Date

4-18-2025

Department

College of Arts and Sciences

Degree

Doctor of Philosophy in History (PhD)

Chair

Edward Waldron

Keywords

Georgia education history, state superintendents, educational reform, public education policy, vocational education, desegregation in Southern schools, M.D. Collins, Claude Purcell, Jack Nix, Georgia Department of Education, civil rights and education, rural education, education leadership, historical education policy, biennial reports, 20th century Southern education, education and legislative history

Disciplines

Educational Administration and Supervision | History

Abstract

This dissertation examines the role of Georgia’s State Superintendents of Schools in shaping public education from 1933 to 1977, a period marked by profound social, economic, and political change. Focusing on the tenures of Dr. Mauney Douglass Collins, Dr. Claude Lamar Purcell, and Dr. Jack P. Nix, it explores how these leaders utilized the Georgia Department of Education reports to the General Assembly to advocate for legislative reforms and address the evolving educational challenges of their respective eras.

Through a detailed analysis of these reports, this study uncovers the superintendents’ strategies, priorities, and policy recommendations, shedding light on their leadership approaches and the broader impact of their advocacy. Collins, who served during the Great Depression, World War II, and the post-war eras, faced the dual challenge of maintaining educational access amid economic turmoil and laying the groundwork for long-term reform. Purcell’s tenure coincided with the Cold War and the Civil Rights Movement, positioning him at the center of efforts to navigate desegregation and federal intervention in education. Nix served during a period of increased federal education mandates and shifting social dynamics. He played a key role in modernizing Georgia’s school system and expanding services for diverse student populations. By contextualizing these reports within their time’s legislative and historical landscape, this dissertation demonstrates how Georgia’s educational leadership responded to and influenced broader educational policy developments. Given the absence of formal legislative intent records in Georgia, the study employs a thematic and comparative analysis of these reports to infer how their recommendations may have shaped state education policy. This research offers a critical historical perspective on the evolving relationship between state educational leadership and legislative reform.

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