Running Head: LOUISIANA HIGHER EDUCATION HISTORY NARRATIVE
The development of higher education in Louisiana: A narrative
Elizabeth Harris
EDLD 7432- Summer 2013
Instructor: Dr. Jensen
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LOUISIANA HIGHER EDUCATION HISTORY NARRATIVE
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Relating the story of higher education in the State of Louisiana actually begins before
Louisiana was a state. In 1742, the Governor of the then French colony wrote to the French
government telling them that “persons in Vera Cruz would rejoice at having a college here…”
but the government felt that the colony was “too unimportant for such an establishment.” (Fey &
Johnston, 1898) Therefore, in 1804, after the Louisiana Territory was sold to the United States,
the provisional governor reported to Washington that there were no colleges in the new territory.
Comment [DJ1]: Note here Elizabeth that the
period goes after the brackets and not before. This
will need to be adjusted throughout the body of the
paper.
(Manning, 2006) From that point the growth in Higher Education began. In 1805, the Louisiana
legislature laid out a plan for the territory that included academies, schools and a college. By
1812, when the territory became a state, focus had shifted – there was no mention of public
Comment [DJ2]: We know that education brings
economic growth and a skilled citizenry to the state.
There is a certain degree of “culture” that is brought
to the state when it has universities.
education in the State’s first constitution – due to the war of 1812 that was in progress. In 1823,
one piece of that original 1805 plan actually came to fruition in the form of the “University of
Orleans” which opened that year, but closed in 1826. Conflicts between the various ethnic
groups in the area prevented the school from being successful. Traced to the combination of
French and Spanish rule that had formed the colony-turned-territory-turned-state, the ethnic
“Creoles” of the area had little desire to be involved in the state-run establishments that the new
Anglo-American leaders brought with them into the area. Although the area’s provisional
governor felt strongly that education was a necessary part of building the strength of the new
state and her people, the conflicts between the groups defined the development of the educational
system for a number of decades.
Comment [DJ3]: Interesting history.
While the state made its attempts to establish a system of public education, the
cultural/religious groups in the area were actually more successful in the first part of the state’s
history. While the legislature had established Centenary College in 1825, by 1845 the state sold
the property to the Mississippi Conference of the Methodist Church who went on to reopen the
Comment [DJ4]: This is consistent with many
other states as well.
LOUISIANA HIGHER EDUCATION HISTORY NARRATIVE
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college in 1846. That private college is still in place today, one of a number of colleges started by
private groups in the state. The first medical college, begun by physicians in New Orleans in
1835 and later merged into the University of Louisiana (state established), and actually became
part of the private Tulane University – the only single university (public or private) in the state
that is mentioned specifically in the state’s constitution – in Section 8, Item 14. (Section XIII:
Education) The Jesuits began a college in 1849, to which the private Loyola University can trace
its roots. Louisiana College, a private college founded by the Baptists, traces its roots to the
1850s. The only state established college begun in that time period which still exists as a public
institution today, was then known as the “Louisiana State Seminary of Learning and Military
Academy” – and is now known as Louisiana State University. (Higher Education in Louisiana)
The years of the Civil War saw many institutions in the state shut down while the fighting
was going on. Once the war was over, some campuses were in ruins and many of the former
students were now buried in battlefields elsewhere. Those institutions that were able to reopen
saw their enrollments drop. The Reconstruction Era also brought with it the additional
considerations necessary for the inclusion of the new black citizens of the area. Louisiana State
University received no state funding during the period from 1872 – 1877 due to its unwillingness
to admit black students. The Morrill Act brought the establishment of Louisiana A&M (which
eventually merged with LSU) as well as Southern University. The Southern University System
retains its Land Grant Status and is the only Historical Black College or University System in the
country. In 1899 the North Louisiana Colored Agricultural Relief Association Union brought in
Charles P. Adams (a protégé of Booker T. Washington) to establish a college. In 1905, after
having a falling out with the Union, Mr. Adams went on to found the “North Louisiana
Agricultural and Industrial Institute” in an area of the state that had not seen much growth yet,
Comment [DJ5]: We forget about this impact of
the civil war.
LOUISIANA HIGHER EDUCATION HISTORY NARRATIVE
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and was hardly more than a village. The university that exists today, as part of the University of
Louisiana system, is known by that village’s name – Grambling State University. (Manning,
2006)
Another system the Reconstruction Era brought with it was that of a system of dual
education, one that would be present in Louisiana into the 21st century. From the campuses of
LSU and Southern – both located in Baton Rouge – as well as in New Orleans, Shreveport and
northern areas of the state, new schools/campuses seemed to come in pairs – one in a majority
white area, the other in a majority black. By the time the United States Supreme Court passed its
“separate but equal” ruling in 1896, Louisiana had already begun the process of creating the
“separate”. Furthering the process, in 1956, two new campuses, one for LSU and one for
Southern, were established in New Orleans at the direction of Governor Earl Long. While no
white students registered at SUNO, there were 200 black students in the first class at LSUNO.
Tulane University became integrated in 1963. New separate campuses for LSU and Southern
were established in Shreveport in 1964, the same year that SUNO began to disregard race,
Comment [DJ6]: It is amazing at just how recent
the history of integration in HE is.
following a court order, in its admissions process. It would not be until 1981 that the final decree
would be issued by the courts that would formally end segregation in Louisiana colleges; the last
action in response did not take place until 1995.
The early part of the 20th century saw much change come to Louisiana. Colleges were
created, closed, moved, changed names, and expanded their degree offerings. In 1921, the first
coordinating council for higher education was established in that year’s constitution update. That
council was to become, in 1974, the Board of Regents. In 1928, with the election (and arrival) of
Huey P. Long, Louisiana as a whole began a path of growth and change that would, in hind sight,
be as natural a division as was the Civil War. (Manning, 2006) Through Long’s policies, as well
Comment [DJ7]: Good discussion in this section.
LOUISIANA HIGHER EDUCATION HISTORY NARRATIVE
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as those of some of the Governors that would follow, the course of higher education in the State
of Louisiana began to be heavily influenced by the executive branch of the state government.
Since Governor Huey Long did not believe in “systems”, his office dealt with each state
institution on an individual basis. With his focus on improving the lot of life for the poorest
peoples and most in-need areas of the state, his support of both secondary and post-secondary
education helped to establish infrastructure and funding avenues that allowed for growth and
strength that is evident even today. His last words are rumored to have expressed a concern for
what would become of his beloved “LSU”. (Manning, 2006) While alive, his actions ran the
gamut from providing funds to putting entirely new groups of faculty into a department while the
chair was on vacation. While several state institutions can trace major changes to Long’s
involvement during the 1930s, some of the private institutions in the state made changes of their
own with little interference from the state offices. Dillard University, a private historically black
college, was formed in 1930 through a merger of two schools formed earlier in the reconstruction
era, an attempt to create one strong institution from two that were simply surviving. It continues
its work today. In the middle part of the century, some local/parish school boards began to add
“13th & 14th” grades to their systems – many of which would go on to become technical schools
and community colleges in later years.
In 1964, Governor John McKeithen was elected and began the steps to institute changes
at the state schools to suit his “all-in-one” philosophy. Four years later, six institutions in the
state all became universities due to McKeithen’s actions and policies. Following McKeithen,
Governor Edwin Edwards helped to create a structure for higher education in the state that is, for
the most part, still in place. His work on the 1974 Constitution saw it include the creation of a
four-board system of governance for all state schools. The act created a Board of Regents (the
Comment [DJ8]: With a growing HE system, it
was essential to have some central control over how
the system would be managed.
LOUISIANA HIGHER EDUCATION HISTORY NARRATIVE
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oversight board) and three system boards; for the University of Louisiana system (which brought
several state institutions together under one system mantle), the Louisiana State University
System and the Southern University System (both of which contained all their respective
campuses and centers). In 1998, the legislature took further action and created the Louisiana
Community & Technical College System, which brought together all two-year technical schools
& community colleges – five from the University of Louisiana System as well as the 38
administered by the State Board of Education. This five-board system is the current structure of
state institutions.
The 21st century has seen further changes in the state schools. In 2005, Hurricane Katrina
damaged a number of institutions, some of which are still in the process of rebuilding. In 2011,
The University of New Orleans moved from the LSU system and is now part of the University of
Louisiana System. The Technical College system has been undergoing a reorganization that has
seen the merging and consolidation of some campuses as well as the changing/expansion of
mission for others. (Manns, 2013) In the latest five-year strategic plans, the state systems are
considering changes to provide support to their respective schools as the country’s and state’s
economic conditions continue to affect budgets; all in an effort to secure the continuation of the
long history of higher education in the State of Louisiana.
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References
(n.d.). Retrieved from Board of Regents - State of Louisiana: http://regents.louisiana.gov/
(n.d.). Retrieved from LSU System: http://www.lsusystem.edu/
(n.d.). Retrieved from University of Louisiana System: http://www.ulsystem.edu/
(n.d.). Retrieved from Southern University System: http://www.sus.edu/
(n.d.). Retrieved from Louisiana Community & Technical College System: http://www.lctcs.edu/
(n.d.). Retrieved from Louisiana Association of Independent Colleges and Universities:
http://www.laicu.org/
Fey, E. W., & Johnston, W. P. (1898). The history of education in Louisiana. Washington, D.C.:
Government Printing Office. Retrieved July 1, 2013
Higher Education in Louisiana. (n.d.). Retrieved July 1, 2013, from LSU System:
http://www.lsusystem.edu/overview/higherEd-history.shtml
Manning, C. A. (2006). The history of higher education in Louisiana. Chalmette, LA: Louisiana
Institute of Higher Education.
Manns, D. (2013, July 9). Personal Communication.
Section XIII: Education. (n.d.). Retrieved July 10, 2013, from Constitution of the State of
Louisiana: http://legis.la.gov/lss/lss.asp?folder=307
Title 28: Education. (n.d.). Retrieved July 10, 2013, from State of Louisiana Administrative
Code: http://doa.louisiana.gov/osr/LAC/lac28.htm
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LOUISIANA HIGHER EDUCATION HISTORY NARRATIVE
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EDLD 7432 – History of Higher Education
Historiography Narrative Paper
Name: Elizabeth Harris
Essentials
Unsatisfactory
1
Essentials of Assignment not
met.
Unsatisfactory
1
Citations
&
St t
APA Style Formatting of
citations not followed or there
are more errors in APA Style
formatting than not. Numerous
errors in grammar and spelling.
Analysis
Unsatisfactory
1
Narrative is weak and lacks any
depth of analysis regarding
issues/patterns/ themes related to
the development of HE in the
selected state.
Expression
Unsatisfactory
1
Student lacks a clear message
and point behind the writing.
Supporting references are not
used to strengthen points made
by the student in the writing.
The narrative lacks a sense of
flow and a limited sense of
organization to how the
student’s ideas about HE
themes/patterns are interpreted.
Satisfactory
5
Essentials of Assignment met.
Satisfactory
5
APA Style Formatting followed
for all citations but include a
number of form breaks. A few
errors in grammar or spelling.
Satisfactory
20
Narrative is adequate. Analysis
is a little more detailed and
general links to issues/patterns/
themes related to the
development of HE in the
selected state are made.
Target
10
Score
Essential of Assignment
exceeded. Included more
articles than required.
Target
10
9
Score
APA Style Formatting followed
accurately for all citations with
no form breaks. Minor errors in
grammar and spelling.
Target
40
9
Score
Narrative is strong. Analysis
contains a thorough link to
issues/patterns/ themes related to
the development of HE in the
selected state.
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Satisfactory
20
Target
40
Score
Student’s message is generally
clear and there is a more defined
argument or case behind the
writing. Supporting references
are relevant and help to
strengthen points/ideas the
student is making about HE
patterns/themes in the selected
state. There is a stronger
purpose to the writing and the
expression of ideas about the HE
system are more organized and
articulate.
Student’s message is solid with a
definitive case being made.
Supporting references strengthen
the ideas about the HE system in
the state are presented. The
writing and expression of ideas
are well thought out making the
narrative interesting to read.
From reading the paper, it is
clear that the student has an
articulate understanding of major
patterns/themes or events in the
growth/development of the HE
system of the selected state.
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Comments: Elizabeth, I have had an opportunity to read through your narrative
analysis of the history of the HE system in Louisiana. It is really quite amazing at just
how early the history of postsecondary education in the state begins and its context
around the Louisiana Purchase. I thought the areas you covered and the themes you
spoke about were central to how history has impacted some of the changes experienced
in the HE system in the state. I really like that you brought out that the system has tried
to respond to its context and time in order to meet the academic and economic needs of
Total
Score
92
LOUISIANA HIGHER EDUCATION HISTORY NARRATIVE
the state. I thought the impact of segregation and integration issue on HE was a nice
part of the discussion in your paper. What you did write was easy to read and had
limited grammar issues.
Dr Jensen
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Activities - EDLD-7432-02F - History of American Higher Ed - Georgia Southern Univer... Page 1 of 1
Objective-based Assessment
Rubric Name: MED HEA KA6 EDLD7432 Historical Analysis Essay
Criteria
Unacceptable
Acceptable
Target
Score and
1 point
2 points
3 points
Feedback
3 points
1. Current Issue:
Candidate is able to
identify and analyze
a current issue in
higher education
administration for
presentation in a
Historical
Monograph
2. Historical
Perspective:
Candidate is able to
present a complete
and thorough
historical
perspective on the
identified issue
Candidate presents All aspects of Meets
incomplete
Expectations
an issue that has
development of the
proficiency in this
significance for
proposed topic or
Learning Outcome
higher education
issue in higher
are demonstrated,
administrators
education
plus the following:
and/or higher
administration.
Candidate exhibits
education
Candidate provides
in the issue
institutions.
a fragmented
selection an
connection between The issue is clearly
awareness of the
articulated.
the current topic
complex demands
The candidate
and its historical
positions the issue and challenges that
background.
impact higher
in historic/contexts.
Candidate fails to
education
Some paragraphs
clearly articulate
administrators
need additional
the topic or issue
and/or higher
research and/or
for analysis.
education
editing.
institutions.
3 points
Candidate provides
fragmented or
incomplete
historical
perspective.
Candidate provides
fragmented or
incomplete
association of
historical
significance and its
relation to issue.
3. Relationship:
Candidate is able to
Overall Score
All aspects of Meets
Expectations
proficiency in this
Learning Outcome
are demonstrated,
plus the following:
Candidate conducts
a thorough analysis
of the scholarly
literature and
demonstrates
outstanding ability
to identify major
historical concepts
related to the topic
or issue.
3 points
Candidate provides
fragmented or
relationship
inadequate analysis
between the current of the current issue
in a historical
issue and how the
context.
issue developed
Candidate fails to
from a historical
tie current issue to
perspective.
historical events or
ideas.
identify the
Overall Score
review of the
historical
perspective.
Candidate presents
historical
perspective that is
grounded in the
literature of higher
education
administration.
Some paragraphs
need additional
research and/or
editing
Candidate provides All aspects of Meets
Expectations
adequate analysis
proficiency in this
of the current topic
Learning Outcome
or issue in a
are demonstrated,
historical context.
plus the following:
Candidate
There is logic of
demonstrates
connectedness
proficiency in
between the current
developing the
issue and its impact
current topic or
on current higher
issue in a complete
education
"thought line" or
administrators
"timeline".
and/or higher
education
institutions.
Unacceptable
Acceptable
Target
Score and
0 or more
5 or more
8 or more
Feedback
9 points
https://georgiasouthern.desire2learn.com/d2l/lms/grades/my_grades/activities_dialog.d2l?o... 6/25/2014