Christian Schools

Court ponders church freedom in employment decisions

"In the new cases, two Catholic schools in the Archdiocese of Los Angeles chose not to renew contracts for two fifth-grade teachers based on what they said was poor performance. The teachers brought suit against the schools, one alleging age discrimination and the other claiming disability discrimination based on chemotherapy treatments that caused her to take time off." - BPNews

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New Surveys Find That Religious Schooling Has a Lifelong Effect

"A survey conducted by the University of Notre Dame’s Sociology Department looked at comparative life outcomes for adults aged 24–42 who were educated in one of six school segments or types (public, private secular preparatory schools, Catholic schools, evangelical protestant Christian schools, religious homeschools, and classical Christian schools (schools affiliated with the Association of Classical Christian Schools (ACCS)), and gauged them on seven life outcomes" - TGC

761 reads

This Is What Anti-Christian Bigotry Looks Like

"If there have been specific incidents that make a person reasonably fear for his or her safety at Immanuel, then the head of school should identify them. Otherwise, the argument is that Immanuel’s Christian environment is just too terrible to endure." - N. Review

1324 reads

Cars and Christian Schools: Rigor and Leadership

Read the series so far.

Many outstanding Christian leaders received the most rigorous, comprehensive training available to them. Today’s Christian schools must be equally motivated to cultivate outstanding Christian thinkers and leaders, whatever their future paths.

To ensure the requisite academic depth, an assessment tool such as Bloom’s Taxonomy is useful. Developed as part of a landmark research study led by educational psychologist Benjamin Bloom, this tool ranks six learning objectives according to their relative sophistication. In ascending order, they are (2001 revision): Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Pondering this spectrum, one can readily categorize individual academic courses, schools, and even particular styles of Christian schooling.

From the outset, it should be evident that styles of Christian schooling markedly differ in their abilities to span this spectrum. The dividing line is often the type of curriculum used. Less effective are those which seek predetermined, pat answers. More effective are those which encourage independent thinking and originality. This does not mean ceasing to teach absolute Truth. It does mean allowing students to examine ideas pro and con, to ask difficult questions, to challenge tenuous conclusions, and even to sometimes respectfully disagree. This would be a departure from the instructional paradigm found at some Christian schools.

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