![]() ![]() Public education had a difficult time overcoming the image of being a charity organization, since many students were housed in rented, overcrowded, and inadequate buildings. By 1842 there were 15 public schools enrolling 1,200 students. ![]() To accommodate 800 students, the city built separate schools for boys and girls in each city ward and purchased the Cleveland Academy in 1837. Although the public schools were advertised as a “poor man’s college” and a “melting pot,” impoverished, immigrant, working class and minority students did not typically attend beyond elementary school. The public saw no need for schooling beyond the basics of "the 3 Rs" in a rural economy. Most middle class parents employed tutors or sent their children to private schools such as the CLEVELAND ACADEMY, a secondary school established in 1821. The BETHEL UNION provided free education mainly for poor children who attended its Sunday school. The city council appointed a board of school managers, which took over a school located at the Protestant Bethel Union Chapel on Superior Hill. In 1836 the state legislature of Ohio incorporated Cleveland as a city and allowed it to organize a tax-supported public school system. Every generation struggled and debated how best to achieve this mission amid challenging socioeconomic changes and political conflicts. Through these eras, the public schools are always expected to build good character, promote mobility and social harmony, and educate the general public. In addition, it allowed the state to financially support charter and sectarian schools. After the termination of the desegregation order, Ohio allowed mayoral control of the Cleveland Public Schools (CPS). The federal government played a larger role financing and controlling public education, especially school systems under a court desegregation order. ![]() After the war, America's inner-city school systems were burdened with both a declining tax base and a growing student population as southern blacks migrated north, while also having to deal with the effects of poverty and racial discrimination. Between this period and World War II, public education developed extracurricular activities, psychological testing and tracking of students, and expanded adult and vocational education. Between the Civil War and World War I, America's public schools expanded their role, attempting to compensate for their students' deficiencies, instituting programs for vocational-technical students, immigrant and impoverished children, adult learners, and the handicapped. They and other reformers in the antebellum era fought to create a legal and financial basis for public education and to include secondary schooling in the system. CLEVELAND PUBLIC SCHOOLS. Cleveland's public schools are rooted in the campaign to provide a tax-supported, compulsory system of education that began with Horace Mann in Massachusetts and Henry Barnard in Connecticut during the late 1820s. ![]()
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