Throughout the 1920s and early 1930s, the quality of education for school children in Texas was inconsistent and control of public schools resided with local communities. As a result, teachers' salaries across the state were inequitable among the races, as well as among different divisions within a single district. School district spending was determined by a few, usually white, men who served as school board trustees. Additionally, the state provided little oversight of school curriculum, except for those high schools wishing to be affiliated with a university or later, accredited by the state. During the 1940s and 1950s, lawsuits were filed throughout the United States challenging the legality of segregation. In 1947, the Presidential Commission on Civil Rights called for an end to segregation based on race, color, creed, and national origin. Following World War II, several southern states enacted minimum foundation programs during the late 1940s and 1950s. These programs established uniformity in curriculum and made more efficient use of educational funds through school district consolidation. Additionally, these initiatives attempted to equalize teachers' salaries. Texas was no exception to this movement. A sparse amount of literature was located that documented these minimum foundation programs and their lasting impact on education. This article explores the history and impact of one such program: the Minimum School Foundation Program in Texas. (Contains 4 notes.)