The 126-year history of the
Tucson Unified School District is a tale reflective of the patterns
of growth and activity in our community. Often people look back on the
past as a "golden era" in which everything was better than
it is today. As we examine the records, however, we find that throughout
time similar problems have been encountered: inadequate finances, overcrowded
classrooms, critical newspaper editorials, conflict between school board,
administration and teachers, and public controversy over elections.
A search of the available
public records also reveals that Tucson Unified School District has
been a state and national leader in education for many years. Educational
excellence, high standards, progressive curriculum, and community partnership
have been hallmarks of the Tucson Unified School District for much of
its existence. From early days, attempts to meet the needs of diverse
populations have been the norm rather than the exception. Adaptive education,
bilingual education, and alternative education are just a few areas
in which School District 1 is recognized as a leader.
Threads of continuity
While growth and construction of new schools have been central factors
in the history of TUSD, the true story of any district is written in
the efforts and achievements of the students, faculty, and administration
who form its core. Tucson Unified School District chose to name most
of its buildings in recognition of services to the students and employees
of the district. The list of school names is a roster of honor recognizing
men and women who dedicated their lives to the education of children.
Many of them also spent personal time serving the Tucson community at
large.
Names of individual schools
have changed in various ways over the years. Some names have disappeared
entirely. Others have been converted or merged. A wholesale change occurred
in the 1980s when all the "junior high schools" became "middle
schools." Whenever a change occurred, an explanation is given for
the action.
Professional qualifications
for teachers rose throughout the years. The minimum educational level
for employment as a teacher increased from high school graduate more
than a century ago, to normal school graduate, to the current minimum
bachelor's degree requirement. For at least half of its history, it
was policy to hire only experienced teachers. Even today, the majority
of teachers hired have some experience before coming to TUSD.
For many decades the neighborhood
school was the ideal, and schools were built to support that ideal.
Yet, with scattered population, a "neighborhood" might require
busing over several miles. Only the minimum required number of classrooms
were built, thereby necessitating constant additions as the community
grew. Often the children arrived before extra classrooms were finished,
requiring double sessions and overcrowded sites for several decades.
During the post-World War II boom years, many students were bused to
several different schools during their elementary grades as a result
of constant construction. As the list of school sites unfolds, it is
noteworthy how few have been closed over the years.
The massive building program
of the '50s and '60s carried a hidden time bomb, however. Schools were
built with a practical life of 25-30 years, which meant that the entire
physical plant of the school district would need significant repairs
and renovations by the end of the 20th century. That is the period in
which this revised edition of The First Hundred Years has been written.
Organization of this book
To read this history in a purely chronological order would become tedious.
Therefore, although each chapter covers a consecutive twenty-year period,
within that period a loose structure by decade has been organized. Educational
events and economic conditions are addressed before including construction
of schools within that span of time. In most cases, biographical material
concerning those for whom schools were named appears when the school
was built.
As all of the schools have
had multiple additions and renovations over the last century and a quarter,
school physical sizes and costs are presented for the original structures
only.
Some school board members
and superintendents have played significant roles in the history of
this district, while the impact of others has been less notable over
time. The appendices include a chronological listing of all persons
who have filled these positions.
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