Public Schools
Education is a difficult task, starting with the question of content. What is it that we want our children to learn? Public schools bear burdens far beyond this fundamental question. There are many public schools in which a large portion of the children are impoverished and come from families that are not intact. These factors tend to lead to classroom management issues. Another challenge for public schools is the presence of unions. Unions are not inherently bad but the critical problems of the past: safety, work hours, and life-sustaining wages have mostly been corrected in this country. Unions today tend to focus on political lobbying, especially for the sake of job retention, even the retention of incompetent workers.
These factors have all harmed public education. In the U.S., in 2024, only 77% of 4th grade students showed basic proficiency in math, while 60% were proficient in reading. At the eighth grade level, proficiency in math was 61%, with reading at 67%. These figures are for all schools. Public schools, in general, perform significantly worse on these tests than private schools do.
In April of 2025, an email was sent by a Pennsylvania Representative to his constituents, partially quoted here: “What we know, and have always known, really, is that while many of our students are doing well, and a few are doing really well, too many of our students are behind. When I say ‘behind,’ I mean our education system has some holes that MUST be addressed. An alarming number of PA students graduate high school functionally illiterate; some 29% of the Commonwealth’s working-age adults lack basic literacy and/or numeracy skills. Some of our students that are being tested right now will be years behind our stated academic standards, even if their class grades suggest satisfactory performance. It is time to act. In the next few weeks, I will be introducing legislation to prevent school districts from promoting students to a grade that is more than 3 grade-years ahead of their own reading proficiency or 4 years ahead of their math proficiency.”
Not all public schools are bad at teaching math and reading, of course. There are many that run rigorous programs. But public schools are shaped by our national commitment to pluralism. Pluralism is an idea that Christians can thank God for. It limits Christian influence in government but it also limits public influence over Christian activity. Sadly, this separation of Church and State has been illogically applied. Whereas a reasonable educational approach would be to provide children with exposure to wide-ranging ideological perspectives, the public schools have defaulted to a kind of secular humanism, or scientific materialism, excluding the idea of a spirit world from the classrooms. In science, for example, evolutionary biology is assumed truth, in spite of its numerous scientific shortcomings, while counter-explanations, such as Intelligent Design are banned. The idea of god has been pushed into dusty basements, leaving humans to construct meaning for themselves. This self-invention conception has made major inroads in our society and, therefore, in the public schools. The consequent experimentation has lead to identity confusion, heightened anxiety, social awkwardness, depression, sexual libertinism, use of hallucinogens, and body alterations (mutilations) encouraged by opportunists in the medical community.
The current federal administration is pushing back against identity politics initiatives, but in a polarized America, what swings right today will swing left tomorrow. Children end up being the collateral damage of this ideological instability. Even taking into account the current shift to the right, many practices, such as abortion, have gained mainstream acceptance. As an example, in March of 2025, a public high school in Fairfax, Virginia, set up a women’s history display of posters called the ABCs of ME. Poster N stood for the National Organization for Women, a group that, ironically, advocates for trans men participation in women’s sports. Poster T stood in for trans men (who are not actually women). Poster A promoted abortion. This example is anecdotal, of course, but I invite you to peruse the books in a nearby public library. (You may try to visit the library of a public school but it’s unlikely you will be permitted access.)
Public schools exclude the most important question of all education, which is: “Who is god?” The answer to this question radically impacts the answers to all other questions. An education that avoids this question is necessarily vacuous, not to mention frequently wrong.
Christian Education
What are the benefits of Christian education? Parents want their children in schools that are relatively safe. They hope their children will study with other children who are well behaved and motivated to learn. They want their children to have teachers who love teaching and who recognize children for their individual value, given to them by their Creator. Children want these things, too.
Christian schools teach Bible and theology. This is cause for thanks, as well as for concern, given Christian fragmentation over theological matters. The very hard task of Christian education is to teach truth without brainwashing. Education must have objectives, of course, or it could not pretend to be education. But what is taught must be able to stand up to scrutiny—not only the scrutiny of parents but the scrutiny of students, the best of whom will challenge their teachers with piercing questions. Pat, formulaic answers only lead to cynicism in our children. For an education to be Christian it must be honest. Honest education will often answer questions with, “I don’t know,” or “There are several views on that question. Let me share them with you, briefly,” or, “Here is why we believe this; here is why we don’t believe that.”
At one stage of Jesus’ ministry, a large number of disciples began to slip away from him, finding his words unpleasant and far from their hopes for a conquering Messiah. Jesus asked the Twelve whether they would abandon him, too. Peter responded: “Lord, to whom else could we go?” This was not so much a question on Peter’s part as an observation. Peter could see, as good education will also make apparent, that the options to Christianity are silly, or are patently untrue, or ultimately worthless. In fact, all three of these usually apply. The big advantage of Christian education is that it embraces reality.
Christianity is not free of difficulties. The Bible does not directly answer all questions. The Bible is sometimes difficult to understand. Some Old Testament passages don’t seem to fit with the New Testament. Some questions that seem critical today receive fairly little biblical attention. (You might even be tempted to think that God wants us to take his revealed truth and exercise our own brains when it comes to the array of practical concerns we have.) Systematic theologies labor to smooth out these difficulties. Of course, there are a variety of Christian theological systems. When we agree to support Christian education, we will find ourselves in league with brothers in Christ who subscribe to different systems. We need to ask ourselves whether we can manage these differences. If we cannot, what does this say about our commitment to Christ and his Church? Do we really believe Jesus will congratulate us in heaven for denominational divisions?
Christian education should be a discipline of hearing everything and then measuring those things up against the plumb line of God’s Word. Christian education ought to be fearless.
Peter, James, and John saw Jesus transfigured on a mountaintop. Jesus spoke there with the long dead prophets, Moses and Elijah (apparently not dead, after all). Peter, James and John, seeming to equate Jesus with the two prophets, were interrupted by a voice from heaven that called out, “This is my Son, whom I love; with him I am well pleased. Listen to him!” The disciples collapsed on the ground in terror. But Jesus immediately said to them: “Get up,” and “Don’t be afraid.” God the Father, speaking from heaven, had just instructed the disciples to listen to Jesus. The first thing Jesus said to them was, “Get up,” and “Don’t be afraid.” These are the words of the Lord that we should remember every morning when we wake. Living fearlessly is an important aspect of what it means to live as one made in the image of God. We can because Jesus said we can. We must because Jesus said we must.
A Christian education holds an advantage in that it can instruct children in moral behavior. It can, unlike scientific materialism, explain why behaviors are right or wrong. Public education is morally zealous, too, though the principles it follows lack foundations and are often self-contradictory. An example of this is that the majority of Americans recognize embryos as humans, believe killing is wrong, but still approve of abortion through the first months of pregnancy. Drifting moralities lead to all kinds of foolish thinking. True moral foundations lead to, among other good things, discipline, hard work, service, respect for life, and the pursuit of meaningful vocations.
Another advantage of Christian education is its ideological connections to family and the Church. Churches should be owning these connections. Churches should not be thinking merely in terms of financial support for Christian schools. They should find ways to involve themselves in the education of children, whether in their respective church activities, through encouraging faithful parenting in the homes, or through cooperative efforts with the schools. Pastors and church members might serve on school boards, lead chapels, serve as volunteers in classrooms or school events, serve as tutors, and so forth. Most of us have had some experiences with Christian schools that have been less than satisfying. Involving ourselves in these schools does give opportunity to influence them. Hopefully our influence will be pleasing to God and helpful to the schools.
Abandonment
Many Christians are concerned about abandoning public schools and the children who cannot escape them. The real problem is not that Christians are abandoning schools but that public schools have abandoned Christianity. The question we have to ask ourselves is whether public education, pluralistic education, is a viable model? Children will be educated, one way or another. Are we helping them to develop as thoughtful, responsible beings in whom we can see the heavenly Father, or are we stunting their growth?
I would like to digress just a little bit from my main objective at this point. As much as I would like to abandon the public schools, I cannot. Uncle Sam is taxing me considerably on their behalf. In my estimation, the members of my small church support education at roughly $250,000 per year. Wouldn’t that be nice to have available for scholarships. When we think about this, it ought to become clear to us that, because public education has a (near) monopoly on tax dollars, the supposed wall between government and religion has been breeched. Secular education, if it commands all educational tax dollars, is clearly un-Constitutional. This is the primary reason why a universal voucher system is the only one that fulfills the idea of separation of Church and State. Public education, as now constituted, is a kind of systemic injustice. It has taken education out of the hands of parents and put it in the hands of educational bureaucrats, to the great harm of children. To the great harm of society.
I’ve come down pretty hard on public schools but, like most questions, there are nuances to address. It is not necessary for Christians to abandon the public schools. Let us train Christian teachers to labor there as missionaries, serving as role models and encouraging Christian thought to the extent possible. It’s a difficult assignment, certainly, but also a valid calling.
But while Christian influence is a valid argument for encouraging adult involvement in public schools, it is a weak argument for sending children to them. The phrase “formative years” makes its own point. While Christian children are receiving good training at home, this does not immunize them from bad training at school, whether in the classroom or on the playground. We should not expect our children to be capable of seeing through false teachings, nor should we expect them to notice how placing boundaries on educational curricula often means the exclusion of critical information.
Regarding Those Who Choose Public Schools
Christian churches would not want to shame those who choose to send their children to public schools. While scholarships might be a welcome aid to some, it may be insufficient for others. Additionally, there may be other issues such as busing, extracurricular activities, and so forth that tip the decision scales in favor of public schools. As Christians we should do what we can to give our brothers and sisters wise counsel, and then offer meaningful support even when the counsel is not accepted. We will never see eye-to-eye on every issue. That’s okay. Love covers a multitude of sins. (1 Peter 4.8).
Questions of Application
If churches support Christian education scholarships, they will have to consider an array of practical questions. Here are some examples and recommendations:
What about home schooling? Consider home schooling a legitimate option for scholarships. Limit church oversight to a review of documents that prove State requirements are being met, as well as requiring ongoing church involvement by the family.
Who is eligible? Make scholarships available to families who attend regularly and are actively involved in supporting the missions of church providing the scholarships.
What schools are eligible? This could be addressed by reading the pertinent school mission statements. While the schools do not necessarily have to be Evangelical, in order for them to actually be Christian, they must take seriously the authority of the Christian Bible.
What should be the level of scholarship? Make all scholarships the same amount. Most churches do not have the resources for financial investigations, and most people, I suspect, would be uncomfortable sharing their financial information. The schools will do this sort of investigation, anyway, providing scholarships on the basis of need. It might be appropriate for churches to adjust scholarships to reflect school tuition practices, however. For example, schools tend to charge more for the upper grades.
Some schools may be willing to provide partial matches for Cresheim scholarships. For example, if a church provided a $2000 scholarship, the school might be willing to lower the tuition for students coming from this church by an additional $500. They might do this on the assumption that the church would be an ongoing source of high-quality students.
Church Budget. The church cannot provide funds it does not have. It would be appropriate for individual churches to poll their congregations, asking people whether they would be inclined to increase their giving if they knew the increase could be earmarked for educational scholarships. Additionally, is there not a real possibility that this initiative would provide incentive for young families to join churches?
The Heart of Education
The core of education is in teaching children who they are. I stated earlier that the critical question that undergirds the answers to all questions is, “Who is god”? If we get this question right, and we recognize that the answer is not “Me”, the second question is “Who am I”? Students need to understand intellectually, emotionally, and spiritually that they are persons made by God to be like him. Their fundamental task is to represent him. Their lives are not about material gain but about spiritual gain, particularly in their relationships with God and with their neighbors. God has granted each child sacred status and inestimable value. This is true whether the student shines or struggles in the academic setting. God has an important place and important work for every child he has made.
We educate for practical purposes, certainly. We all must find ways to live in a world that is filled with thorns and thistles. But education is not about getting ahead in the world. Education is about gaining knowledge and wisdom. Education is about learning fearlessness, a fearlessness formed from the deep conviction that God is both powerful and good, and that he wraps his power and goodness around every child who trusts him.
Are there other ways to communicate these things to our children than through Christian schools? Of course. Are the other ways happening? Are they sufficient? I don’t know. What I do know is that Christian schools can and should help us as we pursue one of God’s great commandments, i.e., the training of disciples. The disciples we love most are our own children.
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