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I’m writing this from the passenger seat of our car somewhere along the long, slow road to Charleston, SC. What is normally a three-hour trip has already stretched to over two, and we’re barely halfway there.
In the car with me are my husband, our 15-year-old son Luke, his friend Karden, and our potty-training 2-year-old grandson Eli (our oldest son's child—not Luke’s). We’ve stopped for coffee (my husband’s request), for McDonald’s (the teenagers’ request), and for a toddler-demanded bathroom break. At this rate, we’ll arrive in Charleston sometime tomorrow.
Usually, I’m efficient (some might say impatient) when it comes to road trips. I approach travel as a task necessary to reach another place. That old adage, “It’s not about the destination, it’s about the journey,” sounds nice until you’re buckled into a car behind slow-moving traffic.
But today feels different.
Maybe it’s the peaceful hum of the road or the curious questions from our little guy in the backseat. Maybe it’s just God softening my heart to see the beauty of the moment. 

My mind ponders Psalm 25:4–5:
Show me your ways, Lord,
teach me your paths.
Guide me in your truth and teach me,
for you are God my Savior,
and my hope is in you all day long.

What a fitting prayer for a journey, both the literal one and the figurative one we’re all navigating as families, students, and educators at CCAC. Life doesn’t always move at our preferred pace, and sometimes the distractions and disruptions are part of the lesson. But when we invite the Lord to guide us and teach us, even the longest roads become places of learning, patience, and unexpected joy.
So today, I’ll savor the giggles from the backseat. I’ll enjoy the quiet background music. I’ll even tolerate the mixed aroma of coffee and McDonald’s and the sight of red tail-lights ahead. I invite you all on this journey with me: to meditate on God’s truth and to trust Him as your Savior. Place your hope in Him and allow Him to teach you and guide you along His paths.
Whether you’re navigating family issues, school decisions, or simply life’s busy pace, may we each pause to recognize that God is guiding us, not just to a destination, but through every unplanned stop along the way. After all, we might not have planned for all the stops and interruptions, but God’s plan is perfect. Maybe, just maybe, the long, slow road is exactly where we’re meant to meet Him today.
 

Christ Classical Academy of Charlotte is a small, private, Christian school in Charlotte, North Carolina. As it is our mission to be intentionally diverse, we serve children and families from many cultures, countries, and ethnic backgrounds. We serve mostly an urban population, some of whom live at or below the poverty line in Charlotte and might not attend our school without help from the NC Opportunity Scholarship, while others have no financial struggles at all.
We are not a “covenant” school, which means we have some students who do not attend church, so CCAC is the only opportunity some of them have to hear about Christ and the Gospel. We do not take this responsibility lightly. The Bible is integrated into every subject we teach, and our staff are trained to “teach Christianly” at all times.
Additionally, we are the only Classical or Christian school in the area (of which we are aware) with a thriving ESE (Special Ed) department. Approximately 20% of our students demonstrate special needs. While we are not a “Special Education” school, we are grateful to serve children with special needs as they are immersed in the regular classroom. As a result, our typical learners learn to see all humans as image-bearers of God, who are to be loved and respected.
We are not your average Christian school. We are not your average Classical school. We are not your average private school. Christ Classical Academy of Charlotte is a mission field. Every day, our teachers share the love of Christ and the hope of the Gospel with children, some of whom might otherwise never hear it. We are unique, training up future leaders who will think critically, live faithfully, and love the Lord our God with all their hearts.
But we cannot do this alone. Tuition only covers a portion of what it takes to serve our diverse families, maintain our thriving programs, and continue providing an excellent Christ-centered, rigorous, inclusive, classical education while reaching children and families for Christ. Your partnership makes it possible.
Will you prayerfully consider supporting this mission today? Every tax-deductible gift, large or small, makes an eternal impact in the lives of children and families in Charlotte and on the Kingdom of God as a whole.

Donate now to Christ Classical Academy of Charlotte. https://www.christclassicalclt.com/support/

Together, we can raise up the next generation to know Christ and make Him known to the world.

Sincerely,
Dr. Kerri Miner
Head of School
Christ Classical Academy of Charlotte
 

At the risk of sounding ancient, I feel it is necessary to begin this blog with the words, “Back in my day . . .“ So here goes:

Back in my day, it was uncommon to be a twin. My twin brother and I have only met a couple of other sets of male/female fraternal twins our own age in our entire lives. Since fertility treatments have increased in popularity and availability, twinship is less rare than it was a few decades ago. Because twins were uncommon, people were often interested in our particular sibling bond and we were frequently asked, “What’s it like to be a twin?” I’ve confronted this question many times in my life with some variation of this answer:

Being a twin provided valuable healthy competition that allowed me to succeed at things I otherwise would not have.

My twin brother’s name is Joseph. He and I competed for everything. Who can run 3 miles faster? Who can tread water longer? Who can stay up later? Who can outlast the other in a breath-holding contest? I’m sure we competed for our parents’ attention too. Most valuably, however, we competed academically. We were in the same classes in middle and high school, so competing for the highest grades helped us both succeed in school, K-12 and beyond. In my opinion, here are three reasons why:
First, competition motivates us to do our best—and then improve on that best.
It gives us a reason to study harder, aim higher, hold our breath a little longer, and stretch beyond what we thought we could do.
Second, competition teaches us to win and lose with grace.
In today’s world of “everyone gets a trophy,” true competition reminds us that sometimes there is no trophy, and that’s okay. We learn to be happy for the winner even when we are the loser, and we carry that maturity throughout the rest of our lives.
Third, competition helps us identify both our strengths and our weaknesses.
I can admit it now: my brother was better at math. He still is (don’t tell him I said so). But instead of resenting that fact, I learned to overcome my prideful independence and ask for help. Likewise, because I was better at English/Language Arts, I helped him with his college application essays. This back-and-forth taught me that competition does not have to cancel out service. In fact, it often refines it. When we support each other, even while striving to win, God uses both our strengths and our weaknesses to shape our character and to serve others.
In 2 Corinthians 12:9-10, Paul wrote:
“But He said to me, ‘My grace is sufficient for you, for My power is perfected in weakness.’ Therefore I will boast all the more gladly in my weaknesses, so that the power of Christ may rest on me. That is why, for Christ’s sake, I delight in weaknesses, in insults, in hardships, in persecutions, in difficulties. For when I am weak, then I am strong.”
These verses have taken on new meaning for me as an educator. What once felt like losing now feels like learning. What once felt like weakness now feels like strength. And I recognize that, while participation trophies aren’t all bad, our students also need to know that when they stand at the top of the winners’ podium, they can lend a hand to help those who are still climbing. When they are at the bottom, it is valuable to strive for the top, even if it takes more effort. But most importantly, even when we identify areas where we are weak, we can praise God for His ability to make us strong.
In the end, being a twin didn’t just give me a childhood full of races, dares, and impromptu contests, it gave me lifelong lessons in resilience, humility, and the true definition of success. These are the lessons we wish to impart to our Christ Classical Academy of Charlotte students as well. Instead of breath-holding competitions, however, we instill these lessons on the playground by allowing students to race and play football or tag. We encourage them in athletics and P.E. We promote them in academic settings through the Speech Meet, Spelling Bee, “House” competitions, Awards Day, Honor Rolls, spring drama auditions, grades, report cards, and beyond.  A little “healthy competition” helps us all to better ourselves AND one another.
And just for the record, yes, I can still tread water longer! (If you’re reading this, Joseph, let’s settle it once and for all. Meet me at the pool. Loser buys dinner.)
 

When my four children were young and my daughter was less than two years away from leaving home for college, we decided to read the entire Bible as a family. Picture it: our fifteen-year-old daughter and our sons, ages ten, nine, and four, and sometimes a dog or two, piling into Mom and Dad’s bed each night to take turns reading verses of the Bible together and to pray. It sounds picturesque, right?
Here’s the reality: the four-year-old was a beginning reader. The Bible is not written at a beginner’s reading level, so listening to him read was painful. The teenage daughter was not always happy to be in close quarters with her stinky, noisy brothers, and she did not always “like” her parents. The nine- and ten-year-old boys, though, might have been the most challenging, and here’s why.
Have you read the Bible from cover to cover? If not, I highly recommend it. If you choose to read it with little boys, I also highly recommend you prepare yourself for in-depth discussions like this:
“Mom, what’s a ‘eunuch’?”
“Umm, well, it’s a man the Pharaoh chose to guard his harem.”
“What’s a ‘harem’?”
“Hmm, it’s the big group of women Pharaoh chose to be his wives.”
“Why did Pharaoh choose a eunuch to guard the women?”
“The eunuch was not attracted to the women, so the Pharaoh trusted him.”
“But why?”
“Okay, here’s the story. The eunuchs had certain body parts removed so they couldn’t feel physically attracted to the women.”
“But mom, which body p . . .”
“Ask your father!”
This is just one of many, many examples. There were other giggle-inducing discussions, such as about the woman with the bleeding disorder who touched the hem of Jesus’ garment and was healed. There were discussions about the “clean” vs. “unclean” rules of Judaism regarding women and men. There were more disturbing stories that, thankfully, the Holy Spirit allowed us to read without questions from the boys.
There were brutally long readings of Numbers and Deuteronomy, during which we decided we would read two chapters from the Old Testament and one from the New Testament each night, just to keep it interesting.
Do I regret these times? Not even for one second. We read together at night before bed, in the car on long road trips, and even in the living room with the kids’ friends. There were boring passages and embarrassing discussions. There were prayer times during which my youngest spent the entire time trying to get the dog to close his eyes. Most of all, there was great family time and learning about God, His Son, and the Holy Spirit. I highly recommend it. Just practice keeping a straight face first. You’re going to need it. And while you’re at it, maybe brush up on ancient customs, anatomy, and a whole lot of creative ways to say, “Ask your father!”
 

Reflecting on Christian education and its benefits recently, I tapped into a memory of my college years. Yes, for me, my undergraduate college life was a long time ago–decades even. But in this fallen world, there are some things that never change. Here’s a story that may relate to our students that you, their parents, may find helpful as we partner together in preparing them for the “real world.”

I grew up in the “Bible Belt,” having spent most of my formative years in Upstate South Carolina. All my friends were Christians, sharing the same basic beliefs I embraced and guided by the same moral compass. In fact, my best friends attended the same church I attended. Growing up this way, I understood the world as a relatively safe place full of like-minded Christian believers. This view changed when I went to college.

I attended a conservative, private, women’s college in Georgia–still in the Bible Belt, still among generally conservative, southern young women. One of my first experiences, however, was in my freshman World History class. The professor did not believe in the flood story (you know the one, with Noah and his family surviving a flood on a giant boat filled with lots and lots of animals). Not only did she not believe it, but she belittled me for voicing my belief in the reality of the story. In my short life, I had never been in a situation in which my Christian beliefs were questioned or criticized. I returned to my dorm, prepared to pack up and transfer to a Christian college the next day.

After the Resident Assistant talked me off that ledge, though, I realized it was time to live the faith I’d long claimed. For this World History class, the syllabus included a research paper on an ancient myth. Guess which one I chose. Yep, the ancient flood myth held by almost every ancient society in the world. I poured everything into that research paper and, by the end of the quarter, I turned in what I thought was a masterpiece sure to convert the professor into a believer (or at least prove I was right and she was wrong).

I got an A on the paper. At the same time, the professor held fast to her belief that, while a flood “may have occurred in ancient times, it was virtually impossible that the lone family to survive did so on an animal-filled ark.”  At that point, I learned the meaning of the word “faith.”  You see, it didn’t really matter if the Noah’s Ark story was literal or figurative and it didn’t matter if I had somehow been able to write the most spectacular paper ever read by that professor. The instructor was not going to believe in God or any biblical stories without faith, but I was determined she also was not going to shake MY faith either.

The Bible defines faith in Hebrews 11:1 (NIV): "Now faith is confidence in what we hope for and assurance about what we do not see."  This is the purpose of Christian education . . . to give students the assurance that even when they leave our humble school halls and face individuals who are more educated, confident, worldly, respected, and self-assured than they are, they can stand firm in their faith in God and in His word. Our goal is to give them the firm foundation on which to stand when the world wants to see them fall. Our mission is that our students will be “guided by the presence of Jesus in attitude and action.”  This mission extends beyond our time with them and into their college, career, or family lives (and beyond). Thankfully, applying to our school does not require an in-depth research paper on ancient flood myths—just a willingness to partner with us in building a strong foundation of faith for your child. Give us a call and schedule your tour today! We can’t wait to hear from you!
 

In our country, Christian education may be traced to Puritan schooling in the 1600s (Floyd, 2022). Many sources trace the movement of the intentional integration of faith and learning to Frank Gaebelein, the leader of the Stoney Brook School in New York (Fawcett & Thompson, n.d.; Research Guides, Integrating Faith and Learning, 2024). Gaebelein believed Christian education should include more than just beginning the day with prayer, incorporating Bible classes, or having chapel services once a week. He also believed Christian school teachers had responsibilities beyond just imparting knowledge to students (Fawcett & Thompson, n.d.; Gaebelein, 1968). How has Christian education influenced society and the students who attend Christian schools? Here is a short list, supported by relevant sources:
Christian schools emphasize character development, instilling values such as integrity, compassion, and humility in students (Colorado Christian University [CCU], n.d.).
Studies have shown that students in religious schools often exhibit significant academic advantages over their counterparts in traditional public schools (Council for American Private Education [CAPE], n.d.).
Research indicates that graduates of Protestant schools are more likely to demonstrate high levels of community involvement, financial generosity, and volunteerism (Hunt, 2021).
Christian schools aim to integrate faith into all aspects of learning, reinforcing religious identity and influencing a Christian worldview mindset (CCU, n.d.).
The existence of Christian schools provides parents with alternatives to public education, allowing them to choose environments that align with their religious beliefs and values (Ashford, 2021).
Christian education plays a role in maintaining religious traditions and values across generations, reinforcing cultural identities within faith communities (Smith, 2019).
Christian schools often encourage students to engage in missionary work and humanitarian efforts, fostering a spirit of outreach and service. This emphasis on altruism contributes positively to both local and global communities (Roso, 2013).
Students from religious schools are more likely to carry forward their values into adulthood, influencing their workplaces, communities, and families (Smith, 2019).
Christian schools often integrate critical thinking and ethical reasoning into their curricula, challenging students to explore complex issues from a biblical perspective (CCU, n.d.; Roso, 2013).
Overall, Christian schools have had a lasting impact on American society by shaping students' worldviews, reinforcing religious and moral values, and influencing various sectors, including education, law, and public policy. By nurturing students holistically—morally, ethically, intellectually, and spiritually—Christian schools help ensure these values persevere across generations. With ongoing discussions surrounding school choice, religious freedom, and educational reform, the role of Christian schools in shaping society will continue to be both significant and deeply impactful. If you have any questions about our school, please do not hesitate to contact us. We look forward to partnering with your family to make a lasting impact on our community and future generations through Christian education.

References
Ashford, B. (2021). In defense of private Christian schools. Carolina Journal. 
https://www.carolinajournal.com/opinion/in-defense-of-private-christian-schools/
Colorado Christian University (CCU). (n.d.). Nurturing excellence: The impact of Christian 
education.https://www.ccu.edu/blogs/cags/category/online-learning-tips/nurturing-excelle
nce-the-impact-of-christian-education/
Council for American Private Education (CAPE). (n.d.). Study finds advantages for students in 
faith-based schools. https://capenetwork.org/study-finds-advantages-for-students-in-faith-based-schools/outlook385-2/
Fawcett, C.L., & Thompson, J. (n.d.). Frank Ely Gaebelein. Talbot School of Theology, Biola 
University. https://www.biola.edu/talbot/ce20/database/fank-ely-gaebelein
Floyd, J. (2022). A comparative study of elementary teacher efficacy in Christian private 
schools and public schools (Doctoral dissertation, Liberty University). 
https://digitalcommons.liberty.edu/doctoral/3768
Gaebelein, F.E. (1968). The pattern of God’s truth:  Problems of integration in Christian 
Education, Colorado Springs, CO: Purposeful Design Publications
Hunt, D. (2021). Do Christian schools contribute to political polarization? Center for the 
Advancement of Christian Education (CACE). 
https://cace.org/do-christian-schools-contribute-to-political-polarization/
Research Guides: Integrating Faith and Learning: IFL@ Wheaton College. (2024). 
Wheaton.edu. https://guides.library.wheaton.edu/faithandlearning/architects
Roso, C. G. (2013). Doing impacting being: A case study of service learning as a method of 
faith and learning integration. International Christian Community of Teacher Educators Journal, 8(2), Article 6. https://digitalcommons.georgefox.edu/icctej/vol8/iss2/6/
Smith, J. (2019). Intergenerational transmission of religious conservatism (Master’s thesis, 
Pennsylvania State University). https://etda.libraries.psu.edu/files/final_submissions/20297

It is the time of year when we begin to interview potential teachers to fill roles for next school year. It’s difficult for teachers seeking to leave the public school sector because their salary expectations do not align with private school salaries. As many of you know, I just completed my doctoral degree. My dissertation was on Christian education and teacher training for integration of faith and learning (IFL). In researching the topic for a year and consulting hundreds of resources and journals, I learned some interesting facts, but one of the most important is WHY teachers in private Christian schools are willing to work for less monetary compensation than those in public schools. I wanted to share this information with you to help foster a deeper appreciation for the dedicated teaching faculty at our school and other Christian schools.

First, let’s get the obvious factors out of the way. I have worked in both public and private schools, so I know first-hand that private, Christian schools usually have smaller class sizes (National Center for Education Statistics, n.d.) and serve children of a higher income status: two factors that can affect job satisfaction among some teachers (Evans, 2019; Miner, 2025). While CCAC does boast smaller class sizes, we are proud to be a school serving an intentionally diverse population, including varied socioeconomic backgrounds. Therefore, this factor is not at play in our school.

Apart from smaller classes, there are other, more important factors at play contributing to the willingness of our teachers to work even harder than some public school teachers for less compensation (Cook, 2018; St. George, 2022). The following is a passage taken directly from my published dissertation (Miner, 2025) that I hope will give parents and the general public an appreciation for the hard-work and dedication evident among highly devoted Christian school educators:

One may understand the reason for this increased organizational commitment and professional output in the Christian tradition when reading Colossians 3:23-24. These verses describe the levels of commitment and devotion expected of Christian staff members. The passage states, “Whatever you do, do your work heartily, as for the Lord rather than for men, knowing that from the Lord you will receive the reward of the inheritance. It is the Lord Christ whom you serve” (Colossians 3:23-24, New American Standard Bible). These verses introduce the concept of work as a calling. Hansen and Quek (2023) stated teacher motivation may be better understood when one views teaching as a calling rather than as a vocation. Hansen and Quek (2023) further delineated the differences between called teachers and vocational teachers, saying called teachers are in the profession for a higher purpose of helping students learn to live their lives in accordance with Christian ideals whereas teachers who see teaching as simply a vocation are more prone to following the lead of policymakers who may be far-removed from the classroom. Other studies described religious educators as having more difficult jobs if they consider themselves called into teaching. Kilag and Sasan (2023) suggested such teachers view themselves as more than professional teachers, but also as ones called by God to show evidence of their faith in him. Evans (2019) asked Christian school teachers why they teach in their particular schools instead of others and overwhelmingly received responses related to God’s calling on their lives and over their career choices. Other studies found teachers in private schools are more willing to work for less compensation, both in terms of lower salaries and fewer benefits (Cook, 2018; St. George, 2022). In Christian schools, this willingness to work for less financial compensation may be partly due to their view of their jobs as a calling . . .

These factors may also play a part, in conjunction with the concept of being called by God to teach, in making decisions to work in Christian schools, even for less compensation. Yet another study found school principals used the idea of calling to help them articulate why they became school leaders and to make sense of difficult duties (Swen, 2019). Demonstrating the ideal of working as if for the Lord and not for humans and creating this connection in the lives of students is one of the goals of those called by God into Christian education and, therefore, IFL.

Teachers in private Christian schools are not volunteers; they rightfully expect compensation for their hard work. Remember, Paul said, "In the same way, the Lord commanded that those who proclaim the gospel should get their living by the gospel” (1 Corinthians 9:14). However, for those who proclaim the gospel, the rewards go beyond monetary earnings. Their fulfillment is in knowing they are serving the Lord rather than man. While they may never become wealthy in a material sense, Christian school teachers have the satisfaction of knowing they are exactly where God has called them to be, making a meaningful impact in His kingdom. Take a moment today to show your children’s teachers extra grace and appreciation, remembering they are not in the profession for the paycheck.  They are here because they love you, they love your child, and most importantly, they love the Lord.

Try conducting a Google search for “Top questions to ask when looking for a private school for my child.” You’ll find a plethora of advice—everything from pedagogical styles to teacher training, tuition, inclusion, and diversity. When you visit CCAC for a tour or even browse our website, you’re likely to find answers to most of these common questions.

So, instead of focusing on the usual questions, I thought it would be fun to mix things up. 

Welcome to:
“Five Questions NOT to Ask When Looking for a Private, Christian School for My Child.”
Although I haven’t been Head of School at Christ Classical for very long, I’ve spent quite a bit of time in early education administration and I can tell you, I’ve heard every one of these questions. Hopefully, they’ll give you a chuckle today. Here we go!

Question 1:
"My child is the smartest kid ever born—much brighter than all the other kids her age. Can you make sure she skips a grade if I enroll her at your school?"
Answer:
This question is usually met with an awkward laugh, followed by an explanation of our regular enrollment testing and a meeting to discuss placement options. A good school will evaluate what’s best for your child—not just accommodate parent requests. After all, skipping a grade isn’t always the ticket to academic success; it’s often more like skipping a chapter in a book you really should have read.

Question 2:
"May I come and observe my child’s teacher in the classroom?"
Answer:
Nope. For the safety of our students, and to avoid the inevitable disruption this would cause, most schools do not allow parent observations. However, rest assured, we take teaching quality very seriously. Teachers are observed regularly by peers, administrators, and experts for evaluation and training purposes. So, while you cannot sit in, you can be confident that someone qualified is keeping an eye on things. You’re welcome to volunteer at school or serve as a substitute teacher though! These opportunities would provide more insight into our day-to-day operations if you’re interested. 

Question 3:
"I want my child to attend Christian school, but we are not Christian believers. Can you please exempt her from all Christian curriculum, prayer, chapel, and other faith-based learning?"
Answer:
Sorry, not sorry! As a Christian school, our main goal is to integrate faith and learning to help students develop a Christian worldview. Separating faith-based elements from the curricula would be like removing strings from a guitar—it’s just not going to work. If you’d rather your child not learn Christian values, morals, and ideals, we’re probably not the right school for you.

Question 4:
"Since I’ll be paying tuition to send my child to your school, you’ll have to do whatever I want, right?"
Answer:
Okay, no one phrases it quite that bluntly, but it often comes out as, “If you don’t do [this or that], I’ll just take my kid out of your school” or “For the tuition I pay, I expect the teacher to [do this or that].”
Here’s the thing: we offer a service that we believe is unique and valuable. We want every student to feel joy here and to thrive in our classrooms. But—spoiler alert—no school can be everything to everyone. We  do everything in our power to meet our students’ needs, but sometimes, the expectations are more than can be reasonably delivered. We appreciate the opportunity to partner with families to provide the best outcomes for our students. That’s the ultimate goal.

Question 5:
"What are you doing to guarantee my child gets into an Ivy League college?” -OR- “What are you doing to ensure my child earns a college scholarship?"
Answer:
We’d love to have that magic wand, but college acceptance and scholarships have to be earned. That said, we’re doing everything possible to set up students for success. We meet high school graduation requirements, offer daily (free!) tutoring during Subject Support time, keep parents updated with grades on RenWeb/FACTS in real-time, hold parent-teacher conferences at minimum twice a year, maintain low student-to-teacher ratios to ensure individualized attention is provided, offer college prep electives (hello, CAPE!), take students on college tours—you name it.
But ultimately, students must take ownership of their education. We’re here to support, guide, and cheer them on—but it’s their hard work and determination that will unlock the doors to those big opportunities.

I hope this gave you a smile (and maybe a helpful insight or two). If you’re considering Christ Classical Academy of Charlotte, we’d love to answer your questions (except for the five above) and help you decide if we’re the right place for your family. In all seriousness, we’ll look forward to hearing from you soon. Set-up your tour today and get first-hand, personalized answers to ALL your questions.