure 1 HCPS in 2012…………………………………………………………………6 2 Prospect School………………………………………………………………16 3 Aberdeen School……………………………………………………………..17 4 Black Horse School……………………………………………………………….…18 5 Churchville School and Bel Air Elementary………………………………...21 6 Hosanna School……………………………………………………………...43 7 Central Consolidated School…………………………………………………44 8 Bel Air High School………………………………………………………….54 9 Aberdeen High School……………………………………………………….55 ix Chapter I Introduction The topic of public education in the United States has become one of the hot- button political issues of the twenty-first century (Education-Portal.com, 2012). Issues of administrative control, fiscal responsibility, curricular composition, and teacher accountability are being discussed throughout the federal, state, and local governments by citizens and officials alike. Educational reform is being focused upon at the national level (No Child Left Behind, Race to the Top Fund, etc.) (United States Department of Education, 2012); accordingly, individual states respond in-kind with their own attempts at reform in order to keep the money flowing from Washington (Maryland Department of Education, 2012a). What is often left out of this discussion about the state of American public education is that all of these initiatives and reforms are implemented by individual, local school districts. These districts are mandated to follow the regulations issued by the federal and state authorities; within those guidelines, local school boards create the policy and procedures that actually involve interaction with students. Moreover, these districts must work within the cultural and economic environment of their communities, affecting the districts at the practical level of what is taught in the schools and how much money there is to open schools staffed with teachers and the necessary support staff. At its base, the success or failure of the American public school system rests with the individual, local school districts. 1 Statement of the Problem The Harford County Public Schools (HCPS) is one of these individual school districts. Located in the state of Maryland, HCPS serves the pre-kindergarten through grade twelve populations of children attending public school throughout the entire county of Harford (Maryland public school districts are all based upon county boundaries) (Harford County Public Schools, 2012a). From its modern-day creation in 1867 through the current day, HCPS has been responsible for implementing federal, state, and local directives as they involve public school education with all of the corresponding financial, curricular, political, and social pitfalls that accompany such a charge. Considering the importance of its responsibilities and the length of time it has been in existence, an institution such as HCPS would benefit from an examination of its history. The positive value of historical study has been substantiated by research for many years (American Historical Association, 2007). Simply put, the successes and failures of the past can provide guidance and necessary experience when the time comes to face similar situations. HCPS, however, will face many roadblocks when conducting this historical study. Despite being in existence for 150 years, there is no one single document outlining the historical development of the school district. 2 Purpose of the Study The purpose of this historical study of the Harford County Public Schools during its early years is twofold. At its most basic level, this study describes how the Harford County Public Schools developed its financial, organizational, and curricular structure from its creation through the present day. At its most complex level, this study analyzes how the nature of this development led the Harford County Public Schools to be a school system that was often able to carry out its mission successfully, while also meeting with the occasional failures. Addressing the first purpose, the origin story of a public school system provides meaningful insight into the priorities of the society from which it was created. Power is invested in various entities within the school system; the decisions made by said entities about how the schools are to be organized, how they are to be staffed, and how they are to be funded reflect the motivations of both the power- holders and the power-providers. Thus, for example, a school system that is consistently provided less money from the local government than was requested from the Board of Education does not necessarily indicate a period of economic downturn. Instead, it could indicate a difference of opinion between the power-holders (the Board of Education) and the power-providers (the local government) over what the educational needs of their population are. As the facts of how the Harford County Public Schools developed are researched and illuminated, the interpretation and analysis of how this development affected the education of Harford County’s
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