The purpose of this research is to give a historical account of the educational developments for black students in Fairfax County, Virginia. The research will first address a brief history of education in Virginia. The second and third chapters will respectively address education for black students in the state and pre-Civil War education in Fairfax County. Chapters four and five will focus on the formation of post-Civil War public education in Fairfax County and the education of black students within the county. The author will fit the education of Fairfax County's black students into the context of education within the state of Virginia. Comparisons and contrasts can then be made regarding the quality of education offered to black students in Fairfax County. As with many southern communities, the growth of public education was affected by complacent attitudes, agrarian life styles, poor quality roads and lack of transportation. Fairfax County was no exception. Although numerous private and free schools existed prior to the Civil War, few received black students. The education of the black child, then, was left to the mercy and interest of those around him who chose to teach him basic reading and writing. Alexandria, for example, boasted of a large free black population--many of whom were educated in Alexandria when it was a part of Fairfax County. Both philanthropic and missionary agencies supported education for black students. After the Civil War other schools existed such as the Freedmen's Bureau schools. These schools functioned until 1871. By this time free public education was a reality in Virginia and the issue of placing both black and white children in the same school became the major topic of educational discussion. In an effort to avoid integration black students were sent outside of Fairfax County to Manassas and Washington. After years of struggle, Luther Jackson School was built within the county to educate Fairfax County's black students. Other schools were gradually built to accommodate the educational needs of the county's black students. Even though schools were built to educate black students, there were many disparities in terms of the quality of facilities within the buildings. Following the 1954 Brown Decision outlawing de jure segregation school assignment was not based on race for black or white children. As a result, parents could have a voice in school selection. In reality, the Brown Decision offered black parents more voice as these parents often sent their children to the formerly white schools. The general belief by whites was that black schools were inferior. Many of the formerly all-black schools eventually became administrative offices for Fairfax County Public Schools and black students began attending schools in their home districts. / Ed. D.

Current research and national studies reflect concerns about the quality of differentiated education that is offered to gifted and talented students. Fairfax County Public Schools, in Virginia, has made a commitment to providing differentiated education to gifted and talented students, as mandated by the Virginia Legislature in the Virginia Standards of Quality. This study investigated differences in selected curriculum and student characteristics in Area I English classes in Fairfax County Public Schools, with a focus on four research questions, as follows: 1. Is there a difference in the instructional objectives of regular and gifted classes? 2. Is there a difference in teacher expectations in regular and gifted classes? 3. Is there a difference in parent expectations in regular and gifted classes? 4. Is there a difference in selected student characteristics and expectations in regular and gifted classes? Classroom observations, using four measures, and surveys of students, teachers, and parents were conducted. In addition, the six subtests of the Biographical Inventory for Creativity, seven subtests of the Scientific Research Associates (SRA) test, two subtests of the Differential Aptitude (DAT) test, and grade point averages (GPA) were used to assess differences. An analysis of twenty-three variables using chi-square, t-tests (one sample and pooled), multivariate tests of significance, and analyses of variance revealed that some differences do exist between regular and gifted English curriculum characteristics and students. Results of classroom observations indicated that there is a difference in two measures of curriculum (content and quality of time spent on content) in gifted and regular English classes. There was no statistical significance in the other two measures, teacher expectation and response to content. Surveys of students, teachers, and parents reflected significant differences in perceptions of the curriculum in regular and gifted classes. Results of the Biographical Inventory indicated that there were differences in five of the six measures: academic performance, creativity, leadership, educational orientation, and vocational maturity. There was no significant difference in the sixth measure, artistic potential. There were statistically significant differences in all seven subtests of the SRA (reading, math, language, reference materials, social studies, science, and ability) and both subtests of the DAT (spatial relations and mechanical reasoning). There were also differences found in GPA. / Ed. D.

Prior to 1954, blacks in Fairfax County who wanted to receive an education beyond the seventh grade were bussed by the county to Manassas Regional High School in Prince William County or independently attended Dunbar High School, Phelps Vocational Center, Cardoza High School or Armstrong High School in Washington, D.C. The purpose of this dissertation was to describe, record and analyze the events and actions that led to the establishment, operation, desegregation and eventual demise of Luther P. Jackson High School, the first and on1y high school for blacks in Fairfax County, Virginia. This study provides useful information to the Fairfax County School System. The population for the study consisted of representatives from community and civil rights leaders, school administrators, students, teachers and secretaries who were involved with Luther P. Jackson at various stages of its existence. / Ed. D.