Blog

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.