Spiritual Formation: a Comparative Study of Modern And

SPIRITUAL FORMATION: A COMPARATIVE STUDY OF MODERN AND

CLASSICAL CHRISTIAN SCHOOLS

DISSERTATION

SUBMITTED TO

THE DWIGHT SCHAR COLLEGE OF EDUCATION

ASHLAND UNIVERSITY

In Partial Fulfillment of the Requirements for

The Degree

Doctor of Education in Leadership Studies

Timothy James Dernlan, B.A., M.Ed.

ASHLAND UNIVERSITY

ASHLAND, OH

2013

Timothy James Dernlan

2013

A DISSERTATION

ENTITLED

SPIRITUAL FORMATION: A COMPARATIVE STUDY OF MODERN AND

CLASSICAL CHRISTIAN SCHOOLS

Timothy James Dernlan

In Partial Fulfillment of the Requirement for

The Degree

Doctor of Education in Leadership Studies

Dr. James Olive, Committee Chair Date

Dr. Constance Savage, Committee Member Date

Dr. Ann Shelly, Committee Member Date

Dr. Judy Alston, Chair, Department of Leadership Studies Date

Dr. James Van Keuren, Dean, Dwight Schar College of Education Date

Dr. Ann Shelly, Interim Dean of the Graduate School Date

Ashland University May, 2013

iii

SPIRITUAL FORMATION: A COMPARATIVE STUDY OF MODERN AND

CLASSICAL CHRISTIAN SCHOOLS

Timothy James Dernlan

ASHLAND UNIVERSITY, 2013

Dr. James Olive, Chair

This study focused on the comparison of a modern Christian school and a classical

Christian school in the Midwestern United States. The modern Christian school used in this study was a member of the Association of Christian Schools International (ACSI) and the classical school was a member of the Association of Classical and Christian

Schools (ACCS). A 37 question survey was developed and used to measure and compare the spiritual formation of students in fourth, eighth, and twelfth grade attending each school. Survey questions of Christian knowledge, belief, and action were the focus of the survey. Answers to the survey questions were compared between grades, between schools, and within schools to determine the different levels of spiritual formation and commitment to the Christian faith in the students at each school. Special attention was given to the Trivium of classical education compared to current modern instructional methodologies. Statistically significant differences were determined to exist between the students attending the two schools and Fowler’s Development Theory was used to explain the results. The results from this study suggest that the classical Christian school produces students with a higher level of Christian faith formation than the modern

Christian school.

Dedication

To my wife Kara

For all you are and all you do for our family. I could not have done this without you.

You are amazing and I love you with all my heart!

You are a living example of Proverbs 31.

To my children Boaz, Ezekiel, Rebecca, and Anna

You inspire me. May you always walk in the fear of the Lord.

To my parents David and Susan

Thank you for making personal sacrifices to give me opportunities in life.

Acknowledgements

Dr. James Olive

Dr. Ann Shelly

Dr. Constance Savage

Dr. Harold Wilson

Dr. Carla Edlefson

Dr. Judy Alston

Dr. Rosaire Ifedi

Dr. Carl Walley

Kara R. Dernlan

David and Susan Dernlan

Dr. John and Gail Byrum

Cohort 13

Table of Contents

CHAPTER

Introduction ...... 1

Statement of the Problem ...... 2

Significance of the Study ...... 3

Purpose of the Study ...... 4

Research Questions and Hypotheses ...... 5

Theoretical Framework and Researcher’s Lens ...... 7

Limitations and Delimitations ...... 13

Definition of Terms ...... 13

Summary ...... 14

II.

Introduction ...... 16

Modern Christian Schools ...... 16

Classical Christian Schools ...... 19

Spiritual Formation ...... 24

Conclusion ...... 32

III.

Introduction ...... 33

Research Design ...... 33

Population of the Study ...... 35

Sampling Procedure ...... 35

vii

The Sample ...... 37

Instrumentation ...... 37

Data Collection ...... 41

Ethical Considerations ...... 42

Data Preparation ...... 43

Summary ...... 43

IV.

Introduction ...... 44

General Description of the Data ...... 44

Answering the Research Questions ...... 46

Instructional Time ...... 59

Parental Influence ...... 60

Summary of Findings ...... 61

Introduction ...... 63

Fourth Grade: Summary of the Findings ...... 63

Eighth Grade: Summary of the Findings ...... 67

Twelfth Grade: Summary of the Findings ...... 70

All Grades: Summary of the Findings ...... 72

Additional Findings ...... 77

Limitations and Delimitations of the Study ...... 80

Implications ...... 81

Conclusion ...... 84

viii

REFERENCES ...... 86

APPENDIX A

Christian School Associations ...... 96

APPENDIX B

ACSI Statement of Faith ...... 105

APPENDIX C

ACSI Vision and Mission Statements ...... 107

APPENDIX D

ACCS Confession of Faith ...... 109

APPENDIX E

ACCS Mission Statement ...... 116

APPENDIX F

ACCS Frequently Asked Questions ...... 119

APPENDIX G

PEERS Worldview Categories ...... 141

APPENDIX H

Human Subjects Review Board Application ...... 143

APPENDIX I

Parental Consent Form ...... 149

APPENDIX J

Administration Consent Form ...... 152

APPENDIX K

Participant Consent Form ...... 155

APPENDIX L

Letter to Potential Schools ...... 158

APPENDIX M

More Information for Potential Schools ...... 160

APPENDIX N

Letter to Arrange Survey Date ...... 162

APPENDIX O

Christian Faith Commitment Survey ...... 164

APPENDIX P

Christian Faith Commitment Survey Results ...... 168

List of Tables

TABLE

1. Descriptive Data of the Samples ...... 45

2. All Survey Questions Resulting in Significant Differences ...... 47

3. Questions Resulting in Significant Differences in Fourth Grade . . . 49

4. Questions Resulting in Significant Differences in Eighth Grade . . . 52

5. Questions Resulting in Significant Differences in Twelfth Grade . . . 55

6. Most Influential Person to Student Spiritual Development ...... 61

List of Figures

FIGURE

1. Theoretical framework of Christian faith development ...... 12

2. Worldview of Christian students ...... 31

3. Percentage of students “always” wanting to live like a Christian . . . 57

4. How often do teachers talk about God or the Bible? ...... 60

xii

CHAPTER I

My interest in the topic of K-12 Christian education is a culmination of factors and experiences from several stages of my life. My three older brothers and I attended evangelical Christian schools at various stages of our K-8 education. I received my K-5 education at a very small Christian school before completing my education at the local public school in my hometown. With the exception of kindergarten, where my mother was the teacher, I do not recall a strong academic or religious influence from the

Christian school I attended. The academics at the Christian school were not better than the public school I eventually attended and the Christian aspect seemed more of a shelter from secular society than designed to train students in Biblical knowledge and Christian faith. Brown (1992) and Boerema (2011) both claim private Christian schools are often very similar to public schools and offer little difference academically or spiritually.

My spiritual formation as a Christian was influenced by my parents and church, more than the Christian school I attended. My father was the pastor of a church in a small Ohio town and I grew up attending church services three times per week. I attended Sunday school each week, Vacation Bible School one week every summer, and church camp for one or two weeks each summer. Annual missionary conferences and other special occasions were also part of my church experience. People needing counseling or a place to stay would often come to our house for help from my parents.

None of this seemed abnormal to me as I grew up. It is only as I write about it now that I see the unique situation in which I was raised.

After leaving home to attend college, I observed my older brother teach at two different evangelical Christian schools. He made very little money, but was passionate about training students in the Christian faith and pushing them to excel in academics. At

2 that time, he and his wife were raising their first child and decided to send her to a classical Christian school. They moved several hundred miles away from friends and family to secure a new career near a classical Christian school. I have watched his family make great financial sacrifices to send all four of their children to the same classical

Christian school over the past 15 years. Now, I have four young children of my own and

I seek to raise them in an academically rigorous environment influenced by a Christian worldview. I believe each family and child have unique circumstances and should seek the best option for the situation in which they reside and the children which God has given them to raise.

My wife and I attended public school kindergarten screenings with our oldest child, sent him to a Christian school, and are currently educating our children at home.

Being a Christian parent has crystalized my focus to pursue an understanding of Christian education in America. These experiences in my life have motivated me to conduct this study of the spiritual formation in students attending modern and classical Christian schools. As Lanker (2010) and Steinberg (2008) noted, students need spiritual mentors as faith formation occurs and I am grateful for the strong mentors who have influenced my spiritual journey in life.

Statement of the Problem

According to Baucham (2007), between 75 and 88 percent of children raised in

Christian homes are leaving the Christian faith within one year of graduating from high school. This is a dramatic statistic and a cause for concern amongst Christian parents who hope to raise children to follow the religious faith found in the Bible. There are many schooling options for children and parents in America, but the information

3 regarding student achievement at the various schools is not always easy to attain.

Government funded schools are publically graded by the standards of No Child Left

Behind; however, private schools are not graded by the same standards and this makes comparisons between private Christian schools difficult. This lack of testing for private schools may cause concern for some parents seeking to find the best fit for their children amongst the private school options. Standardized tests such as the ACT or SAT can be used as a common academic measurement for students involved in every type of schooling option in America. However, the choice to attend private Christian schools is often made less on the basis of academics and more because schools claim to develop a

Christian worldview in the students. If parents choose to send children to private

Christian schools, it is assumed that Christian beliefs and values will be taught as part of the curriculum at these types of schools. However, there is little evidence available to parents and students wondering about a school’s ability to train students to develop and maintain a commitment to the Christian faith. This study focuses on the faith formation of students attending two different types of Christian schools and is intended to provide information regarding the similarities and differences in faith formation of students at each school.

Significance of the Study

According to Layton, Dollahite, and Hardy (2011) “The study of religious commitment is still in a nascent stage, particularly as it pertains to the period of adolescence” (p.384). The best method by which to measure religious commitment remains unclear and there has not yet been enough research to determine how adolescents develop and maintain religious commitment (Layton et al., 2011). Furthermore, none of

4 the standard textbooks on this subject dedicate a chapter to faith formation in children and they also fail to list the topic as a reference in the index (Ratcliff, 2010). Christian education and spiritual formation are often synonymous terms and problems associated with the overlap of education and formation cause difficulties for Christian educators

(Bramer, 2010; Steibel, 2010). Several scholars attribute spiritual formation as the work of the Holy Spirit (Bramer, 2010; Learned, 1999; Pazmino, 2010), but the question of how to create an environment for the Holy Spirit to work still needs to be studied and answered (Pazmino, 2010). It is the goal of this research project to gain new insight into the link between Christian school associations and spiritual formation in students attending Christian schools. There is currently little research available in this area

(Layton et al., 2011) and this research seeks to narrow the knowledge gap in this field of study.

Purpose of the Study

This study seeks to impact the current practice and leadership preparation of private Christian school administrators. If a statistically significant link is shown to exist between increased faith formation and Christian school culture involving classical methodology, a new type of leader will need to be equipped with skills specific to leading a classical Christian school. This will add to the literature which claims that increased leadership training needs to be developed for Christian school leaders in the ACCS

(Council & Cooper, 2011). It is also possible that this study could enhance one or more of the faith development theories already existing in current academic journals and popular books.

It is the hope of this researcher that this study will contribute to the sparse literature available in the area of Christian faith development of students attending private

Christian schools in America. I want to challenge readers to think about the culture and instructional methodology of Christian schools and the resulting effect of faith development in the students. The results of this study will impact the practice of

Christian schools in the area of leadership development, instructional methodology, and school culture. If a statistically significant link is shown to exist between school culture and faith formation in students, Christian school administrators may choose to modify their current Christian school culture to increase the spiritual formation of students.

Research Questions and Hypotheses

The main focus of this study is to shed light on the Christian faith formation taking place in private K-12 Christian schools in America. There are many Christian school associations (Appendix A) from which a parent can choose to send their children to school, but this study will narrow the broad range of available schools and associations to a comparison of just two schools. The primary research question for this study is:

“How does the spiritual formation of students attending a classical Christian school compare to students attending a modern Christian school?” Answering this central question will require that the following four sub-questions be addressed:

Sub-Question 1: What is the level of commitment to the Christian faith in the fourth grade students at each school?

Sub-Question 2: What is the level of commitment to the Christian faith in the eighth grade students at each school?

Sub-Question 3: What is the level of commitment to the Christian faith in the twelfth grade students at each school?

Sub-Question 4: Is there a statistically significant difference in the levels of

Christian faith formation between the grades within each school?

Research Hypotheses

The hypotheses related to Sub-Question 1 are:

H1: The total level of commitment to the Christian faith in fourth grade students will be the same at each school.

H2: The level of commitment to the Christian faith in fourth grade students will be higher at the classical school in the area of Christian knowledge.

H3: The level of commitment to the Christian faith in fourth grade students will be the same at each school in the area of Christian belief.

H4: The level of commitment to the Christian faith in fourth grade students will be the same at each school in the area of Christian actions.

The hypotheses related to Sub-Question 2 are:

H5: The total level of commitment to the Christian faith in eighth grade students will be higher at the classical school.

H6: The level of commitment to the Christian faith in eighth grade students will be higher at the classical school in the area of Christian knowledge.

H7: The level of commitment to the Christian faith in eighth grade students will be the same at each school in the area of Christian belief.

H8: The level of commitment to the Christian faith in eighth grade students will be the same at each school in the area of Christian actions.

The hypotheses related to Sub-Question 3 are:

H9: The total level of commitment to the Christian faith in twelfth grade students will be higher at the classical school.

H10: The level of commitment to the Christian faith in twelfth grade students will be higher at the classical school in the area of Christian knowledge.

H11: The level of commitment to the Christian faith in twelfth grade students will be higher at the classical school in the area of Christian belief.

H12: The level of commitment to the Christian faith in twelfth grade students will be higher at the classical school in the area of Christian actions.

The hypotheses related to Sub-Question 4 are:

H13: The level of commitment to the Christian faith at the modern school will be lower in eighth grade students than at the fourth grade level.

H14: The level of commitment to the Christian faith at the modern school will be lower in twelfth grade students than at the eighth grade level.

H15: The level of commitment to the Christian faith at the classical school will be higher in eighth grade students than at the fourth grade level.

H16: The level of commitment to the Christian faith at the classical school will be higher in twelfth grade students than at the eighth grade level.

Theoretical Framework and Researcher’s Lens

Theoretical Framework

This study focuses on the spiritual formation, or development of Christian faith, of students attending private Christian schools. My research and findings are founded upon an assumption that there is one truth and a rejection of the theory of multiple

8 realities. Answers to questions of ontological and epistemological beliefs are commonly placed into the five major categories of positivism, post positivism, critical theory, constructivism, and participatory (Guba & Lincoln, 2005, p. 195). My perspective is best categorized as positivist. Researchers with a “positivist orientation assume that reality exists ‘out there’ and it is observable, stable, and measurable” (Merriam, 2009, p.8).

This positivist theoretical framework influences my research in several notable areas (Guba & Lincoln, 2005). First, the voice of this paper will be mine and convey what I believe to be an objective reality. I will seek to remove all bias, but I know this is an impossible task. The survey I constructed for this study is influenced by the Bible and my Christian faith. It is my belief in God as creator of all things, and the Bible as historically reliable and a basis for truth, which shapes my answer to questions of epistemology. However, the main thrust of my positivist perspective is to remove my bias and present the research objectively.

This study is based on the theory that culture in Christian schools affects the development and commitment to Christian faith in students attending these institutions

(Smithwick & Morris, 2010). It should be noted that Christian commitment involves both an academic understanding of Bible knowledge and belief in biblical teachings and unseen supernatural phenomena (Acts 4:4; Hebrews 11:1; Pazmino, 2010). Studies linking school culture with academic achievement could also be relevant to spiritual formation of students. Stated another way, a Christian school culture impacting academic achievement may also impact faith development in students because faith is equal parts head knowledge of religious teachings and heart knowledge of belief in religious claims

(John 8:31-32; Romans 10:9-10). So, academic understanding of the Christian Religion

9 is only part of spiritual formation. Belief and actions resulting from Christian faith are a result of the work of the Holy Spirit in the life of a person as spiritual formation occurs

(Pazmino, 2010).

Measurements of academic knowledge have been shown to be linked to school culture and schools with well-developed learning environments produce a student body which scores higher on academic achievement tests (MacNeil, Prater, & Busch, 2009).

Other studies confirm an increase in student learning levels in schools with a culture committed to learning and lower test scores in schools with a weaker academic culture

(Loukas & Robinson, 2004; MacNeil et al., 2009; Schoen & Teddlie, 2008). Similar to academics, the Christian religion must be learned and understood before it can be practiced. These studies show the importance of developing and maintaining a positive

Christian school culture to ensure the best environment for the development of Christian faith in students.

Every institution has a unique culture (Thompson, 2008). The values, assumptions, and beliefs of individuals involved in the operation of a school are at the core of learning about the culture of an organization (French & Bell, 1999; Schein, 2010).

It is important to remember that organizations are social settings and individuals cannot be fully understood apart from the group to which they belong (Follett, 1940; Peterson &

Spencer, 1990; Schilling, 2000). It is assumed, therefore, that classical Christian schools and modern Christian schools have unique cultures and will produce different levels of faith formation in students. The culture of a Christian school is also influenced by the commitment to ethical standards in the school. A direct correlation can be seen between increased ethical training and the learning levels of students (Hughes & Jones, 2010).

Ethics deal with the “values and morals an individual or society finds desirable or appropriate” (Northouse, 2007, p. 342). In Christian schools, the values and morals of the Bible are the standard by which all stakeholders are measured and commitment to the

Christian faith is the highest standard (Algera & Sink, 2002).

Researcher’s Lens

In the world of research, it is important to know and acknowledge the values, assumptions, and beliefs of the researcher. The preconceived ideas to which a researcher holds regarding epistemology and ontology have been referred to as a “worldview”

(Willis, 2007, p.23) or “research paradigm” (Hesse-Bieber & Leavy, 2011, p.36). I became a Christian at an early age and my worldview is presupposed by a supernatural formation of the Universe. I believe everything in nature must have a beginning or starting point. Another way to state this belief is that something cannot come from nothing. This idea of cause and effect is the basis for much of science and is one of the most fundamental laws of nature. For this reason, it is easier for me to believe that the world was created ex nehilo, rather than appearing from an exploding nugget of matter from which the origin cannot be explained. A supernatural creation of the world would have to come from an infinite, eternal, and omniscient being not bound by time or space

(Craig, 2008). The Christian Bible contains the best and only description of such a being.

It is my belief in God as creator of all things, and the Bible as historically reliable and the basis for all truth, which shapes my answer to questions of epistemology. Hesse-

Bieber and Leavy (p.4) ask, “Who can be a knower?” I believe everyone, researcher and participant, is created in the image of God (Genesis 1:27), and has the capability of

11 seeking truth and reality. However, God and His plan for salvation cannot be known apart from the gift of faith that comes from God through the work of the Holy Spirit.

Becoming a Christian

Becoming a Christian, sometimes referred to as “being saved,” has a variety of different definitions throughout Christendom. Therefore, I will briefly address my understanding of salvation and what is meant by becoming a Christian as stated in the

Bible. First, it is important to recognize that no one deserves salvation or has the ability to act good enough to be saved by God or to save him or herself (Romans 3:23). Second, faith is a gift from God and cannot be earned through right living (Ephesians 2:8-9).

Third, the only way to become a Christian is to believe that Jesus lived a perfect life, died for our sins, and rose from the dead so that God can accept us into His holy presence in heaven for life after our death on earth (Ephesian 6:23; John 3:16). So, becoming a

Christian requires only faith that Christ paid the price of death for us to have a relationship with God. This moment of transformation cannot be seen or measured, but the resulting life changes should be measurable or observable. I believe the most accurate summary of the Bible is compiled in the Westminster Confession of Faith

(Presbyterian Church in America, Westminster Assembly, & Westminster Assembly,

2007).

Spiritual Maturity

After a person becomes a Christian, there should be quantifiable evidence in the life of the person demonstrating spiritual maturity. Christian faith development, or spiritual formation, is measurable in three stages. First, a person must have knowledge of

Christian teachings. Knowledge of Christian belief is contained in the Bible and can be

12 learned from teachers, parents, pastors, friends, or by reading the Bible. Second, belief in the teachings of the Bible is obtained by a person who is transformed by the Holy Spirit through faith and shifts personal worldviews to align with the teachings of the Bible.

Third, commitment to the Christian faith can be visibly displayed by actions taken as the result of a belief in the teachings of the Bible. The following diagram of faith formation in Christian students is displayed below (see Figure1).

Commitment to the Christian Faith (involves the gift of faith from God, knowledge, belief, and actions)

Actions (based on belief in Christian teachings)

Faith Belief (is a gift from God) (in Christian teachings)

Knowledge (of Christian teachings)

Figure 1. Theoretical framework of Christian faith development.

Limitations and Delimitations

Limitations refer to weaknesses in the design or implementation of a study and delimitations define the population to which the study can be generalized (Locke,

Spirduso, & Silverman, 2007). There are two major limitations in this study. First, the sample is not randomly selected and does not represent a broad population of students from various Christian school associations. Second, there could be other factors not accounted for or that cannot be controlled which influence the results of this study. I cannot be completely certain that there is not an unknown element affecting the correlation between Christian school associations and Spiritual formation in students.

Only a true experimental design using random sampling can create an environment to eliminate such concerns (Creswell, 2008). The delimitations of this study include the limited grades in school and geographic scope of the study. By selecting to survey only students in grades four, eight, and twelve, I have limited the scope of ages to which this study can be readily correlated. The decision was made to select these grades as a cross section of the students in the school. Each grade also matches with the three stages of the

Trivium. Fourth grade is in the grammar stage, eighth grade is in the logic stage, and twelfth grade in in the rhetoric stage of classical education. Also, by using schools I could drive to, I limited the external validity to schools in the Midwest.

Definition of Terms

This study utilizes terms and phrases that many not be easily defined by the reader. For this reason, the following section provides a definition to frequently used terms in this study.

ACCS: Association of Classical and Christian Schools

ACSI: Association of Christian Schools International

Bible: the Protestant Bible in the English translation compiled in the New International

Version is used for all references unless otherwise noted.

Christian: a person believing that Jesus died to pay the price for their sins as written of in

the Bible. Salvation for a Christian is by faith in Christ alone and not in self-

reliance.

Classical Christian Education: combines a Christian worldview with educational

methodologies from the ancient Greeks, ancient Romans, and Middle Ages

known as the Trivium.

Headmaster: oversees the staff and students in a school and may also be known as a

principal.

Modern Christian Education: is similar in structure, form, and methodological instruction

to modern public schools but adds a Christian class and/or Chapel service to the

curriculum.

Quadrivium: arithmetic, geometry, music, and astronomy are the later four areas of study

in the seven liberal arts of classical education.

Spiritual Formation: the maturation process of Christian faith involving knowledge,

beliefs, and actions after conversion to Christianity

Trivium: the first three stages of the seven liberal arts in classical education known as the

grammar, logic, and rhetoric stages.

Summary

This first chapter revealed a brief glimpse of my life and the reasons I am interested in studying the topic of spiritual formation in students attending Christian

15 schools in America. Next, the significance of this study and the reason for which it is being conducted was presented before addressing the central question and hypotheses guiding this study. Then, a theoretical framework and lens by which I will view this study was discussed. Finally, the limitations, delimitations, and definition of terms were given to help guide the reader seeking to understand and evaluate this study. This introductory chapter is presented to prepare a foundation for a review of the literature focused on spiritual formation, classical education, and modern education which is provided in Chapter II. Chapter III will outline the methodology and survey instrumentation utilized in this study and Chapter IV will present an analysis of the data collected. Finally, Chapter V will conclude this study by presenting a discussion and implication of the findings, recommendation of actions to be taken, and suggestions for future studies.

CHAPTER II

This review of the literature relating to spiritual formation in students attending

Christian schools is divided into three major themes. Section one examines the private, multi-denominational, protestant, Christian schools in America which use modern curriculum and instructional methodology. This section includes a brief history of modern education in America and a look at the current state of modern Christian education with a special focus of the Association of Christian Schools International

(ACSI). Section two reviews the literature relating to classical Christian education. This section includes a history of classical education, overview of classical instructional methods, and the resurgence of classical education in America. The resurgence of classical education will focus on the Association of Classical and Christian Schools

(ACCS). Section three focuses on the literature regarding spiritual formation in children and young adults. Subcategories of spiritual development literature include the development theory (Fowler, 1981), importance of mentors, instructional curriculum, and the worldview testing of Christian students by the Nehemiah Institute. This review of the literature will focus on spiritual formation of students attending Christian schools in

America and show the lack of research available on this specific topic.

Modern Christian Schools

Although Christian schools add a faith component to the curriculum and claim to be an alternative to government schooling, “Christian schools still look, to a large extent, the same as their public school counterparts” (Boerema, 2011, p.42). Similarities between private and public schools add to the lack of real choices in the marketplace of education in America (Brown, 1992). The Association of Christian Schools International

(ACSI) is the largest protestant Christian school association in America. As stated by

Boerema (2011), most Christian schools are very similar to public schools. Therefore, this section of the paper will briefly focus on modern education to describe the culture of

ACSI schools.

Recent History

Modern Christian schools use similar educational curriculum and instructional methodologies to modern public schools. Modern education can be traced to theorists like Rousseau, Dewey, and Piaget (Oelkers, 2002). These educational reformers worked to dilute and remove Christian worldview from American education (Lawrence, 2007).

For example, Rousseau promoted moral education through social experiences rather than religious instruction (Hart, 2006) and, according to Oelkers (2002), Piaget was greatly influenced by the ideas of Rousseau. Dewey turned away from an early influence of

Christian education after being drawn to the work of eighteen century German philosopher Hegel. Dewey (1893) began promoting truth as scientifically mediated knowledge and wrote about the need for the Church to be usurped by democracy and human experiential learning (Stallones, 2006). Until the late 1800’s, American education was heavily influenced by the Protestant Christian faith (Lawrence, 2007), but by the early 1900’s Christian influence had greatly declined and a secular worldview was prevalent throughout the American education system (Marsden, 1997). At this time, science became the new faith and secular universities promoted science as the foundation of truth and dismissed the strongholds of Protestant theology (Hart, 2001).

Benne (2001) points to three stages in the removal of Christianity from education.

First, specific theological doctrine was replaced with generic broad themes from the

Bible with the hopes of appealing to a wider audience. Second, broad religious and patriotic teachings replaced explicit moral Christian teachings. Third, almost all Christian values and teachings were eliminated from educational curriculum in America. At this point, a line was drawn between secular and religious fields of study. Theology and biblical understandings were separated from all other fields of study and humanistic secular worldviews influence is now pervasive throughout American education (Sloan,

1994).

After the removal of a theistic worldview from public education, there have been three stages attempting to implement moral education from a non-spiritual perspective.

In the first half of the 1900’s schools adopted a code of conduct requiring moral behavior from students. Next, from the mid-1900’s to the late 1980’s changes in curriculum were made to accommodate various belief systems and an emphasis was placed on student self-awareness and individualized moral reasoning ability (Leming, 1993, 1997). Finally, current methods to teach ethical behavior include “the use of case studies, direct instruction, counseling, and the narration of character and value-laden stories” (Algera &

Sink, 2002, p.165). Although it is undeniable that character education is crucially needed in American schools (Kagan, 2001), it is also clear that the Bible and life of Christ should be the curriculum used by Christian Schools (Algera & Sink, 2002).

Current State

Modern education is child-centered and influenced by child psychology theorists such as Piaget (Oelkers, 2002). However, it is also divided into departments by specialty areas rather than seeking to harmonize and unify learning (Mannoia, 2000). The current approach to education offers many more classes than education of the past, but fails to

19 pull together the various knowledge and subjects into a cohesive guiding principal of what a fully educated student will know (Beebe, 2004). Mannoia (2000) asserted that breaking up knowledge into specialization areas leads to a breakdown of learning for the students. Modern education continues to progress and an increasing number of parents are choosing to send their children to private Christian schools because of a perceived secular influence on curriculum and unsatisfactory academic standards. In the past 50 years, there have been over 8,000 new Christian schools started in America (Carper &

Layman, 2002).

ACSI

The largest Christian school association in America is ACSI (Broughman, Swain,

& Hryczaniuk, 2011). The association was founded in 1978 and currently serves almost

24,000 schools in more than 100 countries (ACSI, 2012a). According to Boerema

(2011), ACSI schools in America enroll 1 of every 100 students in America and 11% of the total private school students. The statement of faith helps to understand foundational beliefs to which the association holds (see Appendix B). The ACSI subscribes to seven core beliefs which are each supported by Bible verses (ACSI, 2012b). The mission and vision of the ACSI (see Appendix C) are to advance public good by supporting Christian schools, staff, and students in the pursuit of learning and faith formation (ACSI, 2012c).

Classical Christian Schools

There are many different types of Christian schools; however, for the purpose of this study, this literature review does not investigate Catholic, Lutheran, or single-Church fundamentalist Christian schools. Instead, special focus is given to modern Christian schools and classical Christian schools with multiple churches and denominations

20 represented by the students attending each school. The previous section focused on literature related to modern Christian schools, but this section will focus on classical

Christian education. Council and Cooper (2011) observed:

A new kind of private, religious school has opened in the United Sates called a

classical Christian school. This type of school is an interesting combination of

old and new educational paradigms. The structure and form of the classical

education model date to the early Greek and Roman civilizations in content and

methodology. The infusion of Protestant religion within the ancient curriculum,

however, represents a relatively new approach. (p. 117)

The history and recent resurgence of classical education in Christian schools will be addressed before turning the focus to the Association of Classical and Christian Schools

(ACCS).

Trivium

Classical education has been united with Christian education for the past 1500 years. At that time, Christians adopted classical education and infused it with Christian theology. Christian theology was added to the seven liberal arts and became known as the queen of the sciences (Perrin, 2004). In the sixth century, Boethius, a Christian scholar, split the seven liberal arts into two categories of the Trivium and Quadrivium

(Veith & Kern, 2001). The Trivium divides educational learning into the three stages of grammar, logic and rhetoric and the Quadrivium consists of studying arithmetic, music, geometry, and astronomy (Joseph, 2002). The Quadrivium was an addition to education in the Middle Ages, but the Trivium of grammar, logic, and rhetoric can be traced to both the Greeks and Romans (Perrin, 2004).

Grammar. The grammar stage is often associated with early stages of schooling most commonly known as the elementary years and concluding in sixth grade (Dietrich,

2008; Perrin, 2004; Wilson, 1991). The grammar stage of education is dedicated to a mastery of knowledge in all subjects and focuses of learning facts. This stage is viewed as an opportunity to give students the tools for future learning in all subjects.

Memorization through chanting and singing is a preferable teaching style at this stage of classical learning (Perrin, 2004).

Teaching Latin to students during the grammar stage is seen as a hallmark of classical education. Classical educators should start teaching Latin as early as possible while language skills are still forming and before it is viewed as a strange collection of sounds (Sayers, 1947). Latin is usually begun in third grade at institutions aligned with the Association of Classical and Christian Schools. The main reason it is viewed as important to learn is that half of the words in the English language are comprised from

Latin root words (Callihan, Jones, & Wilson, 2001; Perrin, 2004; Wilson, 1996). For this reason, Latin is not viewed as a dead language by supporters of classical education. Latin also encourages discipline and focused study habits in young students and lays a foundation for future study of language (Wilson, 1991).

Logic. The logic stage of the Trivium aligns with grades seven through nine.

(Perrin, 2004). During the logic phase of classical education, an emphasis is placed on critical thinking and reasoning in all subjects (Littlejohn & Evans, 2006). Specific classes in logic exist in classical schools at this stage, but all teachers educating students are encouraged to approach subjects from a critical perspective at this stage (Perrin,

2004). During these years, students are taught formal logic and encouraged to question

22 all knowledge. Students are encouraged to argue, or debate, with teachers and peers and teachers are given the challenging task of teaching students to argue well through the use of logic (Sayers, 1947). Sayers (1947) goes on to note the argumentative nature of junior high aged children and the importance of making use of this stage of life.

Rhetoric. The rhetoric stage of Trivium education occurs in grades ten, eleven, and twelve (Perrin, 2004). Rhetoric is the art of communication (Joseph, 2002). The rhetoric stage is the culmination of Trivium education and involves eloquent expression of knowledge gained in the grammar and logic stages. The grammar stage develops important basic knowledge and the logic stage is important to “weighing the value of evidence” (Bauer & Wise, 2009, p. 466). The rhetoric stage encourages students to write and speak about all subjects (Bauer & Wise, 2009). Learning to present ideas well in all subjects is the trademark of this stage in classical education (Littlejohn & Evans, 2006).

Classes in rhetoric, or persuasive speaking and writing, are an important part of this final stage of the classical curriculum. However, students in classical schools speak in front of peers and write in a variety of genres for all classes (Perrin, 2004).

History of Classical Education

Classical education can be traced back to Plato’s foundation of the Academy circa

385 B.C. Many schools in ancient Greece, like the Academy, would be the inspiration for the seven liberal arts of grammar, logic, rhetoric, geometry, arithmetic, astronomy, and music (Anthony & Benson, 2003). Other philosophers in this same era such as

Socrates, Aristotle, Epicurus, and Isocrates were also instrumental in the formation of educational ideal leading to the Trivium of classical education. Followers of Socrates studied grammar and logic to clarify individual ideas and rhetoric to increase influence

23 when presenting personal thoughts (Gutek, 1972). These focused studies gave way to the

Roman and medieval definition of the Trivium (Hart, 2006).

The Roman military conquered the Greeks, but was never able to topple the intellectual ideas and influence of the Greek culture (Anthony & Benson, 2003).

Quintilian, a famous rhetorician born in 35 A.D., began the process of placing many

Greek educational ideas into age appropriate stages of learning. The educational ideas of

Quintilian had an influence on Origen, Ambrose, Jerome, and Augustine and his ideas are linked to the formation of Trivium education (Hart, 2006). After studying the

Confessions, St. Augustine on Education, and other works of Augustine, Elias (2002) determined him as the first person to present a fully formed explanation of Christian education. As the Bishop of Hippo, Augustine merged the liberal arts with Christian education in his teachings. He proclaimed the value of the liberal arts as “proper nutriment of the soul” (Hart, 2006, p. 38). This pattern continued during the Middle

Ages, when classical methodology became the standard formula for education instruction, but the writings of Cassiodorus, a Roman senator born in 480 A.D., uniquely merged Christian and classical education (Hart, 2006; Wilson, 2003).

Classical Resurgence and ACCS

Classical education has declined and been replaced by modern methodologies, however, there are several classical groups working to create a resurgence of classical education in the United States (Hart, 2006). Veith and Kern (2001) discussed six major forms of classical K-12 schools in America, but only the Association of Classical and

Christian Schools is overtly Christian (Council & Cooper, 2011). The significant contributions of Sayers (1947) and Wilson (1991) are at the root of the ACCS (Council &

Cooper, 2011). Wilson founded a classical Christian school in Moscow, Idaho for his children to attend in the early 1980’s (Wilson, 2003). During the foundation of the school, Wilson remembered an article by Sayers which discussed the importance of and need for classical education. Sayers was well known for her fictional mystery novels, but gave thoughtful insight into educational reform in The Lost Tools of Learning (1947).

Wilson responded to Sayers appeal for educators to return to classical methodology when he started Logos, a private Christian school. Logos school combined classical methodology and curriculum with a Christian worldview. Ten years later, ACCS grew out of the national response to a book published in 1991 entitled Recovering the Lost

Tools of Learning by Douglas Wilson (ACCS, 2012c). There are currently 35,162 students attending 229 ACCS member schools in America (ACCS, 2012a).

All ACCS schools are encouraged to refer to the confession of faith (see

Appendix D), or statement of faith, of the association as a guideline regarding the fundamental ideas of the Bible. The ACCS confession of faith includes the Apostles’

Creed, general evangelical statements, and a summary of Chapters one and two of the

Westminster Confession of Faith (ACCS, 2012b). The mission statement of the ACCS emphasizes the support of schools in academic and faith formation (see Appendix E).

However, it also emphasizes the desire for member schools to build all instruction around the teachings of the Bible (ACCS, 2012d). To learn more about the ACCS, I emailed and received answers to 31 questions from the association headquarters (see Appendix F).

Spiritual Formation

The development of Christian faith and commitment is referred to by most scholars as spiritual formation. Spiritual formation is not a new term (Bramer, 2010), and

25 there are hundreds of books written specifically on spirituality in humans (Ratcliff, 2010).

Christian spiritual formation involves formal teaching of knowledge and formational instruction in how to apply such knowledge to life. Knowledge and actions are two stages of spiritual formation in Christian education (Wilhoit, 2008). Pazmino (2010) asserted that students must be given the information necessary to obtain knowledge of what a commitment to Christian faith entails. After knowledge is acquired, students will either believe or not believe the religious teachings of the faith. Belief is the stage of spiritual formation between knowledge and action. However, spiritual formation does not focus only on the efforts of people, rather it often “refers to the work of the Holy

Spirit as persons teach and learn” (Pazmino, 2010, p.356). This is something that cannot be taught in a classroom. True belief, or total faith, in the message of Christianity found in the Bible can only be produced by the Holy Spirit. This third person of the Trinity is the cause of faith in Christ and Christianity (Pazmino, 2010). The initial faith of a person is a gift from God and cannot be earned by studying or any other means (Ephesians 1:8).

Development of knowledge and belief lead to new actions in the person developing a commitment to the Christian faith. These actions focus on the community rather than self

(Peck, 1998) and the Bible refers to such a person as being transformed by the newly discovered faith (2 Corinthians 5:17).

Development Theory

Among the volumes of research in the field of spiritual formation, Fowler’s faith development theory (1981) is still one of the most influential works available (Coyle,

2011). Fowler proposed a six stage model to understanding the development, or formation, of faith in a person. First, the Intuitive-Projective stage refers to very young

26 children and the impressions of God developed from parents and society at this early age.

Second, the Mythic-Literal stage involves learning stories from a faith community and believing them all to be literal. Some individuals will remain at this stage. Third, most people move into the Synthetic-Conventional stage as teenagers. This stage involves the development of a belief system which can include all communities and social circles in which a person is involved. People trust and follow individuals and groups sharing their worldview and the spiritual formation of most people stops at this stage. Fourth, the

Individuate-Reflective stage involves the discovery and exploration of other worldviews.

Questioning faith and beliefs in this stage is a result of faith development and not loss of faith as individuals in stage three might suspect when watching people operating in the fourth of Fowler’s six stages. Fifth, the Conjunctive Faith stage often only occurs in individuals who are experienced in life and have reached middle age. People in this stage are aware of the boundaries and limits of human knowledge and logic and revisit the stories and teachings from the Mythic-Literal stage. Now, however, individuals in this stage appreciate these teachings with a broader understanding and are not mentally bound by a narrow theology. The final stage is labeled Universalizing Faith and is seldom reached in life. People experiencing this ultimate level of spiritual formation experience little or no worries and doubt while living a life of service to others (Fowler, 1981).

Complete spiritual formation requires a massive change in the life of the individual being transformed (Learned, 1999). This change is focused on developing understanding, belief, and commitment to action resulting from the knowledge and belief in a religion or spiritual idea. The Bible discusses the importance of people being transformed by the renewing of the mind (Romans 12:2). Peck (1998) discusses the

27 importance of knowledge, belief, and action by offering a simplified version of Fowler’s six stages of faith formation. Focusing on the most common stages offered by Fowler,

Peck presents a Chaotic-Antisocial, Formal-Institutional, Skeptic-Individual, and

Mystical-Communal as a four stage model describing spiritual formation. Stage one contains individuals focused on self rather than others. This can describe young children who have not realized the importance of the larger community in which they operate. If people are stuck at this stage, it usually takes a remarkable event to move them to stage two. Stage two, includes being tied to formal systems and faith organizations such as a church. Individuals in this stage become very defensive when others do not agree with the religious system or worldview to which they have aligned themselves. The next stage involves questioning formal teaching to determine truth and validity of formal organizational religious teachings. Individuals who do not advance from this stage often appear non-religious or apathetic regarding formalized religion. The fourth and final stage involves balancing the paradoxical nature of stages two and three with a deep belief in religious teachings and acceptance of organizational structures. In this stage a person is focused on helping society and becomes less focused on personal concerns (Peck,

1998). James (1:27) discusses this stage of faith development when he writes; “Religion that God our Father accepts as pure and faultless is this: to look after orphans and widows in their distress and to keep oneself from being polluted by the world.” James points to taking care of orphans and widows as the highest form of religion. This verse matches with Peck’s highest stage of spiritual formation.

Formation in Children

In the past two decades, there has been a major shift toward focusing research on children when studying spiritual formation. The increased focus on spiritual formation is helping Christian education and unites divided groups within Christianity (Bramer,

2010). Christian educators’ needs are met by a better understanding of the culture and curriculum needed to provide the ideal environment for spiritual formation in students.

Religious leaders, however, have been slow to make the shift to embrace the area of spirituality in children for academic study. A reluctance to embrace researching spiritual formation in children results in fewer research articles and less information available in this field. This makes it difficult to find available current literature in this area (Ratcliff,

2010). There are, however, a great number of references to children in the Bible (White,

2012) and Jesus Christ accentuated children as an important part of the faith community

(Luke 18:16; Mark 10:14; Matthew 18:5; Matthew 19:14).

Culture and Curriculum

School culture and instructional curriculum are two key factors when studying the development of Christian faith in students attending Christian schools. Organizational culture includes the values, assumptions, and beliefs of the individuals within the institution. The structure, politics, human resources, and symbols also contribute to the culture of an organization (Bolman & Deal, 2003). Classroom management can also contribute to the culture of a school. Policies in this area should be designed to promote character development rather than compliance with standards. Promotion of character development encourages spiritual growth rather than a stifling of desires to comply with the expectations of other people (Sink & Rubel, 2001).

As stated previously, knowledge instruction and linking learning to life are two important aspects of educating for spiritual formation in Christian schools (Wilhoit,

2008). A thoughtful curriculum design in schools can foster spiritual development and provide an anchor of faith in students for life (Gushiken, 2010). A deep faith grounded in understanding and belief in the Bible can lead to a long term commitment to the Christian faith (Proverbs 22:6). However, current models often focus on teaching coping skills to survive tough times or life skills focused on future survival. Spiritual formation develops a new worldview which helps peoples to think and act differently when problems arise (2

Corinthians 5:17). Coping skills only help a person survive one crisis at a time, but faith commitment can change the way a person approaches life (Kelcourse, 2004).

Importance of Mentors for Adolescence

“Adolescents are divinely wired to wrestle with their identity” (Gushiken, 2010, p.320), but the struggles during this phase of life are critical to spiritual formation because the uniquely turbulent emotional times associated with teenagers often cause people to focus on God (Loder, 1998). Fowler (1999) asserted that God intentionally designed this stage of life to be an ideal time for faith formation to take place. At ages

14-18, children develop a greater need for non-parental adult mentors to help in identity formation (Steinberg, 2008). School can be one of the places that children find the necessary adult role models during this stage of life. Teachers are available to be seen as role models or mentors every day school is in session. Paul addresses this issue in the

Bible when he encourages older men to mentor younger men and older women to mentor younger women in the faith of Jesus Christ (Titus 2:1-8). Lanker (2010) supported this passage by urging mentors of young adults to “live life by God’s truths and seek to pass

30 on that understanding to younger generations through works and deeds” (p. 277). The scholars in this section agree that mentors are an important part of spiritual formation while children are in school.

Measuring the Worldview of Students

It is difficult to measure spirituality (Dolan, 2010), but the Nehemiah Institute designed the Politics, Economics, Education, Religion, and Social Issues (PEERS) survey in an attempt to quantify worldview on a scale of ranging from socialism to biblical theism (Nehemiah Institute, 2012b). These categories are defined in Appendix G. The

PEERS test is a self-evaluation using 70 statements answered on a five point Likert scale.

The questions were written by Smithwick in 1986 by using the Bible and the Humanist

Manifesto as a guide for the range of questions in the survey. The questions on this test were determined to be reliable by the Item Discrimination Test (Smithwick, 2012).

However, “some of the questions on the PEERS test reflect more of a conservative political flavor than a thoroughly biblical worldview” (Wilson, 2003 p. 102).

The survey was originally written to measure worldviews of high school students, but has now been expanded to include adults, elementary, and junior high school students

(Smithwick, 2012). According to Smithwick (Nehemiah Institute, 2012a), over 100,000 people took this survey between 1987 and 2010. The results of students from Christian homes are charted (see Figure 2) on the Worldview Alliance website (Smithwick &

Morris, 2010) and provided as Figure 2 in this study. In Figure 2, the bottom line charts the survey score of public school students from Christian homes. Most of the surveys from this category were collected at churches and youth groups. The average score of the

Christian public school students is currently a five. The middle line with boxes

31 represents traditional (or modern) Christian school students. The average score of this population is about 15 on the PEERS test. Traditional Christian schools are defined by membership in associations other than the ACCS schools and Principle Approach schools. The ACCS and Principle Approach schools are considered worldview schools.

The top line in figure 2 represents the average of the scores obtained by students attending these worldview schools. These students average a score of 70 on the PEERS test. The final line starts in 2001 and represents Christian students receiving educational training at home. These students average score is just over 50 on the PEERS survey.

Figure 2. Worldview of Christian students attending public schools, traditional Christian schools, worldview Christian schools, and home schools.

Conclusion

Many scholars have studied faith formation in children, but there has not been much research focusing specifically on the development of faith in students attending

Christian schools (Bailey, 2012). This lack of research involving Christian schools is evidenced by Council and Cooper (2011) when they noted “little is known about classical

Christian schools” (p.117). This literature review focused on three major strands of research. First, research on modern Christian schools was investigated with an emphasis on the Association of Christian Schools International. Second, a focus on the Association of Classical and Christian Schools was part of a review of literature relating to classical

Christian education. Finally, the research relating to spiritual formation in K-12 Christian schools was reviewed. The Nehemiah Institute offers the only quantitative study seeking to measure the worldview, or Christian faith commitment, of Christian students attending a variety of educational institutions. However, many of the questions in the PEERS survey are influenced by political ideas rather than the Bible (Wilson, 2003). This literature review has revealed a lack of scholarly research focused on Christian faith formation in students attending private Christian schools in America.

CHAPTER III

This chapter reviews the research design, population of the study, sampling procedures, sample, instrumentation, data collection, ethical considerations, and data preparation for this study. I used quantitative research methods (Heiman, 2011; Pallant,

2010) to gather and analyze the data in this research. A comparison is made between a classical Christian school and a modern Christian school by measuring the commitment to the Christian faith of fourth, eighth, and twelfth grade students at two different schools.

An effort was made to target and select two schools which appear to be similar in as many quantifiable ways as possible. Schools were targeted and selected based upon total enrollment, tuition, number of different churches represented within the student body, year school was founded, size of city in which the school is located, geographic location, and total number of grades offered. There is, however, one major difference. One of the schools is a member of the Association of Classical and Christian Schools (ACCS). This is the major difference upon which this study seeks to focus. Both of the schools in this study are members of the ACSI, but one of the schools holds a second membership with

ACCS. Membership in ACCS requires schools to use the classical instructional methodology of the Trivium as described by Sayers (1947). A purposeful convenience sample was used to achieve the criteria for this study and is discussed below. Finally, the primary source of information produced from this survey will be descriptive statistics obtained through the use of the Statistical Package for the Social Sciences (SPSS).

Research Design

This quantitative study is designed to investigate the relationship between instructional methodology and the development of Christian faith in students attending

34 private Christian schools in the Midwest. Therefore, a correlational design is being used.

This design specifically focuses on comparing Christian faith in students attending a modern Christian school and a classical Christian school. A thorough search was conducted to obtain a pre-existing survey to test the Christian school students in this study. The PEERS test was the only survey discovered that marginally met the needs of this study. However, I agree with Wilson that “some of the questions on the PEERS test reflect more of a conservative political flavor than a thoroughly biblical worldview”

(Wilson, 2003 p. 102). Because measuring political feelings is beyond the scope of this study, I rejected the use of the PEERS test. Instead, I designed an instrument to measure commitment to the Christian faith. More information regarding the construction of the instrument is provided below. Next, I requested approval from the Human Subjects

Review Board (Appendix H) to research this topic amongst students by using the survey I designed. After selecting two schools to participate in this research, I gained official approval from the parents (Appendix I) and administrators (Appendix J) of the students participating in the study by sending consent forms to the school two weeks before my arrival. The administrators signed the consent form for the school and sent the parental consent forms home with the students in fourth, eighth, and twelfth grade. All students returned their completed parental consent forms before I arrived at the school. I then traveled to the schools, collected the parental consent forms from the teachers, gained consent from the students participating in the study (Appendix K), and collected the survey data from the students. More information regarding the data collection process is provided below. Finally, I entered the survey data into SPSS to analyze the results. This

35 quasi-experimental study seeks to describe the relationship between Christian schools and the spiritual formation of Christian students in attendance.

Population of the Study

The population of this study is comprised of students in grades four, eight, and twelve at two different Christian schools in the Midwest. The first Christian school in this study uses current modern educational methods to instruct the students. This school will be referred to as the modern school. The modern school is a member of the ACSI and was founded in 1997. There are over 70 different churches represented in the population of 428 K-12 students and the yearly tuition is $5000 per student. According to the 2010 United States Census, it is located in a town of 60,608 people.

The second Christian school in this study uses classical educational methods of the Trivium to instruct the students. This school will be referred to as the classical school. The classical school holds dual membership with the ACSI and ACCS and was founded in 1996. There are over 40 different churches represented in the population of

304 K-12 students and the yearly tuition is between $5000 and $8,000 per student.

According to the 2010 United States Census, it is located in a town of 30,712 people.

Both schools operate out of beautiful new buildings and are not affiliated with a local church or denomination. These two schools are located 70 miles from each other.

Furthermore, the socioeconomic status and racial breakdown appeared to be similar between students attending the two schools.

Sampling Procedure

A purposeful convenience sampling procedure was used to target and obtain the final sample of schools for this study. It is important to recognize that the ACCS is

36 comprised of less than 300 schools nationwide and not all of the member schools offer grades 9 through 12. Also, some of the ACCS schools have a small population and would yield a very small sample size. Because of these limitations, I used the ACCS website to locate eight K-12 schools with more than 150 students within a 650 mile radius of my hometown. Targeting K-12 schools allowed me to survey students in grades four, eight, and twelve and a school population of more than 150 students ensured larger class sizes for the final sample of students. While I only intended to use one ACCS school and one ACSI school for this study, I anticipated difficulty in gaining access to schools and students. It was my hope that by targeting eight potential schools, I could gain access to one pair of schools for this study.

After targeting eight schools in the ACCS, I used the ACSI website to locate K-12 schools within 90 miles of the eight ACCS schools. I matched schools by geographic location, total student population, date founded, tuition, denominational affiliation, and size of town in which the school is located. No schools were found to be an exact match, so similar schools were chosen based on the previous criteria. While there are many other factors by which schools can be compared, I believe the list used to match the schools helped to eliminate many possible biases in this study. After determining the best possible match for each of the schools I selected to participate in the study, I used the contact email listed for each school on the ACCS and ACSI websites to contact the schools about participating in this study. The email I sent briefly explained the study and asked for permission to survey students in the school (Appendix L). Eight ACCS schools and two ACSI schools responded wanting more information from me. I sent a second email to all 16 schools originally contacted with answers to some of the most common

37 questions from the schools who replied to my first email (Appendix M). After these emails, all eight ACCS schools agreed to participate in the study and one ACSI school agreed to participate. With only one ACSI school agreeing to participate, the final selection of schools for this study was determined. I notified the corresponding ACCS school of my intent to survey the students and arranged a mutually agreed upon date in

October to survey students at each school (Appendix N). I then called the seven ACCS schools not chosen to participate and spoke with a representative from each school. I informed the school representative of the final selection of schools and thanked them for being willing to participate in this study.

The Sample

The final sample for this research consisted of the total population of students attending grades four, eight, and twelve at two Midwest Christian schools. One school is a member of the ACSI and uses modern instructional methodology and one school is a member of the ACCS and uses classical instructional methodology. The sample to population ratio within the grades surveyed at each school is 1to1. However, the sample to population of schools in the sample compared to schools in the population of each association is much smaller. The school in the ACCS is one of about 300 schools and the school in the ACSI is one of about 10,000 schools. Therefore, the validity of comparison between schools is very strong, but the ability to generalize the findings of this research nationwide will be weaker.

Instrumentation

The instrument used for this research (Appendix O) was constructed specifically for the purpose of this study. I created a 37 question survey to measure the students’

38 knowledge of the Bible, belief in Christian teaching found in the Bible, and actions based on Biblical values (Appendix O). In this section of the chapter, I will discuss the objectives and Biblical foundation for each survey question. Each question can be placed into one of the following five categories: (a) personal information, (b) Christian knowledge, (c) Christian belief, (d) Christian actions, and (e) adult and school influence.

Special attention was given to the readability of the test so it could be understood and completed within 15 minutes or less by students as young as fourth grade and as old as twelfth grade.

While developing the survey, I consulted with two pastors, one teacher, one

Christian school administrator, and one University professor in Religious Studies. I made major modifications to the survey seven times to make sure I would obtain an accurate reflection of Christian faith commitment as described in the Bible. Most of these changes involved adding new questions to the survey and deleting questions which seemed too similar to other questions on the survey. I also gained access to a local K-8 Christian school to give the survey to the fourth and eighth grade students. Consulting with a variety of people, and giving the test to students at a local school, gave me a chance to make minor alterations to the survey for the purpose of ensuring appropriate readability for the age groups being surveyed.

Personal Information

The following seven questions are included in the survey I constructed and are intended to gather descriptive data about the student being surveyed. The number beside the question is the order in which the question appeared on the survey.

1. How old are you?

2. What grade are you in?

3. What grade did you start attending this school?

4. Have you attended any other schools?

5. Are you male or female?

6. Are you a Christian?

37. What grades do you earn most in school?

Knowledge

The following ten questions are included in the survey I constructed and are designed to measure knowledge of Biblical information, verses, teachings, and facts. The number beside the question is the order in which the question appears of the survey.

16. There is a verse in the Bible that says, “God helps those who help themselves”.

17. “Love your neighbor as yourself” is one of the Ten Commandments in the Bible.

18. Who wrote the books of Acts?

19. Which of these men was not one of the twelve disciples of Jesus?

20. Who was the first King of Israel?

21. Who killed Goliath?

22. Who led the Israelites out of Egypt?

23. Who is the father of Jacob?

24. Which of these people did Jesus raise from the dead?

33. By doing more good than bad, a person will go to heaven when they die.

Belief

The ten questions in this section are included in the survey I constructed and are designed to measure the belief in Biblical teachings. The number beside the question is the order in which the question appears of the survey.

9. How important is being baptized to you?

10. How important is taking part in communion to you?

25. If science and the Bible do not agree, which is of them is right?

26. There are things in life that are always right or always wrong?

27. Most religions can lead a person to heaven.

28. Did Jesus Christ ever sin?

29. Is God the Creator of the universe?

30. Is salvation a gift from God that cannot be earned?

31. Is Satan real?

34. Is everything in the Bible true?

Actions

The eight questions in this section are included in the survey I constructed and are designed to measure the commitment to Biblical teachings by the actions of the individual being surveyed. The number beside the question is the order in which the question appears of the survey.

7. How often do you read the Bible?

8. How often do you attend church?

11. How often do you pray to God?

12. Do you share your faith with others?

13. Are you willing to help people in need of food, water, clothing and shelter?

14. Are you willing to tell another Christian when they are doing wrong and help them change?

15. Do you want to live like a Christian?

32. Should a Christian share his/her faith with others?

Adult and School Influence

The two questions in this section are included to measure the role of school teachers, staff, and parents in the faith formation of the student being surveyed.

35. How often do your school teachers talk to you about God or the Bible?

36. Who is the most helpful in the development of your Christian faith?

Data Collection

The collection of data was conducted during regular school hours on a weekday morning at both schools. Upon entering each classroom, I was introduced by the teacher and students were instructed to clear the desktop at which they were seated. I then read the following statement to each class:

“Hello. My name is Mr. Dernlan. I attend school at Ashland University in

northeast Ohio. I am here today to give you a survey for a project I am working

on. I am interested in the opinions of students attending Christian schools. I am

going to give you a paper with 37 questions. Please circle only one answer below

each question. This is not a test so don’t worry about trying to get the questions

right. Just be honest and do your best to answer all the questions as accurately as

you can. Please do not put your name on this paper. I will be the only person to

see your paper but I will not know whose’ paper it is because there will be no

names on any of the papers. So, please answer these questions as honestly as you

can and don’t worry about anyone seeing what you answered. After you are

finished, please fold your paper and put it inside the envelope that you receive

along with the paper. You do not have to participate in this survey and you can

stop taking the survey if you begin to feel uncomfortable with the questions. If

you are willing to participate, please read and sign the consent form before filling

out the survey. The consent form gives me permission to use your answers for

my project. I am going to pass out the survey now and everyone will need to

remain quiet while the surveys are being answered. Are there any questions?”

After answering questions from the students, I passed out one survey and one envelope to each student and then stood at the front of the room. I walked around the room and collected the envelopes when students finished. All students involved in this research completed the survey within 15 minutes. After all the surveys were completed, I thanked the class and teacher for their time and participation and left the room.

Ethical Considerations

The protection of human subjects is very important to remember when conducting research using people. Working with children introduces additional ethical concerns related to parental notification, bullying from other students, and influencing the thought and actions of young students as the result of participation in a research study. I addressed these ethical concerns by submitting this study to the guidelines and approval of the Human Subjects Review Board. I also informed administrators, parents, and students of the scope of the study and gained approval from all three groups before conducting this research. I also made the study anonymous, optional, and secure to prevent students from being picked on by other students as a result of the research I conducted. The study was anonymous because names were not attached to the surveys completed by the students. The study was optional and students were able to stop participating at any time if they were not comfortable with the questions. Finally, the

43 information was securely placed in an envelope so other students could not see answers of other students or know if they had chosen not to participate. Actions were taken to protect the students and inform parents of the research process and nature of the study.

Data Preparation

The information gathered was entered into SPSS for the purpose of preparing to analyze the results. This study utilizes SPSS to show statistically significant differences between the students’ commitment to the Christian faith at the two schools participating in this study. Correlational and Inferential statistics were used to analyze statistically significant differences between these two populations. Chapter IV will report the significant findings and analysis of the data.

Summary

These two schools are just a glimpse of the national landscape of private protestant Christian schools in America. This chapter reviewed the research design, population of the study, sampling procedures, sample, instrumentation, data collection, ethical considerations, and data preparation. An analysis of the data and report of the findings is provided in the next chapter.

CHAPTER IV

This chapter focuses on the analysis and interpretation of data collected from students at two Christian schools selected to participate in this study. The content of this chapter includes a brief introduction, general description of the data, answers to the research questions, and a summary of the research results. The majority of this chapter will focus on answering the central research question, four sub-questions, and sixteen hypotheses. The significant data relating to each sub-question is summarized and presented in a single table before answering each question through the use of descriptive statistics from SPSS. Statistically significant differences exist between students in the same grades attending the modern Christian school and the classical Christian school.

There are statistically significant differences between the two schools when students of the same grade are compared. Differences also exist within the schools between students attending grades four, eight, and twelve. This chapter will analyze and interpret these results in greater detail.

General Description of the Data

Two schools were chosen to participate in this study. One of the schools uses a classical and Christian model for educating the students and the second school uses a modern and Christian method of instruction. The classical school is a member of ACCS and the modern school is a member of ACSI. The sample of students from within the school included the total population of fourth, eighth, and twelfth grade students. Table one shows the enrollment, tuition, total number of students, number of different churches represented within the student body, and the year each school was founded are all similar between the two schools. A more detailed description of the schools and geographic

45 location in which they are located can be found in Chapter III. An overview of the sample of the population used in this study is presented in Table one.

Table 1

Descriptive Data of the Samples

Type of School Classical Christian Modern Christian

Fourth Graders N = 24 N = 33

Eighth Graders N = 15 N = 33

Twelfth Graders N = 8 N = 23

Total School Enrollment 304 428

Tuition $5,000-$8,000 $5,000

Date Founded 1996 1997

Association Membership ACCS ACSI

Churches Represented > 40 > 70

Each student participating in this study was given a 37 question survey to assess their individual commitment to the Christian. The Bible is clear that God knows the thoughts and feelings inside a person that cannot be seen by other people (I Samuel 16:7).

For this reason, it is difficult to measure commitment to Christian faith. However, this study assumes that commitment can be measured by testing knowledge of the Bible, belief in the teachings of the Bible, and actions based on the teachings found in the Bible.

As discussed in Chapter III, a majority of the questions were framed to measure Christian knowledge, belief, and actions of each student. Other questions endeavored to gather

46 data from the student that is not related to personal beliefs but could help in the discussion of any differences that might occur between the students at each school.

This study assumes that a student with a greater knowledge of the information in the Bible has a higher level of commitment to the Christian faith than a student with a lesser knowledge of the information in the Bible. It is also assumed by this study that a student with a higher level of belief in the teachings of the Bible is more committed to the

Christian faith than a student with a lower level of belief in Biblical teachings. Finally, it is assumed in this study that the actions of a student with higher levels of Christian faith formation will align with the teachings of the Bible with greater frequency than a student with lower levels of Christian faith formation.

The central research question and the sub-questions in this study are all related to spiritual formation and commitment to the Christian faith. To answer these questions, all

37 survey questions were analyzed in SPSS for all four sub-questions. Only the questions with statistically significant differences are reported in this Chapter, but the results from all 37 survey questions are listed in Appendix P.

Answering the Research Questions

Central Question

The central research question in this study asked: How does the spiritual formation of students attending a classical Christian school compare to students attending a modern Christian school?

The result from the survey indicates a statistically significant difference in the spiritual formation of students from the two schools participating in this study. Table two displays the survey questions resulting in statistically significant differences between the

47 two schools. The first column lists the survey question yielding the significant difference between the two schools. The next column indicates whether the question is measuring

Christian knowledge, belief, or action. The third column in table two shows which

Table 2

Questions Resulting in Statistically Significant Differences in Christian Faith Formation of Students Attending a Modern Christian School or Classical Christian School

Survey Question School With Grade Significance Hypotheses Question Type Higher Spiritual Level Value Accepted or Formation (4, 8, 12) ( p ) Rejected

10 Belief Modern 4 .023 Reject H3

12 Action Modern 4 .013 Reject H3

14 Action Classical 12 .020 Accept H12

15 Action Classical 12 .017 Accept H12

16 Knowledge Classical 4 .023 Accept H2

17 Knowledge Classical 8 .040 Accept H6

19 Knowledge Classical 4 .005 Accept H2

20 Knowledge Classical 8 .004 Accept H6

23 Knowledge Classical 4 .007 Accept H2

26 Belief Classical 8 .011 Reject H7

30 Belief Classical 8 .033 Reject H7

school measured higher in spiritual formation on the question listed in that row. The fourth column in this table lists which grade level produced significant differences of <

.05 then compared to each other using SPSS descriptive statistics. Next, the significance level is listed. When a significance level is less than .05, the result can be attributed to the difference in treatments. In this quasi-experimental study, the difference in schools is credited for the differences in answers on these questions. Finally, table two lists the hypotheses accepted or rejected by the results of the survey questions in the table.

To explain the difference in spiritual formation levels, four sub-questions were created with four hypotheses for each sub-question. Sub-question one focuses on the spiritual formation of the fourth grade students between the two schools, sub-question two focuses on the spiritual formation of the eighth grade students between the two schools, sub-question three focuses on the spiritual formation of the twelfth grade students between the two schools, and sub-question four focuses on the spiritual formation of students in all three grades within each school. By breaking down the central question into these four sub-questions, it is easier to clarify the differences in spiritual formation between the modern Christian school and classical Christian school.

Sub-Question One

Sub-question one asked: What is the level of commitment to the Christian faith in the fourth grade students at each school?

This question was analyzed by the use of chi-squared tests in SPSS. Five of the

37 survey questions showed a statistically significant difference between the fourth grade students attending the two schools. Table two gives a brief overview of the differences in spiritual formation among fourth grade students attending the two different schools.

Each question resulting in a significant difference between the schools is listed under the school that ranked higher in the level of Christian faith formation. For example, question

16 measures knowledge of the Bible and is listed in the classical Christian column in

Table 3. This indicates significant difference in the answers given by the fourth grade students at each school for question 16. It is placed in the classical Christian column to indicate a higher level of biblical knowledge shown by the classical Christian students answering this question. This pattern continues throughout this Table and is also used in

Tables 4 and 5.

Table 3

Questions Resulting in Statistically Significant Differences in Fourth Grade Students

Type of School Classical Christian Modern Christian

Type of Question Knowledge Belief (Survey Question #) (Question 16) (Question 10)

Knowledge Action (Question 19) (Question 12)

Knowledge (Question 23)

A chi-square test was performed on all 37 survey questions to determine the significance of relation between fourth grade students, type of school attending, and answers to the survey questions. The survey showed the fourth grade students attending the classical Christian school to have a significantly higher level of Biblical knowledge on questions 16, 19, and 23 compared to the modern Christian school students in the same grade.

Question 16 shows a significant relationship between fourth grade students, type of school attending, and knowledge of Bible verses, 2(1, 57) = 5.18, p = .023.

Question 19 shows a significant relationship between fourth grade students, type of school attending, and knowledge of the 12 disciples, 2(3, 56) = 12.95, p = .005.

Question 23 shows a significant relationship between fourth grade students, type of school attending, and knowledge of Jacob’s father, 2(3, 56) = 12.05, p = .007.

However, the modern Christian fourth grade students showed significantly higher levels of Christian belief on question 10 and Christian action on question 12.

Question 10 shows a significant relationship between fourth grade students, type of school attending, and importance of taking part in communion, 2(4, 57) = 11.31, p =

.023.

Question 12 shows a significant relationship between fourth grade students, type of school attending, and sharing faith with others, 2(3, 56) = 10.81, p = .013.

The following hypotheses were answered based on the previous chi-square results:

Reject H1: The total level of commitment to the Christian faith in fourth grade students will be the same at each school.

Accept H2: The level of commitment to the Christian faith in fourth grade students will be higher at the classical school in the area of Christian knowledge.

Reject H3: The level of commitment to the Christian faith in fourth grade students will be the same at each school in the area of Christian belief.

Reject H4: The level of commitment to the Christian faith in fourth grade students will be the same at each school in the area of Christian actions.

Based on this information, the classical Christian school produces fourth grade students with a higher level of Christian knowledge than the modern Christian school, but

51 the modern Christian school produces fourth grade students with higher levels of

Christian belief and action than the classical Christian school. Three of the five questions indicated a significant difference in favor of the classical Christian school. So, by a slight margin, the data indicates that fourth grade students in the classical Christian school have a higher level of spiritual formation than the modern Christian school students attending the same grade.

Sub-Question Two

Sub-Question 2: What is the level of commitment to the Christian faith in the eighth grade students at each school?

This question was analyzed by the use of chi-squared tests in SPSS. Four of the

37 survey questions showed a statistically significant difference between the eighth grade students attending the two schools. Table three gives a brief overview of the differences in spiritual formation among eighth grade students attending the two different Christian schools. Each question resulting in a significant difference between the schools is listed under the school that ranked higher in the level of Christian faith formation for that question. For example, question 17 measures knowledge of the Bible and is listed in the classical Christian column in Table 4. This indicates significant difference in the answers given by the eighth grade students at each school for question 17. It is placed in the classical Christian column to indicate a higher level of biblical knowledge shown by the classical Christian students for this question. This pattern continues throughout Table 3.

A chi-square test was performed on all 37 survey questions to determine the significance of relation between eighth grade students, type of school attending, and answers to the survey questions. The survey showed the eighth grade students attending

52 the classical Christian school to have a significantly higher level of Biblical knowledge on questions 17 and 20 compared to the modern Christian school students in the same grade.

Table 4

Questions Resulting in Statistically Significant Differences in Eighth Grade Students

Type of School Classical Christian Modern Christian

Type of Question Knowledge (none) (Survey Question #) (Question 17)

Knowledge (Question 20)

Belief (Question 26)

Belief (Question 30)

Question 17 shows a significant relationship between eighth grade students, type of school attending, and knowledge of the ten commandments, 2(1, 48) = 4.21, p = .04.

Question 20 shows a significant relationship between eighth grade students, type of school attending, and knowledge of the first king of Israel, 2(3, 48) = 13.09, p = .004.

The survey also revealed similar difference in Christian belief on questions 26 and

30.

Question 26 shows a significant relationship between eighth grade students, type of school attending, and belief in moral absolutes, 2(2, 48) = 8.98, p = .011.

Question 30 shows a significant relationship between eighth grade students, type of school attending, and belief in the gospel message of salvation, 2(2, 46) = 6.81, p =

.033.

The following hypotheses were answered based on the previous chi-square results:

Accept H5: The total level of commitment to the Christian faith in eighth grade students will be higher at the classical school.

Accept H6: The level of commitment to the Christian faith in eighth grade students will be higher at the classical school in the area of Christian knowledge.

Reject H7: The level of commitment to the Christian faith in eighth grade students will be the same at each school in the area of Christian belief.

Accept H8: The level of commitment to the Christian faith in eighth grade students will be the same at each school in the area of Christian actions.

Based on this information, the classical Christian school produces eighth grade students with a higher level of Christian knowledge and belief than the modern Christian school. All four questions indicating a significant difference favored the classical

Christian school. Therefore, the eighth grade students in the classical Christian school exhibited a higher level of spiritual formation than the modern Christian school students attending the same grade.

Sub-Question Three

Sub-Question 3: What is the level of commitment to the Christian faith in the twelfth grade students at each school?

After testing for normality and finding the data set for twelfth grade students to be abnormally distributed between the two schools, a different type of analysis for the twelfth grade students was deemed necessary. This question was analyzed through a set of correlation tests in SPSS in order to account for the disproportional number of participants from the two schools. The classical Christian school had an N of 8 and the modern Christian school had an N of 23, however, this test generated ordinal to ordinal approximate significance values based on normal approximations. Two survey questions revealed a statistically significant difference between the twelfth grade students attending the two schools. The survey showed the twelfth grade students attending the classical

Christian school to have a significantly higher level of Biblical action on questions 14 and 15 compared to the modern Christian school students in the same grade.

Question 14 shows a significant relationship between twelfth grade students, type of school attending, and willingness to confront other Christians when they are doing wrong. There was a medium correlation between the variables, r = .42, n = 31, p < .05.

Question 15 shows a significant relationship between twelfth grade students, type of school attending, and desire to live like a Christian. There was a medium correlation between the variables, r = .43, n = 31, p < .05.

Table four gives an overview of the differences in spiritual formation among twelfth grade students attending the two different schools. Both questions resulting in a significant difference between the schools are listed under the school that ranked higher in the level of Christian faith formation for that question. For example, question 14 measures Christian action and is listed in the classical Christian column in Table 5. This indicates a significant difference in the answers given by the twelfth grade students at

55 each school for question 14. It is placed in the classical Christian column to indicate a higher level of Biblical knowledge shown by the classical Christian students for this question. This pattern continues throughout Table 4.

Table 5

Questions Resulting in Statistically Significant Differences in Twelfth Grade Students

Type of School Classical Christian Modern Christian

Type of Question Action (none) (Survey Question #) (Question 14)

Action (Question 15)

A descriptive statistics crosstab correlation was run on all 37 survey questions to determine the significance of relation between twelfth grade students, type of school attending, and answers to the survey questions. The survey data showed the twelfth grade students attending the classical Christian school to have a significantly higher level of Christian action on questions 14 and 15 compared to the modern Christian school students in the same grade.

The following hypotheses were answered based on the previous results:

Accept H9: The total level of commitment to the Christian faith in twelfth grade students will be higher at the classical school.

Reject H10: The level of commitment to the Christian faith in twelfth grade students will be higher at the classical school in the area of Christian knowledge.

Reject H11: The level of commitment to the Christian faith in twelfth grade students will be higher at the classical school in the area of Christian belief.

Accept H12: The level of commitment to the Christian faith in twelfth grade students will be higher at the classical school in the area of Christian actions.

Based on this information, the classical Christian school in this study produced twelfth grade students with a higher level of Christian action than the modern Christian school. The results from questions 14 and 15 both indicate a significant difference in favor of the classical Christian school. Therefore, the twelfth grade students in the classical Christian school exhibited a higher level of spiritual formation than the modern

Christian school students attending the same grade.

Sub-Question Four

Sub-Question 4: Is there a statistically significant difference in the levels of

Christian faith formation between the grades within each school?

After a thorough analysis of the data through the use of SPSS, there were no clear patterns which developed within the schools across the spectrum of survey questions.

However, after studying the answers to the questions by looking at percentages in the general descriptive statistics output, one question brought clarity to the data. It was a simple question that summarized the overarching theme of this project. Question 15 asked the students, “Do you want to live like a Christian?” The answers were reported in a five point Likert scale ranging from always to never. Figure three shows the percentage of students reporting they always want to live like a Christian. Although wanting to live like a Christian and actually living like a Christian are very different, a person will not be able to live a Christian life without first desiring to live such a lifestyle. Therefore, this

57 question is important to the analysis of the Christian faith formation in the students attending these two schools.

120 Do you want to live like a Christian? 100 80 Classical Christian 60 School (ACCS) Modern Christian 40 School (ACSI) 20 0 Grade 4 Grade 8 Grade 12

Figure 3. Percent of students by grade and school who answered “always” to the question, “Do you want to live like a Christian?”

Figure three shows a steady decline in desire to always live like a Christian in students attending the modern Christian school. In fourth grade, 100% of the modern

Christian students reported always wanting to live like a Christian. The percentage dropped to 69.7% in eighth grade students and 52.2% of twelfth grade students attending the modern Christian school. The percentage of modern Christian students always wanting to live like a Christian declined by 30.3% between fourth and eighth grade students and 17.5% between the eighth grade students and twelfth grade students attending the modern Christian school. This is a total difference of -47.8% between the fourth and twelfth grade students attending the modern Christian school.

Figure three shows a slight decline and then an increase in desire to always live like a Christian in students attending the classical Christian school. In fourth grade,

83.3% of the classical Christian students reported always wanting to live like a Christian.

The percentage dropped to 80.0% in eighth grade students and increased to 100% of twelfth grade students attending the classical Christian school. The percentage of classical Christian students always wanting to live like a Christian declined by 3.3% between fourth and eighth grade students and increased by 20% between the eighth grade and twelfth grade students at the classical Christian school. This is a total difference of

16.7% between the fourth and twelfth grade students attending the classical Christian school.

The following hypotheses were answered based on the previous results:

Accept H13: The level of commitment to the Christian faith at the modern school will be lower in eighth grade students than at the fourth grade level.

Accept H14: The level of commitment to the Christian faith at the modern school will be lower in twelfth grade students than at the eighth grade level.

Reject H15: The level of commitment to the Christian faith at the classical school will be higher in eighth grade students than at the fourth grade level.

Accept H16: The level of commitment to the Christian faith at the classical school will be higher in twelfth grade students than at the eighth grade level.

Based on this information, the eighth grade students in the modern Christian school exhibited a lower level of commitment to the Christian faith that the fourth grade students in the modern Christian school. Also, the twelfth grade students at the modern

Christian school exhibited a lower level of Christian faith commitment than the eighth

59 grade students at the same school. The classical Christian students in eighth grade exhibited a lower Christian faith commitment that the fourth grade students at the classical Christian school. However, the twelfth grade students exhibited a higher level of Christian faith commitment that the eighth grade students and the fourth grade students.

Instructional Time

There were several questions included in the survey used in this study that were included in order to gather general data relevant to the issue of spiritual formation in

Christian school students. One of these questions focused of the frequency of teachers using instructional time to integrate Christian faith into the classroom curriculum.

Survey question 35 asked students, “How often do your teachers talk to you about God or the Bible?” The answers available to the students ranged from “every class” through

“never” of a six point Likert scale. Figure four shows the percentage of students answering “every class” to this question. The percentages of students attending the modern school answering “every class” on this question decrease as the students advance through the school, but the percentages increase as students advance through the classical school. The percentage of modern Christian school students responding “every class” was 38.7% in fourth grade, 30.3% in eighth grade, and 21.7% in twelfth grade. This decline in frequency of Christian faith integration by classroom teachers is contrasted by the increase at the classical Christian school. The percentage of classical Christian school students responding “every class” was 29.2% in fourth grade, 53.3% in eighth grade, and

62.5% in twelfth grade. This data was not statistically significant at the .05 level in the

SPSS data output, but is worthy of notation and consideration. These results will be discussed in greater detail in Chapter V.

120How often do your teachers talk about God or the Bible? 100 80 Classical Christian 60 School Modern Christian 40 School 20 0 Grade 4 Grade 8 Grade 12

Figure 4. Percent of students by grade and school who answered “every class” to the question, “How often do your teachers talk about God or the Bible?”

Parental Influence

There is another question not directly related to the students’ personal beliefs which resulted in a highly significant difference between the sample populations of the two schools. Question 36 on the survey given to the students asked, “Who is the most helpful in the development of your Christian faith?” Students were given the choice of answering this question by circling Teachers, Parent(s), Friends, Pastor, Other, or

Nobody. Table six shows the breakdown of answers to this question by percentage of total students in each school responding to each possible choice.

Table 6

Answers to: “Who is most helpful in the development of your Christian faith?” Reported in Percentage of Population Sample by School

Type of School Classical Christian Modern Christian

Teachers 11.6 % 24.1 %

Parent(s) 69.8 % 33.3 %

Friends 7.0 % 3.4 %

Pastor 7.0 % 24.1 %

Other 2.3 % 11.5 %

Nobody 2.3 % 3.4 %

Question 36 was analyzed by the use of chi-squared tests in SPSS. The result of this analysis shows a significant relationship between all students surveyed, type of school attending, and most influential people to the development of Christian faith, 2(5,

130) = 19.01, p = .002. It is interesting to note the very high percentage, 69.8%, of the classical Christian students who responded that parents are the most influential individuals to their Christian faith. Further discussion on this topic is provided in

Chapter V.

Summary of Findings

The results of the data obtained through this survey indicate a relationship between higher levels of commitment to the Christian faith in students attending the classical Christian school in this study when compared to the modern Christian school

62 participating in this study. The results of the fourth grade students’ faith formation were split between results showing a benefit of attending the modern Christian school and the classical Christian school. However, the results from the eighth and twelfth grade students showed a greater benefit to Christian faith formation for students attending the classical Christian school. Furthermore, analysis of fourth, eighth, and twelfth grade students desire to live like a Christian showed a declining interest in the students attending modern Christian schools as they advanced through the school. The classical

Christian school, however, showed an increase in desire to live like a Christian from fourth to twelfth grade with a slight dip in commitment of eighth grade students. Chapter

V will discuss these results in greater detail and recommend action and further studies based on the findings presented in this chapter.

CHAPTER V

This chapter will discuss the results from Chapter IV as related to the previously published research and literature in the field of Christian education. The discussion in this chapter will focus on answering the central research question of this study which asked: How does the spiritual formation of students attending a classical Christian school compare to students attending a modern Christian school? This question was divided into sub-questions to help narrow the focus of this study to a comparison of fourth, eighth, and twelfth grade students attending a modern Christian school and a classical Christian school. Answers to the sub-questions are parts of the total answer to the central question of this research project. This chapter summarizes the findings to the four sub-questions, answers the hypothesis, and discusses the meaning of the results in each section. There is also a discussion of additional findings, limitations, and implications for future research and practice in the field of K-12 Christian education.

Fourth Grade: Summary of the Findings

Sub-question one asked: What is the level of commitment to the Christian faith in the fourth grade students at each school? This question narrows the focus of the central question to the grammar school students attending fourth grade. Based on the results presented in Chapter IV, the classical Christian school produces fourth grade students with a higher level of Christian knowledge than the modern Christian school, but the modern Christian school produces fourth grade students with higher levels of Christian belief and action than the classical Christian school.

The fourth grade students at the classical Christian school showed a significantly higher commitment to the Christian faith on three survey questions relating to Christian

64 knowledge. Two of the questions related to information in the Bible from the New

Testament and one of the questions related to information from the Old Testament.

There were no Christian knowledge survey questions that indicated a higher level of faith formation in the modern Christian school students. In the area of Biblical knowledge, this research indicates a higher commitment to Christian faith in the fourth grade students attending the classical Christian school when compared to the modern Christian school students in the same grade.

The fourth grade students at the modern Christian school displayed significantly higher commitment to the Christian faith on one survey question relating to belief in

Christian teachings. This research indicates a slightly higher commitment to Christian faith in the fourth grade students attending the modern Christian school when compared to the classical Christian school students in the area of Christian belief. The fourth grade students at the modern Christian school also displayed significantly higher commitment to the Christian faith on one survey question relating to actions based on Christian teachings. This research indicates a slightly higher commitment to Christian faith in the fourth grade students attending the modern Christian school when compared to the classical Christian school students in the area of Christian action.

There were five questions from the 37 question survey that yielded statistically significant results between the two schools. Three of the five questions indicated a significant difference in favor of the classical Christian school. So, by a slight margin, the fourth grade students in the classical Christian school have a higher level of spiritual formation than the modern Christian school students attending the same grade.

Hypotheses Relating to Sub-Question One

Reject H1: The total level of commitment to the Christian faith in fourth grade students will be the same at each school.

Accept H2: The level of commitment to the Christian faith in fourth grade students will be higher at the classical school in the area of Christian knowledge.

Reject H3: The level of commitment to the Christian faith in fourth grade students will be the same at each school in the area of Christian belief.

Reject H4: The level of commitment to the Christian faith in fourth grade students will be the same at each school in the area of Christian actions.

Discussion of the Findings

The difference in survey results between the two schools regarding commitment to the Christian faith in fourth grade students attending the classical Christian school when compared to the modern Christian school was significant. Thus, even at the fourth grade level, the culture and curriculum of a school appears to have an effect on the formation of Christian faith in the students. The educational approach of the Trivium used at the classical Christian school might be a benefit to the students in fourth grade in the area of Christian knowledge. Knowledge and actions are two stages of spiritual formation in Christian education (Wilhoit, 2008). Pazmino (2010) asserted that students must be given the information necessary to obtain knowledge of what a commitment to

Christian faith entails. After knowledge is acquired, students will either believe or not believe the religious teachings of the faith. Fowler (1981) described this stage as the

Mythic-Literal stage of faith formation and is the second level of spiritual faith formation

66 in the Development Theory. Peck (1998) also refered to knowledge of formal systems of religious teachings as the second stage of faith formation.

The grammar stage of the Trivium uses chants and repetition to learn facts, or building blocks, of each subject without seeking to explain as much of the “why” or

“how” of subjects (Bauer & Wise, 2009). The grammar of the Christian faith is summarized in the Bible. The classical Christian school students in fourth grade show signs of higher Biblical knowledge than the modern Christian school students. These results coincide with the claims of classical Christian schools regarding the benefit of increased focus on memorization of subject matter in the early stages of schooling

(Perrin, 2004). Neuroscientists document this claim through brain based research and increased brain development as a result of memorization (Willingham, 2006).

The results of this study suggest that the students in the fourth grade attending the modern Christian school possess a higher level of belief in the Christian faith. However, only one question indicated a significant difference between the two schools. After looking at all the data collected, I cannot confidently state that this one question is enough to show a strong relationship between the school and the Christian belief of the students. One question does not indicate a pattern in this area and may be the result of a poorly formed question. The significant difference between the two sample populations involved the belief in the importance of baptism. The modern Christian students believe that baptism is important to a significantly higher degree than the classical Christian students.

The results of this study also show signs of fourth grade students attending the modern Christian school to have a higher level of actions aligned with Christian

67 teachings. However, only one question indicated a significant difference between the two schools in this area. After looking at all the data collected, I cannot confidently state that this one question is enough to show a strong relationship between the school and the

Christian actions of the students. As stated before, one question does not indicate a pattern in this area. The significant difference between the two sample populations involved the belief in the importance of sharing the Christian faith with others. The modern Christian school students believe that sharing the Christian faith is important to a significantly higher degree than the classical Christian school students.

Eighth Grade: Summary of the Findings

Sub-question two asked: What is the level of commitment to the Christian faith in the eighth grade students at each school? This question narrows the focus of the central question to the middle school students attending eighth grade. The classical school refers to this as the logic stage of the Trivium. Based on the results presented in Chapter IV, the classical Christian school produces eighth grade students with a higher level of Christian knowledge and Christian belief than the modern Christian school. There were four questions from the 37 question survey that yielded statistically significant results between the two schools. All four of these questions indicated a higher level of Christian commitment in the classical Christian students. Two of the questions indicated a significant difference in the area of Christian knowledge and two of the questions indicated a difference in the area of Christian belief. There were no questions resulting in a statistically significant difference in the area of Christian action between the eighth grade students attending the two schools. This study provides preliminary evidence that the eighth grade students in the classical Christian school have a higher level of spiritual

68 formation than the modern Christian school students attending the same grade. For the purpose of this study, spiritual formation is the maturation process of Christian faith involving knowledge, beliefs, and actions after conversion to Christianity.

Hypotheses Relating to Sub-Question Two

Accept H5: The total level of commitment to the Christian faith in eighth grade students will be higher at the classical school.

Accept H6: The level of commitment to the Christian faith in eighth grade students will be higher at the classical school in the area of Christian knowledge.

Reject H7: The level of commitment to the Christian faith in eighth grade students will be the same at each school in the area of Christian belief.

Accept H8: The level of commitment to the Christian faith in eighth grade students will be the same at each school in the area of Christian actions.

Discussion of the Findings

Based upon the data collected in this study, the level of Christian knowledge is higher in the classical Christian school than in the modern Christian school according to the results from questions 17 and 20 of the survey. These two questions are both taken from the Old Testament portion of the Bible. It could be the case that the modern

Christian school in this study does not place as much emphasis on the Old Testament as the classical school. This could be the reason the eighth grade students attending the modern Christian school were not as familiar with the Ten Commandments or the first

King of Israel. However, there is nothing in the schools statements of faith or mission statements that would indicate this to be a viable explanation for these results.

The statement of faith for ACCS is five times longer than the ACSI statement of faith. This could be an indication of the seriousness to which the ACCS schools must hold to biblical teachings compared to the ACSI schools, but I am not confident that this is the explanation of the difference in biblical knowledge in the eighth grade students at these two schools. It seems more likely that the instructional methodology, teachers, parents, administration, and school culture play more of a part in these results.

There is also a difference in the Christian belief in the students at these schools.

There is a significant difference in the students’ belief in salvation as a gift from God and moral absolutes. These two areas are fundamental to evangelical Christian faith and are much more cause for discussion that the difference in Christian knowledge. It is cause for concern when students reach the eighth grade in a Christian school and do not believe the fundamental teaching of salvation as a gift from God that cannot be earned. Parents who expect students to be trained in the Christian faith when attending a Christian school should be aware of such characteristics of the system. The classical Christian students were also more likely to believe that some things in life are always right or always wrong. The Bible teaches that there is right and wrong actions in life. Again, there are many reasons that could explain why there is a difference in the levels of Christian belief between the eighth grade students attending the two schools, but there is not enough information provided by the survey used for this study to form an educated guess based on the results. There is more need for research in this area if an accurate understanding is to be provided. Studying the faith formation of teachers, administrators, and parents of the students could be helpful. Also, studying the teachings of the churches the students attend could also shed light on these results. Conducting an in-depth qualitative study of

70 each school to provide thick rich descriptions of the culture, instructional methodologies, and discipline policies might prove beneficial.

A qualitative study could reveal the students in the modern Christian school to be more advanced than a quantitative study of this nature can provide. Individuate-

Reflective is the fourth of six stages in the Development Theory presented by Fowler

(1981). This stage of spiritual formation involves the discovery and exploration of other worldviews. Questioning faith and beliefs in this stage is a result of faith development and not loss of faith as individuals in stage three might suspect when watching people operating this stage (Fowler, 1981). It could be that the modern Christian school students have reached level four in Fowler’s Development Theory. If the modern Christian school students have moved into this stage, they could be using this survey to rebel against the faith they have been taught at the school.

Twelfth Grade: Summary of the Findings

Sub-question three asked: What is the level of commitment to the Christian faith in the twelfth grade students at each school? The results from the SPSS analysis of the

37 survey questions indicate the classical Christian school twelfth grade students report a higher level of Christian action than the modern Christian school students in the same grade. Fowler (1981) and Peck (1998) both place action toward others in the highest level of spiritual formation. Two questions revealed a significant difference between the two schools. The results from questions 14 and 15 both indicate a significant difference in favor of the classical Christian school. Question 14 asks if a student is willing to tell another Christian when they are doing wrong and help them change. Question 15 asks students if they want to live like a Christian. These two questions indicate a significant

71 difference in the twelfth grade Christian school students participating in this study in the area of Christian action, but there was no statistically significant difference found in the areas of Christian knowledge or Christian belief. This information indicates the twelfth grade students in the classical Christian school possess a higher level of spiritual formation than the modern Christian school students attending the same grade.

Hypotheses Relating to Sub-Question Three

Accept H9: The total level of commitment to the Christian faith in twelfth grade students will be higher at the classical school.

Reject H10: The level of commitment to the Christian faith in twelfth grade students will be higher at the classical school in the area of Christian knowledge.

Reject H11: The level of commitment to the Christian faith in twelfth grade students will be higher at the classical school in the area of Christian belief.

Accept H12: The level of commitment to the Christian faith in twelfth grade students will be higher at the classical school in the area of Christian actions.

Discussion of the Findings

The commitment to the Christian faith in the classical Christian school students attending twelfth grade is higher that the modern Christian school students in the same grade. There were only two questions showing a statistically significant difference in the twelfth grade students and more research should follow this study to determine the strength of these findings. Both of the questions indicated a difference in Christian actions between the students attending the two schools. The assumption is that Christian actions are preceded by knowledge and belief. Therefore, higher levels of commitment to Christian actions may indicate deeper levels of spiritual formation in the areas of

Christian knowledge and belief. This theory reflects the work of Fowler (1981) and Peck

(1998).

Question 14 indicates a difference in desire to help other Christians grow in the area of faith formation and Question 15 revealed a difference in the area of personal desire to live like a Christian. These are the two questions resulting is statistically significant differences between the two schools. These two questions encompass relationships with other people and internal desires that do not relate directly to others.

These two questions also provide a reflection of the internal actions of the students and the interpersonal actions of students dealing with other Christians. These results show the classical Christian students to have a more fully developed commitment to working within the Christian community, but there was not a difference in the two schools when relational questions were asked regarding interaction with non-Christians. Researching the interaction of Christian school students with non-Christians may be a beneficial area of study for future researchers.

All Grades: Summary of the Findings

Sub-question four asked: Is there a statistically significant difference in the levels of Christian faith formation between the grades within each school? Based on the answers to survey question 15, there are obvious differences between the schools, but the differences are not statistically significant. This does not mean, however, that the results are not meaningful. Question 15 asked, “Do you want to live like a Christian.” The students answering this question “always” at the modern Christian school declined substantially between fourth and eighth grade and fell off again between the eighth and twelfth grade students. The classical Christian students in fourth grade answering

“always” to question 15 were lower than the modern Christian school, slightly higher than the modern Christian school students in eighth grade and almost twice as high as the modern Christian students in twelfth grade. Although a slight dip in the percentage occurred, the classical Christian students answered this question “always” with similar frequency between fourth and eighth grade. The answers to this question by the twelfth grade students showed an immense increase compared to the eighth grade students at the same school. In total, the modern Christian school students “always” wanting to live like a Christian moved from 100% in fourth grade to 52.2% in twelfth grade. The classical

Christian school results were drastically different than the modern Christian school. Of the fourth grade students at the classical school, 83.3% of the students “always” want to live like a Christian. The results rose to 100% of the twelfth grade students at the classical school “always” wanting to live like a Christian. The results of this question move in opposite directions and will be discussed after a brief review of the hypotheses for sub-question four.

Hypotheses Relating to Sub-Question Four

Accept H13: The level of commitment to the Christian faith at the modern school will be lower in eighth grade students than at the fourth grade level.

Accept H14: The level of commitment to the Christian faith at the modern school will be lower in twelfth grade students than at the eighth grade level.

Reject H15: The level of commitment to the Christian faith at the classical school will be higher in eighth grade students than at the fourth grade level.

Accept H16: The level of commitment to the Christian faith at the classical school will be higher in twelfth grade students than at the eighth grade level.

Discussion of the Findings

Why is there a steady decline in the desire to live like a Christian in the modern

Christian school? To adequately answer this question, it is important to reflect on both the developments in the modern American educational philosophy and spiritual formation theories. The modern Christian school is often a reflection of the modern public school with the exception of a Bible class or chapel inserted into the curriculum (Boerema,

2011). Based on the results from survey question 15, it should not be a surprise that

Bacham (2007) reports between 75 and 88 percent of children raised in Christian homes are leaving the Christian faith within one year of graduating from high school. The majority of students raised in Christian homes attend modern schools.

Modern Christian schools have been influenced by the idea that religious neutrality is possible in education (Hart, 2006; Lawrence, 2007; Stallones, 2006). Morals and ethics can be taught without the use of religion or the Bible, but this will not lead a child to Christianity or an understanding of the Bible. In the same way, subjects in school can be taught without bringing God into the educational process. However, by doing this, modern Christian schools are teaching students to remove God from every subject and area of life. This approach teaches students to place God in a box called

“religion class” or “weekly chapel.” This attitude removes God from daily thought and actions. By removing God from the subjects in Christian schools, He is removed from all of life and becomes irrelevant in the life of a student. The desire to live like a Christian declines and becomes nothing more than the words on the pages of a book collecting dust on a shelf.

Looking at the survey results through the lens of spiritual formation theories might prove to be more beneficial. The third stage in Peck’s (1998) four stage model of spiritual formation is given the title of Skeptic-Individual. This stage involves questioning formal religious teaching to determine truth and validity of formal organized religious teachings. Individuals who do not advance from this stage often appear non- religious or apathetic regarding formalized religion (Peck, 1998). This could be occurring in the modern Christian school students and being revealed in the commitment to Christian faith survey used in this study. Fowler (1981) places the questioning of faith at level four of six stages in the Development Theory relating to spiritual formation.

Fowler also states the possibility of this stage in spiritual formation appearing to be a loss of faith rather than a faith which is developing. This advanced level of faith formation could be the level to which the modern Christian school advances students. According to

Fowler (1981), students may be developing spiritually even if this quantitative study does not show growth. A qualitative study might reveal students to be taking a different and more personal faith journey.

The instructional methodology of the Trivium in classical education could be a contributing factor to the increased levels of students “always” wanting to live like a

Christian. In the grammar stage, the students are taught through repetition and memorization. These teaching methods should be explored with future research focusing on influence of teaching methods at various stages of K-12 education. Fourth grade is part of the grammar stage and the Christian faith may be more head knowledge than personal belief as a result of this style of teaching. This idea is supported by the results from the survey questions of fourth grade students in this study. If there is a relationship

76 between teachers talking about God or the Bible in every class and the desire to live like a Christian, why is there a slight decline in the classical Christian students commitment to the Christian faith between fourth and twelfth grade? The Trivium may have an effect in this area. In the logic stage of classical education, students are encouraged to question everything and deconstruct the facts from the grammar stage of education. This might cause some students to doubt the faith formation which has occurred in them thus far in life. If a student does not persist in the classical Christian educational system into the rhetoric stage, the reconstruction and expression of knowledge may not be fully reformed in students. The rhetoric stage of classical education is the final stage of the Trivium.

Students are taught the expression of knowledge through speaking and writing.

Formation of personal thoughts and beliefs are part of this educational stage as students learn to master ideas for the purpose of articulating knowledge and truth with beauty and eloquence. This concept forces students to form a holistic understanding of subjects and ideas. This study provides preliminary evidence that classical Christian education may be more effective in Christian faith formation than modern Christian schools when students persist through all levels of K-12 education.

Seeking to match the classical Christian students to a spiritual formation theory could be more beneficial than the previous discussion of the Trivium. It is difficult to determine the commitment to the Christian faith in students by analyzing data. However, it appears that the classical Christian students in this study are advancing past the third of

Peck’s four stage theory of spiritual formation (1998). The fourth and final stage involves balancing the paradoxical nature of stages two and three with a deep belief in religious teachings and acceptance of organizational structures. In this stage a person is

77 focused on helping society and becomes less focused on personal concerns (Peck, 1998).

This theory is modeled after the Development Theory of Fowler (1981). Fowler’s

Conjunctive Faith stage is the fifth of six spiritual formation levels. People in this stage are aware of the boundaries and limits of human knowledge and logic and revisit the stories and teachings from the Mythic-Literal stage. Now, however, individuals in this stage appreciate these teachings with a broader understanding and are not mentally bound by a narrow theology (Fowler, 1998).

Additional Findings

Summary of the Findings

There were two unique results not encompassed in the central question or sub- questions. Survey question 35 asked students to answer how often the school teachers talk about God or the Bible. As seen in figure one, the results from this question show a steady decline in frequency of Christian faith integration into classroom instruction at the modern Christian school as students’ move through fourth, eighth, and twelfth grade.

The classical Christian school students, however, indicated an increased level in frequency of Christian faith integration into classroom instruction as students’ move through fourth, eighth, and twelfth grade. The results to this question are not statistically significant, but they are noteworthy in the explanation of other survey results in personal faith formation of the students in this study. These results seem to indicate that the classical students’ faith formation increased as the frequency of Christian religion was included in classroom instruction.

Survey question 36 asked students to answer, “Who is the most helpful in the development of your Christian faith?” Students were given the option of circling

“Teachers”, “Parents”, “Friends”, “Pastor”, “Other”, or “Nobody”. Students from the modern Christian school and the classical Christian school both answered “Parents” with greater frequency than any other category. However, 69.8% of classical Christian students answered “Parents” were the most influential individuals to their personal faith formation compared to just 33.3% from the modern Christian school students. This result was statistically significant and may be important to interpreting the results from this study.

Discussion of the Findings

It seems clear from the results of survey questions 35 and 36 that parents and teachers play an important role in the area of Christian faith formation in K-12 Christian school students. Parents are good mentors for children, but during high school students develop a greater need for non-parental mentors (Steinberg, 2008). Lanker (2010) supports this claim and urges mentors to pass on the Christian faith to younger generations by caring actions. The desire to live like a Christian in students attending the classical Christian school took a slight dip between fourth and eighth grade, and then dramatically increased in the twelfth grade students (see Figure 1). Why is this result so different from the students at the modern Christian school? Classical Christian schools using Trivium based educational methodology seem to actively incorporate God into every area of the school curriculum. This is seen in figure two which shows the percentage of students answering “every class” to the question of “How often do your teachers talk about God and the Bible?” The percentages of students attending the modern school answering “every class” on this question decrease as the students advance through the school, but the percentages increase as students advance through the classical

79 school. Increased instructional time given to God and the Bible could be a cause for the increased commitment to the Christian faith in students attending the classical Christian school. Administrators and teachers should take note of this relationship and integrate

God and the Bible into each class and subject. This may increase the desire for Christian school students to live like a Christian.

Discussing God or the Bible in every class could be a cause for concern. This type of instruction evokes ideas of indoctrination rather than education. Indoctrination is distinguished from education when the students are not given the opportunity to question the messages being received from instructors (Wilson, 1964). Classical schools try to combat the problem of indoctrination during the logic stage of the Tritium. During the middle school years, students are taught to think critically and argue well through skills of classic logic. Indoctrination is often associated with religious teachings or faith groups. In many ways, education at any type of school has elements of indoctrination mixed with education. However, because of the strong focus on logic and questioning all teachings during the middle school years at classical Christian schools, it would not be appropriate to imply indoctrination as the focus of these schools.

This study provides evidence that parental influence is essential to the development of Christian faith in students attending Christian schools. However, an important question is raised from the results of this study. Why did 7 out of 10 classical

Christian school students indicate parents to be the most important people influencing their personal faith formation compared to 3 out of 10 students at the modern Christian school? Does the classical school create a culture of parent involvement that the modern school does not create? Do parents who are highly involved in the spiritual lives of their

80 children choose classical Christian schools at a higher rate than modern Christian schools? These are just two possible questions that could help answer the statistically significant difference found in the results to survey question 36. The results from this study and the literature review do not give any information to indicate an explanation for this result. This is an area that should be studied by future researchers and will be discussed in the implications for research section.

Limitations and Delimitations of the Study

Delimitations of the Study

There were several delimitations built into the design of this study. First, it was determined that the ACCS would be the association from which to select schools representing the classical Christian methodology of education. Second, the ACSI was selected as the association from which to choose modern Christian schools for this study.

Third, the subjects in this study were predetermined to be students enrolled in fourth, eighth, and twelfth grade from the selected schools. Fourth, the schools involved in this study were selected by proximity to the researcher’s location which limited the study to

Midwestern schools.

Limitations in Sampling

A purposeful convenience sampling procedure was used to target and obtain the final sample for this study. However, unexpected limitations to the sampling occurred during the selection process. I targeted and invited eight ACCS and eight ACSI schools to participate in this study. The selection of schools was based on matching ACCS and

ACSI schools with each other by geographic location, total number of students, tuition, date founded, and number of churches represented within the student population. All

81 eight ACCS schools invited to participate in the study agreed to participate, but only one

ACSI school agreed to participate. This limitation to the study affects the sample size, strength, and generalizability of the results beyond the scope of the two schools involved in this study.

Limitations in Instrumentation

The instrument used for this research was constructed specifically for the purpose of this study. As such, there may be a reflection of researcher bias in the instrument.

Any bias in the instrumentation is unintentional, but may affect the overall result of the study and survey. Additionally, the scope of the survey used in this study could not measure the full faith formation of each student. Faith formation comes from the work of the Holy Spirit and cannot be fully measured by a survey or produced by the work of people (Pazmino, 2010).

Implications

The following implications from this study are intended as recommendations to advance the theory, research, practice, leadership, education and training in K-12

Christian schools. This section is organized into areas of theory development, research, practice, and educational training. It is the hope of this researcher that the following sections will inspire the reader to action in these and other areas of Christian education.

Action should be taken in these areas for the purpose of advancing the gospel message of the Bible and increasing the Christian faith formation of Christian school students.

Implications for Theory Development

This study supports the work of worldview analysis compiled by the Nehemiah

Institute suggesting a greater level of Christian faith formation in students attending

82 classical Christian schools compared to students attending modern Christian schools.

Due to the limitations in the generalizability of this study, further research should be conducted in the area of faith formation in students attending K-12 Christian schools.

Research in this area should include a larger population and sample size to increase the reliability and generalizability of future studies. Future researchers may find benefit in studying the relationship between faith formation (Fowler, 1981; Peck 1998), educational methodologies (Dewey, 1893; Hart, 2006; Wilson, 2003), and moral development theories (Gilligan, 1982; Kohlberg, 1976).

The central question narrowed the focus of this study to a comparison of the faith formation in students attending a modern Christian school and classical Christian school.

There is a difference in the faith formation of the students attending the schools participating in this study. The educational methodologies used at each school seem to contribute to the differences between the students. However, future researchers may want to investigate the moral development theories of Kohlberg (1976) and Gilligan

(1982) as possible explanations of the differences shown in this study. Kohlberg suggested moral development begins with self-preservation, advances to complying with social norms, and concludes with individuals acting in ways that are best for the general good of society (Kohlberg, 1976). These stages might be used by researchers developing theories involving different levels of spiritual formation in students at Christian schools.

Theorists should also consider the claims of Gilligan (1982) regarding the differences between male and female subjects. Gilligan (1982) suggested the possibility of moral development being different based on gender. The work of Kohlberg and Gilligan should

83 be considered as researchers and theorists continue to advance the field of spiritual formation in students attending Christian schools.

Implications for Research

This study raises many questions in need of being researched that might provide a better understanding of spiritual formation in students attending K-12 Christian schools.

The following list of research questions are offered for readers interested in advancing research in this field of study:

1. Is there a relationship between the spiritual formation of K-12 Christian school

students and the level of commitment to the Christian faith in Christian school

teachers?

2. Is there a relationship between the spiritual formation of K-12 Christian school

students and parental involvement in school activities?

3. What are the lived experiences of parents who choose to send students to K-12

Christian schools?

4. What are the lived experiences of students attending K-12 Christian schools?

5. What are the lived experiences of graduates from K-12 Christian schools?

6. What character qualities are associated with effective leaders at K-12 Christian

schools?

Implications for Practice

There are several implications for best practices in K-12 Christian schools when the goal of spiritual formation in Christian faith is preeminent within the organization.

First, classical methodology should be considered as an option to advance a deeper commitment to Christian faith in the students attending the school. Second, all teachers

84 should be encouraged to integrate Biblical teaching and worldview into classroom instruction and curriculum. Third, opportunities for parental involvement should be nurtured and explored. Finally, Christian school leaders should seek to foster an atmosphere for spiritual growth for all employees and students.

Implications for Educational Training

Training in the areas of classical education and Biblical studies are necessary to explore for the possibility of increased spiritual formation in Christian school students.

Educational leaders should investigate classical education and seek to transition modern

Christian schools into classical Christian schools. Educational leaders of K-12 Christian schools should also provide Biblical training and worldview instruction as part of the core instructional leadership practices in professional development of teachers and other staff members. This training should focus on the reunification of spiritual and academic instruction.

Conclusion

This study revealed a significant difference in the spiritual formation of students attending a modern Christian school and a classical Christian school. The classical

Christian school chosen for this study produced students with higher levels of commitment to the Christian faith than the modern Christian school participating in this study. The school culture involving Trivium based Christian education and integration of faith into daily instruction are major contributing factors to the increased levels of

Christian faith formation in students attending the classical Christian school. Parental influence in the spiritual development of students is also much higher at the classical

Christian school and is another contributing factor to the increased levels of Christian commitment in classical Christian students.

Christian school leaders should consider the results of this study when evaluating ways to increase the Christian faith commitment of the students attending the schools at which they serve. Instructional leadership in the area of integrating Christian faith into academic lessons is one important component of school culture that school leaders must seek to improve. Transitioning modern Christian schools to classical Christian schools should also be considered. Finally, Christian school leaders should seek to cultivate an environment of partnering with parents to help them raise their children in the Christian faith while also developing ways to increase the level of Christian commitment in parents. Ultimately, K-12 Christian school leaders should keep faith first in the daily operation of the school. Integration of faith and academics in Christian schools is a great way to train children in the ways of the Lord, and when they have grown, they will not depart from Him.

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APPENDIX A

CHRISTIAN SCHOOL ASSOCIATIONS

The following is a list of Christian School Associations measured by the PEERS test and taken from the Nehemiah Institute at: http://www.nehemiahinstitute.com/csa.php

AABC- Accrediting Association of Bible Colleges 5575 S. Semoran Blvd., Suite 26 Orlando, FL 32822-1781 Telephone: (407) 207-0808 FAX: (407) 207-0840 Email: [email protected] WEB: www.gospelcom.net/aabc

Published Comments AABC's mission, purposes, and goals are established by the association membership. The mission, purposes, goals and objectives are the foundation of the association's Criteria for Accreditation. The following statements are excerpts from the association's Constitution (see Section II) and Bylaws. Mission. The mission of the Accrediting Association of Bible Colleges is to provide accreditation for undergraduate institutions of Bible-centered higher education within Canada, the United States, and related territories. Purposes. The association seeks to fulfill its mission by: a) Promoting excellence among Bible colleges through the process of accreditation; b) Promoting cooperation among member colleges and communicating the association's distinctives to society; and c) Providing services that will stimulate excellence among member college administrators, board members, faculty, and students.

AACS – American Association of Christian Schools National Office P.O. Box 1097 Independence, MO 64051-0597 (816) 252-9900 FAX: (816) 252-6700 E-mail: [email protected] Web: www.aacs.org

Published Comments: The American Association of Christian Schools - is one of the leading organizations of Christian schools in the country. Founded in 1972 and now in operation for over twenty- five years, the AACS serves over 210,000 students and teachers enrolled in member schools throughout the United States. The general purpose and objectives of AACS are to aid in promoting, establishing, advancing, and developing Christian schools and Christian education in America.

ACE - Accelerated Christian Education PO Box 299000 Lewisville, Texas 75029-9000 General: 972-315-1776 Orders: 800-925-7777 Fax: 972-315-2862 Email: [email protected] Web: www.schooloftomorrow.com

Published comments: Accelerated Christian Education is more than quality academics. The curriculum is built on a theistic philosophic foundation. Students learn to see life from God's point of view. Their personal relationship with God and their personal responsibilities to family, church, and community are of primary concern.

ACCS – Association of Classical and Christian Schools PO Box 9741 Moscow, ID 83843 Telephone: 1-208-882-6101 Fax: 1-208-882-9097 Email: [email protected] Web: www.accsedu.org

Published comments: The primary mission of this association is to promote, establish, and equip schools committed to a classical approach to education in the light of a Christian worldview grounded in the Old and New Testament Scriptures. The mission of the association is both to promote the classical approach, and provide accountability for member schools to ensure that our cultural heritage is not lost again. This mission will be accomplished through the work of the Association of Classical and Christian Schools. Through these various means, ACCS seeks to set an educational standard for a unified and directed approach to classical and Christian learning.

ACSI – Association of Christian Schools International PO Box 35097 Colorado Springs, CO 80935-3509 731 Chapel Hills Drive Colorado Springs, CO 80920-1027 719-528-6906 (Main Phone Number) 800-367-0798 (Customer Service) E-mail: [email protected] Web: www.acsi.org

Published comments: The Association of Christian Schools International (ACSI) was founded in 1978, the outgrowth of a merger of three associations, namely: The National Christian School Education Association (NCSEA); The Ohio Association of Christian Schools (OACS); and the Western Association of Christian Schools. Today, in addition to our headquarters facility, ACSI has 16 Regional Offices in North America and around the globe. Current membership includes 5,000 member schools from 115 countries with an enrollment of 1,030,000 students. Programs and services are designed to assist Christian schools at every grade level including early education and higher education.

CEAI - Christian Educators Association International Post Office Box 41300 Pasadena, CA 91114 (626) 798-1124 Email: [email protected] Web: http://www.ceai.org

Published comments: CEAI, founded in 1953, became the first national organization of professional Christian educators serving in public, private and charter schools. CEAI is a leader in promoting the rights of religious persons in public education. CEAI is on the leading edge...encouraging Christians to be "salt and light" in public education, publicly promoting the Declaration for Public Education which encourages the local church and community to be an active participant and supporter of public schools, and a return to Judeo-Christian values which promote character education and core values.

COC - Church of Christ Schools Church of Christ c/o: Silbano Garcia, II. P.O. Box 336 Crystal City, TX 78839 Telephone: 830.374.9130 Email: [email protected] Web: http://www.church-of-christ.org/

Published comments: We are undenominational and have no central headquarters or president. The head of the church is none other than Jesus Christ himself (Ephesians 1:22-23). Each congregation of the churches of Christ is autonomous, and it is the Word of God that unites us into One Faith (Ephesians 4:3-6). We follow the teachings of Jesus Christ and his holy Apostles, and not the teachings of man. We are Christians only!

ChNaz - Church of the Nazarene 6401 The PaseoKansas City, MO 64131-1213 (816) 333-7000 e-mail: [email protected] Web: www.nazarene.org

Published Comments: Nazarenes support 10 liberal arts institutions in the United States, Canada, and Africa, as well as 2 graduate seminaries and 43 undergraduate Bible/theological colleges worldwide.

CSI - Christian Schools International 3350 East Paris Ave. Grand Rapids, MI 49512 (616) 957-1070 or (800) 635-8288 Fax: (616) 957-5022 Email: [email protected] web: www.CSIonline.org

Published comments: Christian Schools International is a dynamic and growing organization of Reformed Christian schools throughout North America and beyond. CSI serves over 475 schools, with a combined enrollment of over 100,000 students, and has been doing so since 1920.

ELEA - Evangelical Lutheran Education Association 2625 Colby Ave. Suite 3, #202 Everett, WA 98201 1-800-500-7644 Email: [email protected] Web: www.elenational.org

Published Comments: The purpose of the Evangelical Lutheran Education Association is to promote and support quality education quality childcare programs that are Christ-centered in early childhood centers, elementary and high schools of the ELCA.

F.A.C.E. Foundation for American Christian Education P.O. Box 9588 Chesapeake, VA 23321-9588

Phone: 800-352-3223 FAX: 757-488-5593 Web: www.face.net

Published comments: The Foundation for American Christian Education serves individuals and organizations with resources and education. F.A.C.E. offers regional seminars in various locations, the Slater Institute to train teachers, consulting to schools and home educators, school- planting support, an educational Journal, study-group guides, Teacher Certification Program, and a catalog of various materials, books, tapes, and posters. Our Mission: To publish and teach America’s Christian history and method of education by Biblical principles to restore Christian self-government and character to the individual, to families, to churches, and to the nations.

NAES - National Association of Episcopal Schools 815 Second Ave., Suite 313 New York, NY 10017 1-800-334-7626 Email: [email protected] Web: www.naes.org

Published Comments: The National Association of Episcopal Schools, an independently incorporated, nonprofit, voluntary-membership organization, supports and serves the vita work and ministry of those who serve Episcopal preschools and schools, school start-up committees, and regional and diocesan Episcopal schools associations throughout the Episcopal Church. It does so in order to enhance their work with nearly 165,000 Episcopal school students: they too are NAES. As part of its mission and ministry, NAES interprets, represents, and advocates for Episcopal schools in the education and government communities and the wider Church.

NCEA - National Catholic Educational Association 1077 30th Street, NW, Suite 100 Washington, DC 20007-3852 (202) 337-6232 email: [email protected] web: www.ncea.org

Published comments: NCEA's Secondary Schools Department offers a variety of programs for school personnel including teachers, administrators, campus ministers, and development directors. The programs address key issues in Catholic high schools including spirituality and faith formation, extracurricular programs for students, and Catholic social teaching.

NICS - Network of International Christian Schools, Inc. PO Box 1260 Southaven, MS 38671 Telephone: 1-800-887-6427 Fax: 1-662-796-1840 E-mail:[email protected] Web: www.nics.org

Published Comments: NICS is a unique missions concept founded on the belief that a major thrust for world evangelism and discipleship for Christ can be accomplished through the classroom with the impact of committed Christian educators overseas. NICS was established to establish additional international Christian schools in major cities of the world where there is such a need.

OACS - Ontario Alliance of Christian Schools 617 Garner Road East Ancaster, Ontario, Canada L9G 3K9 Telephone: 1-905-648-2100 Fax: 1-905-648-2110 Email: [email protected] Web: www.oacs.org

Published Comments: Achieving educational excellence with integrity through effective, independent Christian schools, accessible to parents throughout Ontario. Because the right virtues matter in achieving high standards and good character in the nurture of responsible citizens for Canada in a global civilization.

ORUEF- Oral Roberts University Education Foundation 2488 E. 81st, Suite 130

Tulsa, OK 74137 Telephone: 1-918-493-8043 Fax: 1-918-493-8159 Email: [email protected] Web: www.oru.edu/oruef

Published Comments The Oral Roberts University Educational Fellowship, founded by Oral Roberts, is a religious, nonprofit organization of Charismatically open Christian schools. The ORU Educational Fellowship is composed of schools whose curricula are built on the complete and uncompromised Word of God, and whose staffs, faculties, students, and administrators have agreed to be led by the Holy Spirit. These Fellowship schools, under

the Guidance of Oral Roberts University, agree to provide support to one another in seeking continuous spiritual development, academic credibility, and financial stability in the context of educating the whole person .... body, mind, and spirit ... under God's authority. Membership is open to all interested persons, schools, and colleges who subscribe to the Statement of Faith and Purpose of the Fellowship.

SBACS - Southern Baptist Association of Christian Schools P. O. Box 3407 Brentwood, TN 37024–3407 Telephone: 800 722–2764 Fax: 615 834–6909 Email: [email protected] Web: www.sbacs.org

Published Comments: The Southern Baptist Association of Christian Schools is a professional organization for kindergarten through high school Christian schools. SBACS exists to advance church related Christian school ministries by fortifying school leaders with information, training, professional networks and an influence artery. SBACS is a nonprofit organization of Christian schools whose member schools are primarily Southern Baptist related. We are committed to programs that encourage and support excellence in Christian education grounded in a biblical worldview.

SCS - Society of Christian Schools 7600 Glover Road Langley, British Columbia, Canada V2Y 1Y1 Telephone: 1-604-888-6366 Fax: 1-604-888-2791 Email: [email protected] Web: www.twu.ca/scsbc

Published Comments: SCSBC consists of 40 member schools that are operated by locally autonomous school associations. Since 1949 the SCSBC has provided a wide range of services for its member schools as well as others seeking resources and support in the provision of Christian education. The SCSBC is an organization of Christian school communities sharing a biblical vision for Christian education in the province of British Columbia, Canada. Our purpose is to strengthen and promote Christian education by serving, supporting and encouraging our members and others in this endeavor.

SDA - Seventh-Day Adventists 12501 Old Columbia Pike

Silver Spring, MD 20904-6600 (301) 680-6000 Email: [email protected] Web: www.adventist.org

Published Comments: Seventh-day Adventists have one of the broadest centralized Protestant educational systems in the world (5,530schools, colleges and universities). The Adventist Church operates one of the largest educational systems in the world, and features Universities such as Loma Linda whose Medical Center is at the forefront of treatments such as the innovative Proton Accelerator for cancer treatment. Through a world-wide network of schools, Adventists seek to better humanity through providing education and vocational training.

WCS - Worldwide Christian Schools 1009 44th Street SW Grand Rapids, MI 49509 Telephone: 1-616-531-9102 / 1-800-886-9000 Email: [email protected] Web: www.wwcs.org

Published Comments: Worldwide Christian Schools helps in the development of Christian schools which consciously and consistently integrate the teachings of the Word of God for all of life into their educational program. This commitment arises from Worldwide Christian Schools’ profound desire that the Lordship of Jesus Christ will influence the hearts and minds of students everywhere.

Worldwide Christian Schools will carefully select and support only such educational projects (e.g. pertaining to facilities, students, staff, curriculum and educational materials) as will conform to the mission of Worldwide Christian Schools as stated above.

105

APPENDIX B

ACSI STATEMENT OF FAITH

ACSI Statement of Faith

1. We believe the Bible to be the inspired, the only infallible, authoritative, inerrant

Word of God (2 Timothy 3:16, 2 Peter 1:21).

2. We believe there is one God, eternally existent in three persons—Father, Son, and

Holy Spirit (Genesis 1:1, Matthew 28:19, John 10:30).

3. We believe in the deity of Christ (John 10:33), His virgin birth (Isaiah 7:14,

Matthew 1:23, Luke 1:35), His sinless life (Hebrews 4: 15, 7:26), His miracles (John

2:11), His vicarious and atoning death (1 Corinthians 15:3, Ephesians 1:7, Hebrews

2:9),His Resurrection (John 11:25, 1 Corinthians 15:4),His Ascension to the right hand of

God (Mark 16:19), His personal return in power and glory (Acts 1:11, Revelation 19:11).

4. We believe in the absolute necessity of regeneration by the Holy Spirit for salvation because of the exceeding sinfulness of human nature, and that men are justified on the single ground of faith in the shed blood of Christ, and that only by God’s grace and through faith alone are we saved (John 3:16–19, 5:24; Romans 3:23, 5:8–9;

Ephesians 2:8–10; Titus 3:5).

5. We believe in the resurrection of both the saved and the lost; that they are saved unto the resurrection of life, and that they are lost unto the resurrection of condemnation

(John 5:28–29).

6. We believe in the spiritual unity of believers in our Lord Jesus Christ (Romans

8:9, 1 Corinthians 2:12–13, Galatians 3:26–28).

7. We believe in the present ministry of the Holy Spirit by whose indwelling the

Christian is enabled to live a godly life (Romans 8:13–14; 1 Corinthians 3:16, 6:19–20;

Ephesians 4:30, 5:18).

107

APPENDIX C

ACSI VISION AND MISSION STATEMENTS

ACSI Vision and Mission Statements

Vision

ACSI will become a leading international organization that promotes Christian education and provides training and resources to Christian schools and Christian educators, resulting in:

a) schools that contribute to the public good through effective teaching and learning

and that are biblically sound, academically rigorous, socially engaged, and

culturally relevant; and

b) educators who embody a biblical worldview, engage in transformational teaching

and discipling, and embrace personal and professional growth.

Mission

ACSI exists to strengthen Christian schools and equip Christian educators worldwide as they prepare students academically and inspire students to become devoted followers of

Jesus Christ.

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APPENDIX D

ACCS CONFESSION OF FAITH

ACCS Confession of Faith

The following confession of faith is in three parts. The first is a form of the

Apostles' Creed. The second is a general evangelical confession of faith. The third (C &

D) is an abridged version of the first two chapters of the Westminster Confession of

Faith. It is mandatory that all ACCS board members, and all member schools and affiliate members, subscribe to the confession of faith below in a manner and method prescribed by the board of directors, either by written statement or by oral testimony before the board:

A. We believe in God the Father Almighty, Maker of heaven and earth; and in

Jesus Christ His only Son, our Lord. Jesus Christ was conceived by the Holy Spirit, and was born of a virgin, Mary. He suffered under Pontius Pilate, was crucified, died, and was buried. He descended into Hades, and on the third day He rose again from the dead.

He ascended into Heaven, where He sits at the right hand of God the Father Almighty.

From Heaven He shall come to earth again to judge the living and the dead. We believe in the Holy Spirit, one holy Christian church, the communion of all true saints, the forgiveness of sins, the resurrection of the body, and the gift of everlasting life.

B. We believe the Bible to be the only inerrant Word of God. It is our only authoritative rule for faith and practice.

We believe that there is one God, eternally existent in three Persons; Father, Son and Holy Spirit. He is omnipotent, omnipresent, and omniscient. In all things He is limited by nothing other than His own nature and character. We believe the God we serve is holy, righteous, good, loving, and full of mercy. He is the Creator, Sustainer, and

Governor of everything that has been made.

We believe in the true deity and full humanity of our Lord Jesus Christ, in His virgin birth, in His sinless life, in His miracles, in His vicarious and atoning death through His shed blood, in His bodily resurrection, in His ascension to the right hand of the Father and in His personal return in power and glory.

We believe that because of Adam's sin all mankind is in rebellion against God.

For the salvation of such lost and sinful men, regeneration by the Holy Spirit is absolutely necessary.

We believe that salvation is by grace through faith alone, and that faith without works is dead.

We believe in the present ministry of the Holy Spirit, by whose indwelling the

Christian is enabled to live a godly life.

We believe in the resurrection of both the saved and the lost; those who are saved to the resurrection of life, and those who are lost to the resurrection of damnation. We believe in the spiritual unity of all believers in our Lord Jesus Christ.

C. Of the Holy Scripture

The light of nature, and the works of creation and providence, clearly manifest the goodness, wisdom, and power of God, so as to leave men inexcusable. Yet such manifestations are not sufficient to give that knowledge of God, and of His will, which is necessary for salvation. Therefore it pleased the Lord, at assorted times, and in various ways, to reveal Himself, and to declare His will to His Church. And afterwards, for the better preserving and propagating of the truth, and for the more certain establishment and comfort of the Church against the corruption of the flesh, and the malice of Satan and of the world, it pleased Him to commit this revealed will to writing. This makes the Holy

Scripture to be most necessary, because the former ways of God's revealing His will to

His people are now ceased.

Under the name of Holy Scripture, or the Word of God in written form, are all the books of the Old and New Testaments, which are Genesis through Malachi, and Matthew through Revelation, respectively. All these books are given by inspiration of God, to be the rule of faith and life.

The books commonly called the Apocrypha, not being of divine inspiration, are no part of the canon of Scripture. Therefore they are of no authority in the Church of

God, nor are they to be more approved, or made use of, than other human writings.

The authority of the Holy Scripture, on account of which it ought to be believed and obeyed, does not depend on the testimony of any man or church, but entirely upon God, who is Truth itself, and the author of truth. It is therefore to be received, because it is the

Word of God.

We may be moved and induced by the testimony of the Church to an high and reverential esteem of the Holy Scripture. We may also be moved by the heavenliness of the matter, the efficacy of the doctrine, the majesty of the style, the consent of all its parts, the scope of the whole (which is to give all glory to God), the full revelation it makes of the only way of man's salvation, its many other incomparable excellencies, and the entire perfection of it. All these are arguments whereby it abundantly evidences itself to be the Word of God. Yet, notwithstanding, our full persuasion and assurance of the infallible truth, and divine authority of the Word, is from the inward work of the Holy

Spirit, bearing witness by and with the Word in our hearts.

The whole counsel of God, concerning all things necessary for His own glory, man's salvation, faith, and life, is either expressly set down in Scripture, or it may by good and necessary consequence be deduced from Scripture. Nothing at any time is to be added to this, whether by "new revelations" of the Spirit, or by traditions of men. Nevertheless, we acknowledge the inward illumination of the Spirit of God to be necessary for the saving understanding of such things as are revealed in the Word. We also acknowledge that there are some circumstances concerning the worship of God, and the government of the

Church, common to human actions and societies, which are to be ordered by the light of nature and Christian prudence, according to the general rules of the Word, which are always to be observed.

All things in Scripture are not equally plain in themselves, nor equally clear to all.

Yet those things which are necessary to be known, believed, and observed, for salvation, are so clearly propounded and set forth in some place of Scripture or other, that not only the learned, but also the unlearned, in a normal use of ordinary means, may come to a sufficient understanding of them.

Therefore, in all controversies of religion, the Church is finally to appeal to them alone.

But these original tongues are not known to all the people of God, who have right to, and interest in, the Scriptures, and are commanded, in the fear of God, to read and search them. Therefore they are to be translated in to the common language of every nation to

which they come. Thus the Word of God will dwell plentifully with all, and they will worship Him in an acceptable manner, and, through patience and comfort of the

Scriptures, they will have hope.

The infallible rule of interpretation of Scripture is the Scripture itself. Therefore, when there is a question about the true and full sense of any passage of Scripture, it must be searched and known by other places that speak more clearly.

The supreme Judge, by which all controversies of religion are to be determined, and all decrees of councils, opinions of ancient writers, doctrines of men, and private spirits, are to be examined, and under whose sentence we are to rest, can be none other than the Holy Spirit speaking in the Scripture.

D. Of God, and of the Holy Trinity

He works all things according to the counsel of His own immutable and most righteous will, for His own glory. He is most loving, gracious, merciful, long-suffering, abundant in goodness and truth, forgiving iniquity, transgression, and sin. He is the rewarder of those who diligently seek Him. In all, He is most just and terrible in His judgments, hating all sin, and He will by no means clear the guilty.

God has all life, glory, goodness, blessedness, in and of Himself. He alone is in and unto Himself all-sufficient, not standing in need of any creatures which He has made.

He does not derive any glory from them, but only manifests His own glory in, by, unto, and upon them. He is the only fountain of all being, of whom, through whom, and to

whom, are all things. He has most sovereign dominion over them, to do by them, for them, or upon them, whatever He pleases. In His sight all things are open and manifest;

His knowledge is infinite, infallible, and independent of the creature. Nothing is to Him contingent or uncertain. He is most holy in all His counsels, in all His works, and in all

His commands. To Him is due from angels and men, and every other creature, whatever worship, service, or obedience He is pleased to require of them.

In the unity of the Godhead there are three persons, of one substance, power, and eternity - God the Father, God the Son, and God the Holy Spirit. The Father is from none, neither begotten nor proceeding. The Son is eternally begotten by the Father; as the Word of God, He is eternally spoken by the Father. The Holy Spirit eternally proceeds from the

Father and the Son.

116

APPENDIX E

ACCS MISSION STATEMENT

ACCS Mission Statement

The primary mission of this association is to promote, establish, and equip schools committed to a classical approach to education in the light of a Christian worldview grounded in the Old and New Testament Scriptures. The mission of the association is both to promote the classical approach, and provide accountability for member schools to ensure that our cultural heritage is not lost again. This mission will be accomplished through the work of the Association of Classical and Christian Schools. Through these various means, ACCS seeks to set an educational standard for a unified and directed approach to classical and Christian learning.

Our mission is also to equip schools in teaching such subjects through the methodology known as the Trivium (grammar, logic, and rhetoric), the educational foundation of our Western culture. We believe that God will bless this approach as He has in the past, as long as it follows the principles set forth in his Word.

We recognize that Christ was born in the reign of Caesar Augustus, and that

Christianity took root and grew to maturity in the West. For this reason, we believe that we must teach certain subjects so that they are understood and appreciated. This includes ancient history, languages, and culture, studied in the light of biblical Christianity and its impact on western culture. We recognize our cultural heritage as a gift from God, but in seeking to restore that heritage we by no means are intending to idolize it. Therefore, we ground all that we seek to do upon the revelation of God, both in creation and in

Scripture, with the former being interpreted by the latter. The triune God of Scripture has created an ordered universe, which can only be fully known through an orderly submission to His revelation of Himself in Scripture. As Christian schools, we are

seeking to equip member schools to integrate all their teaching around the revealed Word of God.

In line with this vision for education, we commend to our member schools the following works which will help restore a classical and Christian framework for our schools.

 Deuteronomy, Chapters 4 - 11

 The Lost Tools of Learning by Dorothy Sayers

 The Seven Laws of Teaching by John Milton Gregory

 On Christian Doctrine by Augustine

 On Secular Education by R.L. Dabney

 Recovering the Lost Tools of Learning by Douglas Wilson

 The Case for Classical Christian Education by Douglas Wilson

119

APPENDIX F

ACCS FREQUENTLY ASKED QUESTIONS

Questions about the Association of Classical and Christian Schools (ACCS)

The following document is a result of an email dialogue with ACCS Executive Director Patch Blakey. Mr. Blackey was very helpful and quick to reply to all my questions. The original questions are in bold print and are followed by Mr. Blackey’s answers. I used the ACCS web site to expand on his response when necessary.

1. What are the spiritual roots of ACCS?

Response from Mr. Blakey: ACCS is formed out of the historical Protestant Christian faith. Please see the ACCS Confession of Faith on the ACCS website.

From the ACCS web site:

Confession of Faith

The following confession of faith is in three parts. The first is a form of the Apostles' Creed. The second is a general evangelical confession of faith. The third (C & D) is an abridged version of the first two chapters of the Westminster Confession of Faith. It is mandatory that all ACCS board members, and all member schools and affiliate members, subscribe to the confession of faith below in a manner and method prescribed by the board of directors, either by written statement or by oral testimony before the board.

A. We believe in God the Father Almighty, Maker of heaven and earth; and in Jesus Christ His only Son, our Lord. Jesus Christ was conceived by the Holy Spirit, and was born of a virgin, Mary. He suffered under Pontius Pilate, was crucified, died, and was buried. He descended into Hades, and on the third day He rose again from the dead. He ascended into Heaven, where He sits at the right hand of God the Father Almighty. From Heaven He shall come to earth again to judge the living and the dead. We believe in the Holy Spirit, one holy Christian church, the communion of all true saints, the forgiveness of sins, the resurrection of the body, and the gift of everlasting life.

B. We believe the Bible to be the only inerrant Word of God. It is our only authoritative rule for faith and practice.

We believe that because of Adam's sin all mankind is in rebellion against God. For the salvation of such lost and sinful men, regeneration by the Holy Spirit is absolutely necessary.

We believe that salvation is by grace through faith alone, and that faith without works is dead.

We believe in the present ministry of the Holy Spirit, by whose indwelling the Christian is enabled to live a godly life.

C. Of the Holy Scripture

The books commonly called the Apocrypha, not being of divine inspiration, are no part of the canon of Scripture. Therefore they are of no authority in the Church of God, nor are they to be more approved, or made use of, than other human writings.

perfection of it. All these are arguments whereby it abundantly evidences itself to be the Word of God. Yet, notwithstanding, our full persuasion and assurance of the infallible truth, and divine authority of the Word, is from the inward work of the Holy Spirit, bearing witness by and with the Word in our hearts.

All things in Scripture are not equally plain in themselves, nor equally clear to all. Yet those things which are necessary to be known, believed, and observed, for salvation, are so clearly propounded and set forth in some place of Scripture or other, that not only the learned, but also the unlearned, in a normal use of ordinary means, may come to a sufficient understanding of them.

The Old Testament in Hebrew and Aramaic (which were the native languages of the people of God of old), and the New Testament in Greek (which at the time of writing was most generally know to the nations), were immediately inspired by God, and by His singular care and providence were kept pure in all ages, and are therefore authentic. Therefore, in all controversies of religion, the Church is finally to appeal to them alone. But these original tongues are not known to all the people of God, who have right to, and interest in, the Scriptures, and are commanded, in the fear of God, to read and search them. Therefore they are to be translated in to the common language of every nation to which they come. Thus the Word of God will dwell plentifully with all, and they will worship Him in an acceptable manner, and, through patience and comfort of the Scriptures, they will have hope.

D. Of God, and of the Holy Trinity

There is only one living and true God, infinite in being and perfection, a most pure Spirit, and invisible. He is without body, parts, or passions, immutable, immense, eternal, incomprehensible, almighty, most wise, most holy, most free, and most absolute. He works all things according to the counsel of His own immutable and most righteous will, for His own glory. He is most loving, gracious, merciful, long-suffering, abundant in goodness and truth, forgiving iniquity, transgression, and sin. He is the rewarder of those who diligently seek Him. In all, He is most just and terrible in His judgments, hating all sin, and He will by no means clear the guilty.

God has all life, glory, goodness, blessedness, in and of Himself. He alone is in and unto Himself all-sufficient, not standing in need of any creatures which He has made. He does not derive any glory from them, but only manifests His own glory in, by, unto, and upon them. He is the only fountain of all being, of whom, through whom, and to whom, are all things. He has most sovereign dominion over them, to do by them, for them, or upon them, whatever He pleases. In His sight all things are open and manifest; His knowledge is infinite, infallible, and independent of the creature. Nothing is to Him contingent or uncertain. He is most holy in all His counsels, in all His works, and in all His commands. To Him is due from angels and men, and every other creature, whatever worship, service, or obedience He is pleased to require of them.

2. Is ACCS more supportive or legislative?

Response from Mr. Blakey: ACCS is a supportive organization. Our mission is “to promote, establish, and equip schools committed to a classical approach to education in light of a Christian worldview grounded in the Old and New Testament Scriptures.”

3. Does ACCS promote and implement fellowship events for Christian educators?

Response from Mr. Blakey: ACCS conducts an annual conference that is designed to help ACCS fulfill its mission stated above as well as provide fellowship among Christian educators from primarily classical Christian schools, but not to exclude those from other pedagogical backgrounds.

4. What are the history, philosophy, and track record of ACCS?

Response from Mr. Blakey: Please see the attached ACCS brochure for a brief history of ACCS. Also, please visit the ACCS website (www.accsedu.org) to see the growth of

ACCS (See the tab labeled “About CCE” and click on “Statistics at a Glance” on the drop down menu).

Graph 1

Graph 2

Graph 3

Graph 4

Graph 5

Graph 6

Graph 7

5. How does it relate to the classical home school movement?

Response from Mr. Blakey: ACCS invites homeschooling families to attend our annual conference. ACCS also has homeschooling families as affiliate members of the Association.

6. How does ACCS help schools to function and grow?

Response from Mr. Blakey: ACCS provides a “Start-Up Notebook” for guidance to those interested in starting a classical Christian school. ACCS also has a list of qualified consultants who are available to answer questions about classical Christian education as well as visit schools, make presentations, and conduct school reviews (for a fee). ACCS publishes a quarterly professional journal and also conducts school accreditations. ACCS provides various summer teacher training conferences at ACCS accredited schools. There are also online conference talks that are available free to listen to online or that may be downloaded for $1.00 each for prior conferences. Talks from the most recent conference cost more. There are also articles from past issues of Classis available online for free.

7. What requirements are (including finances) expected by ACCS?

Response from Mr. Blakey: The school membership requirements are found on the ACCS website (www.accsedu.org), and are also listed below (from the ACCS Bylaws):

All member schools must: a. Subscribe to the ACCS Confession of Faith.

b. Demonstrate conformity to the curriculum of the Trivium as set forth in the ACCS Mission Statement.

c. Demonstrate commitment to furthering the work of ACCS, its goals, purposes, mission, and objective;

d. Pay annual dues

Annual school fee: $150

Annual per-student fee: $2.75

e. Be committed to a minimum of two years of Latin or ancient Greek required for each student.

f. Be committed to a minimum of one year of formal logic required in the secondary program (grades 7-12).

g. Be committed to a minimum of one year of rhetoric required in the secondary program (grades 7-12).

8. Does the ACCS policy regarding the teaching of Latin have any measurable impact on the overall test scores or student performance?

Response from Mr. Blakey: ACCS has not conducted any research into this, but has relied on the research of the American Classical League. This research indicates a strong correlation between improved test scores and the study of Latin. (See the ACCS website, “About CCE,” “FAQ,” “Is Latin really that valuable?”)

From the ACCS web site:

Q: Is Latin really that valuable? Why does ACCS insist that their schools teach Latin anyway?

A: ACCS schools score consistently higher (70 to 90 percent in national test scoring) and we believe Latin has much to do with the higher scores, not to mention the general educational benefits. As an example: A small third grade boy was at home putting together a puzzle of the United States. Each state had its capital listed. Mumbling more to himself, he nonchalantly announced, "Here is Texas. Corpus Christi is the capital. (sic- -Austin is the capital of Texas) That means 'body of Christ'." The mother was notably stunned as she had not yet been convinced that Latin was necessary. From that day on she made a concerted effort to help her children with their Latin vocabulary (we receive a huge percentage of English vocabulary from Latin) and in a very short space of time became totally convinced it was not only necessary, but greatly beneficial.

But here are more concrete facts. The following article was taken off the web: THE LATIN ADVANTAGE:

Let me quote Dorothy Sayers: "Latin is the key to the vocabulary and structure of the Romance languages and to the structure of all the Teutonic languages, as well as to the technical vocabulary of all the sciences and to the literature of the entire Mediterranean civilization, together with all its historical documents." (The National Review)

1. SAT Scores: Across the nation, studies have shown Latin to be effective in improving SAT scores. Studies conducted by the Educational Testing Service show that Latin students consistently out perform all other students on the verbal portion of the Scholastic Assessment Test (SAT).

2. College GPA: A study of freshman college student performances conducted by the University of Tennessee at Knoxville, in 1985, yielded the following results in Language: Latin Students had a GPA of 2.89 overall; Spanish Students had a 2.76 GPA; German Students had a 2.77 GPA; French Students a 2.78 GPA; and students with no foreign language had a GPA of 2.58.

3. Reading: In the District of Columbia, elementary school students who studied Latin developed reading skills that were five months ahead of those who studied no foreign language and four months ahead of those who studied French or Spanish. Two years earlier, the same students had been excluded from foreign language classes because of substandard reading performance.

4. Vocabulary Skills: In Philadelphia, students in the 4th, 5th, and 6th grades received 14 to 20 minutes of daily instruction in Latin for one year. The performance of the Latin students was one full year higher on the Vocabulary Subtest of the Iowa Tests of Basic Skills (ITBS) than the performance of matched control students who had not studied Latin.

5. Math Problem Solving: Sixth grade students in Indianapolis who studied Latin for 30 minutes each day for five months advanced nine months in their math problem solving abilities. In addition, the students exhibited the following advances in other areas:

* 8 months in world knowledge

* 1 year in reading

* 13 months in language

* 4 months in spelling

* 5 months in science

* 7 months in social studies

6. Latin, the Basic Language and Culture bolsters learning:

* Ability to read classical authors in the original language

* Ability to access key documents of the Western world

* Ability to avoid the biases and misconceptions of translators of classical authors

* Direct contact with the wisdom and thought of the classical and medieval authors

7. Learning Latin improves study skills and improves knowledge of ancient history and culture.

9. What are the requirements and/or standards (specifically with regard to statement of faith and mission statement) to qualify as a member of ACCS?

Response from Mr. Blakey: ACCS member schools must acknowledge by the signature of an authorized agent of the school that the school is in basic agreement with the ACCS confession of Faith. A school does not have to adopt the ACCS confession as its own, but must include a copy of the schools statement of faith for review and compatibility by ACCS at the time of application for membership. ACCS will not allow exceptions to its confession of faith, but it does recognize some explanations where there may be a perceived difference.

Schools need not have every element of membership in place at the time of application, but they must indicate their commitment to including all elements, by the grace of God.

10. Does ACCS offer educational or in-service resources?

Response from Mr. Blakey: ACCS functions as a “community of schools.” Many of the educational resources available to member schools can be obtained from the older, more established member schools directly, and does not require intercession with the ACCS headquarters. At the same time, the ACCS headquarters is available to provide assistance in helping to identify the best possible resources for a particular school.

11. Are legal services offered as part of membership?

Response from Mr. Blakey: ACCS is on the cusp of establishing a legal consultant to advise ACCS member schools. It is hoped that this service will begin in the spring of 2011.

12. How do alumni from ACCS schools fair in the area of college enrollment and jobs after graduation?

Response from Mr. Blakey: ACCS graduates have been accepted to a wide range of prestigious colleges and universities. This information is available in the most recent survey results from this past fall (which I will attach). ACCS does not have any data on how college graduates have fared in the job market following college.

From the ACCS web site:

ACCS Graduates' College Acceptances:

Number of graduates from ACCS member school in 2010: 548

Total number of graduates reported from ACCS schools on 2010 survey: 3,265

Total number of graduates attending selected schools (see tables below) during the past three years: 167

Of these 167 students, the number of students attending:

Christian colleges and universities: 96

US News & World Report, Top 50 National Universities: 58

US News & World Report, Top 25 Liberal Arts Colleges: 13

Table 1

Christian Colleges/Universities ACCS graduates attended in 2010

School Number of ACCS students attending Wheaton College 11 Hillsdale College 9 New St. Andrews College 9 Biola University 7 Whitworth University 6 Calvin College 5 Geneva College 5 The King's College 5 Belmont College 3 LeTourneau University 3 Patrick Henry College 3 The College at Southeastern 2 New College Franklin 1

Table 2

US News & World Report, Top 50 National Universities attended by ACCS graduates in 2010

School Number of ACCS students attending Duke 5 U. of Virginia 4 U. of Washington 4 Wake Forest 4 Penn. State 3 UNC Chapel Hill 3 USC 3 U. of Texas-Austin 3 Carnegie Mellon 2

College of William & Mary 2 Cornell University 2 Georgia Tech 2 New York University 2 Northwestern University 2 Stanford 2 University of Chicago 2 U. of Notre Dame 2 U. of Pennsylvania 2 Vanderbilt University 2 CA Institute of Technology 1 Emory University 1 Princeton University 1 Rice 1 UCLA 1 University of Michigan 1 Univ. of Wisconsin-Madison 1

Table 3

US News & World Report, Top 25 Liberal Arts Colleges attended by ACCS graduates in 2010

School Number of students attending U.S. Military Acad. 3 West Point Washington U. in St. Louis 3 Davidson College 2 Harvey Mudd College 1 US Naval Academy 1 Washington & Lee Univ. 1 Wellesey College 1 Williams College 1

13. What is the average cost of enrolment at ACCS schools?

Response from Mr. Blakey: ACCS has survey results of tuitions and salaries which I will attach.

14. What is the average family income at ACCS and ACSI schools?

Response from Mr. Blakey: This is not information to which ACCS is privy.

15. How does the ACCS support its members in legal matter?

Response from Mr. Blakey: Individual school members have a responsibility to manage their own legal affairs.

16. How does the ACCS support its members in religious matters?

Response from Mr. Blakey: While ACCS is committed to the Lordship of Jesus Christ, sings Christ-honoring hymns and Psalms at our annual conference, leads in prayer at the annual conference, ACCS leaves the oversight for spiritual condition of member schools to the local board of directors and/or church session or council.

17. Why did the ACCS start a new association rather than joining one which already existed?

Response from Mr. Blakey: ACCS was started because people read Douglas Wilson’s book, Recovering the Lost Tools of Learning, and were calling Logos School with questions. Logos soon realized that the school didn’t have time to adequately serve all of the people who were interested in finding out about classical Christian education if they were going to perform their primary function well, so they started an association to help people. There were no associations already in existence that were committed to classical Christian education.

18. What is the ACCS statement of faith?

Response from Mr. Blakey: The ACCS Confession of Faith is available on the ACCS website (www.accsedu.org , ACCS tab, Confession of Faith on the drop down menu). It is written in three parts. The first is a form of the Apostles' Creed. The second is a general evangelical confession of faith. The third (C & D) is an abridged version of the first two chapters of the Westminster Confession of Faith. It is mandatory that all ACCS board members, and all member schools and affiliate members, subscribe to the confession of faith below in a manner and method prescribed by the board of directors, either by written statement or by oral testimony before the board.

See Question # 1

19. What is the ACCS philosophy of education?

Response from Mr. Blakey: ACCS conforms to the use of the Trivium as observed by Dorothy Sayers in her 1947 essay, The Lost Tools of Learning, which is in the appendix to Douglas Wilson’s book, Recovering the Lost Tools of Learning.

20. What benefits do ACCS members enjoy?

Response from Mr. Blakey: The benefits of ACCS membership are posted on the ACCS website under the “Join ACCS” tab > “Member Benefits” on the drop down menu.

From the ACCS web site:

As a member school:

1. Your school will be added to our list of member schools advertised on the ACCS website.

2. Your school may advertise for open staff positions free of charge on our website.

3. You will receive a free hard copy of Classis, our quarterly journal.

4. As a member school you may request to receive accreditation and pursue teacher certification through ACCS.

5. Your school will be eligible for a discounted registration fee for each registrant attending our annual national conference.

6. You may participate in voting for the term board members of ACCS and for changes to the by-laws.

7. The ACCS staff will pray for your school throughout the year.

8. As a member you are eligible to receive discounts from a number of textbook providers: a. Veritas Press in Lancaster, PA, offers a 10% discount on all curriculum orders placed through them by ACCS members. Veritas Press is a curriculum provider of ACCS. Contact Marlin Detweiler at 800-922-5082 or e-mail [email protected].

Veritas Press also offers "Single Source Purchasing" for all your curriculum needs (not just our normal stock.) A school's large summer order realizes these benefits: • Cost savings of 25% off retail prices • Flat shipping cost of 3-4% depending on your location • Purchase orders prepared by Veritas for your approval

• Inventory management for you; you simply input your data • Updates when items go out-of-print or have newer versions available • Order delivery shipped to you already sorted and separated out by grade, teacher, room number, or your unique preference For more information, please contact Cindy or Brian at (800) 922-5082. b. Classical Academic Press in Camp Hill, PA, offers ACCS members a 10% discount on curriculum orders placed through them. Contact Classical Academic Press at 866-730- 0711 (toll-free) or email [email protected]. c. Canon Press in Moscow, ID, offers ACCS members a 40% discount on all their in- house published curriculum products, as well as many of their other titles. Contact Canon Press at 800-488-2034 or email [email protected]. d. Logos Press in Moscow, ID, offers ACCS members a 20% discount on all curriculum orders. Logos Press is a curriculum provider for ACCS schools. Contact at (866) 562- 2174 or e-mail [email protected].

9. Your school may take advantage of special discounts for ACCS member schools from a growing number of businesses:

Could your website use an upgrade? a. Exclamation Communications! Inc. is a Christian-run graphic design firm whose owners are keenly aware of the unique challenges that schools and churches face when developing their website and stewardship campaign strategies. Choosing to work with an experienced team will help to ensure that your message is communicated clearly, effectively, and on time. For pricing click here. b. Family Financial Needs Assessment (FFNA) c. Hunter Systems - private school management software d. RenWeb (school management software), introductory offer for member schools. For more information about RenWeb and the special ACCS member offer, please call Paul Baker at (561) 447-7380 or e-mail [email protected]. e. Sycamore Education, a leading provider of comprehensive online school management systems, is pleased to offer special incentives to all ACCS members. Call toll free: (866) 757-4968 or click here for more info. (PDF) f. Nehemiah Institute offers the PEERS Test and other Nehemiah Institute products at a 15% discount to ACCS members. Nehemiah Institute is a Christian ministry providing a one-of-a-kind Christian worldview testing and training program to families, schools, and churches.

21. Why do schools like being members of the ACCS?

Response from Mr. Blakey: Schools like being members of ACCS because the schools want to belong to an association that is consistent with their pedagogy and beliefs. They also want to belong to an organization that will help hold them accountable, initially by membership, but later by accreditation. They like the opportunity to meet other teachers at the annual ACCS conference and share ideas. They like the price of ACCS membership, and believe that the benefit is worth the cost.

22. What does ACCS do to network their schools together?

Response from Mr. Blakey: ACCS hosts an annual conference which brings teachers, administrators, development directors and board members together from all over the U.S. and some foreign countries. They have the benefit of attending workshops that help them meet others in similar positions. They also have the opportunity to eat and talk with others in between workshops.

23. What is the history of the ACCS?

Response from Mr. Blakey: ACCS grew out of the national response to a book published in 1991 entitled Recovering the Lost Tools of Learning by Douglas Wilson. This book described the educational philosophy instituted by Logos School in Moscow, ID - the philosophy being an attempt to follow the pattern set down by Dorothy Sayers in her essay "The Lost Tools of Learning". The overwhelming response to the publication of this book made it apparent that an association would have to be formed to handle all the requests for help and information. The new association began to host national conferences, giving rise to even more interest, and has steadily grown. (Please see the graphs on the ACCS website at www.accsedu.org > “About CCE” tab > “Statistics at a Glance” on the drop down menu.

See question #4

24. Why was the ACCS founded?

Response from Mr. Blakey: Please see the responses to questions #17 and #23.

25. What are the core values of the ACCS?

Response from Mr. Blakey: The core values of ACCS are found in its Confession of Faith and its Mission Statement (please see the ACCS website at www.accsedu.org > ACCS tab > Mission Statement & Confession of Faith on the drop down menu.

From the ACCS web site:

Mission Statement

We recognize that Christ was born in the reign of Caesar Augustus, and that Christianity took root and grew to maturity in the West. For this reason, we believe that we must teach certain subjects so that they are understood and appreciated. This includes ancient history, languages, and culture, studied in the light of biblical Christianity and its impact on western culture. We recognize our cultural heritage as a gift from God, but in seeking to restore that heritage we by no means are intending to idolize it. Therefore, we ground all that we seek to do upon the revelation of God, both in creation and in Scripture, with the former being interpreted by the latter. The triune God of Scripture has created an ordered universe, which can only be fully known through an orderly submission to His revelation of Himself in Scripture. As Christian schools, we are seeking to equip member schools to integrate all their teaching around the revealed Word of God.

In line with this vision for education, we commend to our member schools the following works which will help restore a classical and Christian framework for our schools.

Deuteronomy, Chapters 4 - 11

The Lost Tools of Learning by Dorothy Sayers

The Seven Laws of Teaching by John Milton Gregory

On Christian Doctrine by Augustine

On Secular Education by R.L. Dabney

Recovering the Lost Tools of Learning by Douglas Wilson

The Case for Classical Christian Education by Douglas Wilson

Also: see question # 1

ACCS also has some other documents on that tab that would be worthwhile to read. ACCS has four position papers that I will attach.

26. How does the mission of the ACCS differ from the ACSI?

Response from Mr. Blakey: I do not know the mission of ACSI. You would have to contact ACSI and obtain their mission statement and compare it to that of ACCS.

27. Do you see a difference in the personality of ACCS schools verses ACSI schools?

Response from Mr. Blakey: The only ACSI schools that I have been to are schools that are also ACCS schools, and so it would be hard to answer this question.

28. What is the range and average size of ACCS schools?

Response from Mr. Blakey: To be a member in ACCS, schools must commit to becoming K-12 schools, to encompass the whole of the Trivium. Not all schools have attained that goal as yet. Of the schools in the continental U.S.:

67 schools have less than 60 students (35%)

59 schools have 60-150 students (30%)

31 schools have 151- 240 (16%)

37 schools have 240+ (19%)

65% of ACCS schools have less than 150 students.

35% have over 150

29. What denominations are represented at ACCS schools?

Response from Mr. Blakey: There are a wide range of Protestant denominations that comprise the theological make-up of the schools that form the Association:

Independent, PCA, Presbyterian, Nazarene, CREC, Non-denominational, OPC, Reformed Episcopal, Interdenominational, Lutheran, Southern Baptist, Calvary Chapel, Congregational, Holiness, Baptist, and Bible

30. In what states and countries are ACCS schools located?

Response from Mr. Blakey: ACCS has member schools in all U.S. states except: Alaska, Connecticut, Maine, New Hampshire, Nebraska, North Dakota, South Dakota, Utah, and Vermont.

ACCS has member schools located overseas in: Indonesia, Mexico, Bahamas, Nigeria, and Hong Kong.

31. What rules, regulations, and other differences are unique to ACCS?

Response from Mr. Blakey: ACCS will not accredit a school that accepts government vouchers. For the reasons, please see the ACCS website under the ACCS tab > ACCS Statement on Vouchers.

You may also read the ACCS accreditation standards on the ACCS website under the School Resources tab > Accreditation Standards.

ACCS keeps in contact with our members and asks for specific prayer requests so we can pray intelligently for our members. All members are prayed for on a regular basis whether they submit prayer requests or not. I think this is the most significant benefit that ACCS membership provides.

141

APPENDIX G

PEERS WORLDVIEW CATEGORIES

Worldview Categories for PEERS Testing Purposes

Score Worldview Description 70-100 Biblical A firm understanding of issues as interpreted from scripture. Theism This individual is allowing the scriptures to guide his reasoning regarding ethical, moral and legal issues to determine correct or incorrect thinking. Truth is seen as absolute for all ages for all time.

Key distinctives: God is sovereign over all areas of life; civil government should be highly limited in purpose and authority, and under the supervision of scripture. All people will live in eternity in heaven or hell as judged by scripture. 30-69 Moderate Basically, ‘one foot in the Kingdom and one foot in the world.’ Christian This individual blends the view of God as creator and ruler, but man as self-determiner of the world. This position generally sees God as supreme in matters of religion but not concerned with matters related to governments, economics and to some degree, education.

Key distinctives: God is concerned with the soul and eternal life; man must control temporal issues. 0 – 29 Secular Man is supreme. By chance, the human race has evolved to the Humanism highest form of life, but has responsibility to see that lower forms of life are not abused by man. The masses are more important than the individual.

Key distinctives: There is no “biblical” God; man is the predestinator and savior of human race; eternal life exists only in the sense of how each person is remembered for the good or bad he has done. Ethics are relative to each generation. < 0 Socialism Mankind cannot prosper as individuals acting alone. A ruling authority is necessary to ensure that all facets of life are conducted fairly and in harmony. This authority must be the state (civil authorities) with the elite of society serving as its leaders.

Key distinctives: Individualism is not good; a civil body-politic is necessary with control of assets and redistribution of wealth as seen fit by leaders for the good of all.

This chart was adapted from the paper by Dan Smithwick at: http://www.nehemiahinstitute.com/WhyBelieveNehemiah.pdf

143

APPENDIX H

HUMAN SUBJECTS REVIEW BOARD APPLICATION

HUMAN SUBJECTS REVIEW BOARD PART I APPLICATION FOR APPROVAL TO USE HUMAN SUBJECTS IN RESEARCH

Return the original and one copy of the typewritten application including Parts II and III to:

Dean of the Graduate School 101 Gill Center Ashland University Ashland, Ohio 44805

PRINCIPAL INVESTIGATOR ______Timothy Dernlan______(typed name) DEPARTMENT ______Education ______

ADDRESS __664 Buena Vista Avenue, Ashland, Ohio [email protected]

CITY __Ashland ____ STATE _Ohio__ ZIP _44805__ PHONE (567 )__203-1490___

CO-INVESTIGATOR(S) ______(typed name) (signature) ______(typed name) (signature) PROJECT TITLE _____Comparing Christian Education Associations ____

BEGINNING DATE OF RESEARCH (MONTH/YEAR) __May, 2011______

ANTICIPATED ENDING DATE OF RESEARCH (MONTH/YEAR) ___November, 2012______

************************************************************************ TYPE OF PROJECT FACULTY RESEARCH:

EXTERNALLY FUNDED YES ______AGENCY ______NO ______

X STUDENT DIRECTED RESEARCH:

ADVISOR______Dr. James Olive______THESIS ______DISSERTATION _X__ COURSE REQUIREMENT ___X__ COURSE # EDLS 9830 PRACTICUM ______OTHER (Please Specify) ______

I agree to follow the procedures outlined in this summary description and any attachments to ensure that the rights and welfare of human subjects in my project are properly protected. I understand that no contact may be initiated with subjects until I have received approval of these procedures from the HSRB and complied with any required modifications in connection with that approval.

______Date ______(Signature of Principal Investigator)

APPROVAL OF FACULTY ADVISOR: Required for all students ______Date ______

(Signature of Advisor)

PRINTED NAME OF ADVISOR ______Dr. James Olive______

ADDRESS/AFFILIATION __ 226 Schar College of Education / Ashland University______

CITY ___Ashland______STATE______Ohio___ZIP___44805______

PHONE (419)207-6643 [email protected]__FAX (_____)______

(PLEASE TYPE OR WORD-PROCESS)

HUMAN SUBJECTS REVIEW BOARD PART II: RESEARCH PROTOCOL

TYPE OF REVIEW REQUESTED (Choose One)

NOTE: Regardless of type of review, all of Part II and Part III must be completed and submitted to the HSRB. Research may begin only after written approval of HSRB is obtained.

_____ EXEMPTED I (We) believe the current project is EXEMPTED. It meets category(ies) _1 and 4____ from the list of six categories on pages 4-6 of the Guidelines.

In the space below, explain why you feel your research project meets the EXEMPTED provisions. Briefly detail all the categories that apply to your research. (Refer to the six categories that define exempt status).

___X____ EXPEDITED I (We) believe the current project meets the EXPEDITED

classification. It meets category(ies) __1__ from the list of thirteen categories on pages 6-8 of the

Guidelines.

In the space below, explain why you feel your research project meets the EXPEDITED provisions. Briefly detail all the categories that apply to your research. (Refer to the thirteen categories that define expedited status).

1) Research involving survey or interview procedures, except where all of the following conditions exist:

a) Individuals will not be identified b) Results will not place the subjects at risk of criminal or civil liability or be damaging to the subject’s financial standing or employability c) Research does not deal with sensitive aspects of the subject’s own behavior

______FULL BOARD I (We) believe that this project exceeds the requirements for the EXEMPTED and EXPEDITED classifications, and therefore, must be reviewed by the FULL BOARD of the HSRB.

HUMAN SUBJECTS REVIEW BOARD PART II: RESEARCH PROTOCOL Continued (Please answer the questions below.)

YES NO

__X______A. Human subjects in the proposed research are involved in activities that exceed those described as exempt categories.

__X______B. The proposed research activity will involve a special class of subjects. Examples would include: children, prisoners, pregnant women, mentally disabled persons, or economically or educationally disadvantaged persons. Further examples may include: individuals with psychiatric, cognitive, or developmental disorders, substance abuses, and any other special category (please circle of individual who may not have the capacity to make a reasoned decision appropriate classes of about participation. subjects) ______X__ C. The proposed research activity will involve an element of deception.

______X___ D. The proposed research activity will expose subjects to discomfort or harassment beyond levels encountered in daily life.

______X__ E. The subjects will be identifiable to anyone other than the researchers through records, responses or identifiers linked to the subjects.

______X__ F. The subjects could be at risk of criminal or civil liability, damage to employability or to financial standing, or undue embarrassment, if responses became known outside this research project.

______X_ G. The research deals with sensitive aspects of subjects’ behavior, such as illegal conduct, drug use, sexual behavior, or use of alcohol.

__X______H. The research involves the collection or study of existing data from sources not publicly available. (Existing data can be documents, records, pathological specimens or diagnostic specimens).

______X_ I. The subjects will be video/audio taped.

_X______J. The subjects are free to withdraw at any time without penalty.

__X______K. The research activities outlined in Part III have the written approval of the ______N/A authorized official(s) in the school district and/or other agencies involved with this research (if applicable). (Attach copy).

___X______L. All required forms and safeguards are included with Part III: Summary of Proposal. This includes questionnaires, research instruments, letters of consent, approvals from authorized officials, etc.

HUMAN SUBJECTS REVIEW BOARD PART III: SUMMARY OF PROPOSAL

Summarize the proposed project and procedures to which humans will be subjected. Consent form(s), questionnaires, etc. must be attached. The summary should include purpose(s), solicitation and number of subjects, data collection procedures, an explanation of how consent is obtained, procedures for maintaining confidentiality and any potential risks involved for the subjects. Explain the nature of any deception if it is part of the design.

(Attach separate sheets if additional space is required.)

1. Project Description

This project is designed to compare the Association of Classical and Christian Schools (ACCS) and the Association of Christian Schools International (ACSI). The comparison of these Christian school associations will focus on the development of the Christian faith and academic achievement of the students in the ACCS and ACSI schools selected for this study. A survey has been developed to measure the development of the Christian faith and the academic achievement will be measured by previously existing standardized tests administered by the schools. The achievement data that I obtain will be aggregated to the school level, not individual student data.

A survey will be distributed to children in grades four through twelve to measure personal development in the area of Christian faith. They will not put their name on the survey. Every student will receive a survey and an envelope. Students will have a choice to fill out the survey or leave it blank. All students will be given 15 minutes to complete the survey before placing it into the envelope provided. This process is intended to prevent any teasing of children who do not participate in the survey. Standardized test data from the schools will also be gathered to measure the academic achievement of the students. This data will be gathered from the administration at each school and will be data the school already has on file.

2. Subject Recruitment

A. Subjects will be enrolled at the schools chosen for this study. School leaders and parents will be contacted to obtain permission to survey students during school. Students will have the choice to participate in the survey or not participate. There will be no rewards or incentives and therefore, nothing to gain or lose from participating in this survey.

B. The sample size will be about six schools or about 150 students in grades four through twelve and will not be limited by gender, race, or any other factor. The specific subjects in this study will be from various Christian schools and used for a comparison of Christian school associations. The comparison of Christian school associations will be based on the academic achievement and development of the Christian faith in the students at the selected schools. The results of this study will be used in a report given to Ashland Christian School and Ashland University. Results might also be published or used in a dissertation.

3. Confidentiality of Data

Data from this study will be filed in a locked office and no identifiable information will be collected on the surveys. All responses to the survey are anonymous. The data collected will be password protected, stored on a flash drive, and stored in a locked cabinet. The hard copies of the survey will be shredded after the analysis is completed.

4. Informed Consent Procedures

A. How will the subject be informed of the nature of the investigation, the reasonably foreseeable risks, and the voluntary nature of his/her participation?

___X__ In writing (attach a written copy of this explanation)

_____ Orally (attach a written copy of this explanation)

B. Once the above information has been presented, will you obtain written consent from the subject (i.e., their signature) prior to their participation?

___X_ Yes (attach a copy of the written consent form)

_____ No (attach a detailed justification for requesting waiver of written consent)

C. Are the subjects: (Check all that apply)

__X__ children _____ mentally disabled _____ prisoners _____ economically disadvantaged _____ pregnant women _____ educationally disadvantaged _____ other (please specify)______

Describe from whom consent will be sought and by whom permission will be granted.

I will seek and gain consent and permission for this study from the school administration, parents, and the students.

5. Risks to Subjects

A. Describe in detail any immediate or long range risks to subjects that may arise from the procedures used in the study. Risks may be physical, psychological, social, legal, or economic. Indicate the precautions you have taken to minimize these risks.

This survey poses no risks.

B. Explain the nature of any deception if it is part of the research design.

No deception is being used in this study.

6. Benefits

Describe the anticipated benefits to subjects, field of study, and to society, from knowledge that may be obtained in this study.

This study provides an opportunity for students to reflect on their own development as a Christian. Results will also benefit each school involved, the associations to which they belong, and the field of research in Christian Education.

149

APPENDIX I

PARENTAL CONSENT FORM

PARENTAL CONSENT FORM Comparison of Christian Education Associations Dear Parent:

The Department of Education at Ashland University supports the practice of informed consent and protection for human subjects participating in research. The following information is provided for you to decide whether you will allow the students in your school to participate in the present study. You are free to withdraw from this study at any time.

Your student(s) will be asked to complete a survey. The survey seeks to measure personal development in the area of Christian faith. Students will not put their names on the survey. Every student in class will receive a survey and an envelope. Students will have a choice to fill out the survey or leave it blank. All students will be given 15 minutes to complete the survey before placing it into the envelope provided. This process is intended to prevent any teasing of children who do not participate in the survey.

The participation of your child is solicited but strictly voluntary. We assure you that the name of your child will not be associated with the research findings. This survey will ask your child about his/her beliefs, knowledge, and actions resulting from a commitment to the Christian faith. The results of this study will be used in a report given to Ashland Christian School and Ashland University in Ashland, Ohio. Results might also be published or used in a dissertation.

Enclosed is a copy of the consent form your child will be asked to complete. If you would like additional information concerning this study before or after it is completed, or have any issues or concerns, please contact one of us by phone or mail. Thank you very much for your time. We appreciate your interest and cooperation.

Sincerely,

Name of investigator Name of Faculty Member Graduate Student Tim Dernlan Professor Dr. James Olive Phone No. (567) 203-1490 Phone No. (419) 207-6643 Address: 664 Buena Vista Ave. Address: 226 Schar College of Ed. City, State, Zip: Ashland, Ohio 44805 City, State, Zip: Ashland, Ohio 44805

****************************************************************************** I have read and understand the information about this study. I give consent for the students of this school to participate in this study. I understand that this consent is voluntary and can be withdrawn without penalty at any time.

______Name of Child

______Signature of Parent

______Date

152

APPENDIX J

ADMINISTATION CONSENT FORM

ADMINISTATION CONSENT FORM Comparison of Christian Education Associations

Dear Administrator:

This project is designed to compare the Association of Classical and Christian Schools (ACCS) and the Association of Christian Schools International (ACSI). The comparison of these Christian school associations will focus on the development of the Christian faith and academic achievement of the students in the ACCS and ACSI schools selected for this study. A survey has been developed to measure the development of the Christian faith and the academic achievement will be measured by previously existing standardized tests administered by the schools. I will contact you to arrange a suitable that time I can come to your school to administer the survey and collect the academic standardized test results.

Your students will be asked to complete a survey which will take approximately fifteen minutes to complete. Students will not put their names on the survey. Your students’ participation is solicited but strictly voluntary. We assure you that your students’ names and the name of your institution will not be associated with the research findings. The results of this study will be used in a report given to Ashland Christian School and Ashland University in Ashland, Ohio. Results might also be published or used in a dissertation.

If you would like additional information concerning this study before or after it is completed, or have any issues or concerns, please contact one of us by phone or mail. Thank you very much for your time. We appreciate your interest and cooperation. There will be approximately 6 schools (150 individuals) participating in this study.

Sincerely,

Name of investigator Name of Faculty Member Graduate Student Tim Dernlan Professor Dr. James Olive Phone No. (567) 203-1490 Phone No. (419) 207-6643 Address: 664 Buena Vista Ave. Address:226 Schar College of Ed. City, State, Zip: Ashland, Ohio 44805 City, State, Zip: Ashland, Ohio 44805

************************************************************************

I have read and understand the information about this study. I give consent for the students of this school to participate in this study. I understand that this consent is voluntary and can be withdrawn without penalty at any time. ______Name of School

______Signature of School Administrator

______Date

155

APPENDIX K

PARTICIPANT CONSENT FORM

PARTICIPANT CONSENT FORM Comparison of Christian Education Associations

A. PURPOSE AND BACKGROUND

Mr. Tim Dernlan in Ashland University’s Education Department is conducting a research study comparing educational associations. You are being asked to participate in this study because you are a current student in school.

B. PROCEDURES

If you agree to be in the study, the following will occur:

1. You will be given a survey to complete. 2. This survey will take a total time of about fifteen minutes. 3. You will not put your name on the survey.

C. RISKS/DISCOMFORTS

1. Some of the questions might be difficult to answer, however it is important for you to answer all of them honestly and to the best of your ability. 2. Participation in this research will involve no loss of privacy and your records will be handled confidentially.

D. BENEFITS This study provides an opportunity for students to reflect on their own development as a Christian.

E. COSTS There will be no costs to you as a result of taking part in this study.

F. PAYMENT You will receive no payment for your participation in this study and you will not lose anything if you do not participate in this study.

G. QUESTIONS You have had the opportunity to ask Mr. Dernlan any questions about this survey.

H. CONSENT You will be given a copy of this consent form to keep. PARTICIPATION IN RESEARCH IS VOLUNTARY. You are free to decline to be in this study, or to withdraw from it at any point. Your decision as to whether or not to participate in this study will have no influence on your present or future status as a student.

If you agree to participate, you should sign below.

______Date Signature of Study Participant

______Date Signature of Person Obtaining Consent

158

APPENDIX L

LETTER TO POTENTIAL SCHOOLS

Date

Name of Headmaster,

My name is Tim Dernlan from Ashland University in Ashland, Ohio. I am currently working on a doctorate of education in leadership studies with a focus on Christian education. As part of this degree, I am conducting research comparing Christian school associations in the area of student development of the Christian faith. I am contacting you to ask for your help.

Would you be willing to allow your students to participate in this project? A survey has been designed to measure the development of the Christian faith. This project is designed to compare the Association of Classical and Christian Schools (ACCS) and the Association of Christian Schools International (ACSI).

I am writing you to ask your permission to conduct a survey with your fourth, eighth, and twelfth grade students. Your students will be asked to fill out a survey which will take approximately fifteen minutes to complete. Students will not put their names on the survey and participation is solicited but strictly voluntary. I assure you that your students’ names and the name of your institution will not be associated with the research findings.

The results of this study will be used in a report given at Ashland University and might also be published or used in a dissertation. I will be conducting this survey during the month of September, 2011. However, I need to line up participating schools as soon as possible. Will you please respond to this email agreeing to participate in this study? Again, no school or individual names will be identified and the total time I will be in your school will be less than one hour (15 minutes in three classes each).

I know you are very busy this time of year and I appreciate your help as I seek to find ways to advance Christian education in America. Please contact me if you have any questions. I look forward to hearing from you soon.

Thank you,

Tim Dernlan

664 Buena Vista Ave. Ashland, Ohio 44805 (567) 203-1490 [email protected]

160

APPENDIX M

MORE INFORMATION FOR POTENTIAL SCHOOLS

Dear Administrator,

I have already had several schools respond to the email I sent yesterday and I would like to answer some of the frequently asked questions.

1. Can I see a copy of the survey before the students fill it out? Yes. Attached is the survey regarding development of the Christian faith. Should you agree to participate, I would prefer the students and teachers not see this survey so they will not be tempted to "teach to the test".

2. Is there any governing body overseeing this research? Yes. I am also attaching the consent forms required by the Human Subjects Review Board (HSRB). The HSRB is set up to protect subjects involved in research studies. I do not need these forms signed at this time; I just wanted to provide you with more information about this study.

3. What do you hope to prove from this study? Nothing. I am seeking to learn more about Christian school associations and the development of Christian faith in students attending Christian schools.

4. Can we know more about you?

I am a Christian. I graduated from Purdue University in 1998 with a degree in communication and in 1999 with a degree in education. Other than one year teaching high school, I have spent most of the past twelve years coaching wrestling at Purdue, Ohio State, Penn State, Lehigh, and Ashland University. I received a master’s degree in educational leadership from Lehigh in 2009. I was married in 2000 and have four young children. I want to raise them to love and glorify God.

I hope this helps answer some of your questions. Please email (or call) me with any other questions.

Sincerely,

Tim Dernlan 567.203.1490 [email protected]

162

APPENDIX N

LETTER TO ARRANGE SURVEY DATE

Name of Headmaster,

I am contacting you to set up a date to come to your school to conduct the survey we discussed via email this summer.

Will it work for me to come to your school on Thursday, October 20 or Friday, October 21?

I will need:

1) 15 minutes with the students in grades 4 2) 15 minutes with the students in grades 8 3) 15 minutes with the students in grades 12 4) 15 minutes with you (the headmaster)

The information I obtain will be presented to the professors in the Leadership Studies doctoral program at Ashland University and used for my dissertation focused of Christian school students’ commitment to the Christian faith.

I look forward to hearing back from you regarding a time and date I can come to your school. I will also need to send parent consent forms to you for the students to have signed before I arrive.

Thank you,

Tim Dernlan Ashland University Cell: 567-203-1490 [email protected]

164

APPENDIX O

CHRISTIAN FAITH COMMITMENT SURVEY

Name of School ______

Please circle the response that best describes you, your beliefs, and your actions.

1. How old are you?

8 9 10 11 12 13 14 15 16 17 18 19

2. What grade are you in?

P K 1 2 3 4 5 6 7 8 9 10 11 12

3. What grade did you start attending this school?

P K 1 2 3 4 5 6 7 8 9 10 11 12

4. Have you attended any other schools?

Yes No

5. Are you male or female?

Male Female

6. Are you a Christian?

No Sometimes Yes I don’t know

7. How often do you read the Bible?

Daily Weekly Monthly Yearly Never

8. How often do you attend church?

Daily Weekly Monthly Yearly Never

9. How important is being baptized to you?

Very Somewhat Neutral Not Very Not At All

10. How important is taking part in communion to you?

Very Somewhat Neutral Not Very Not At All

11. How often do you pray to God?

Daily Weekly Monthly Almost Never Never

12. Do you share your faith with others?

Always Almost Always Sometimes Almost Never Never

13. Are you willing to help people in need of food, water, clothing and shelter?

Always Almost Always Sometimes Almost Never Never

14. Are you willing to tell another Christian when they are doing wrong and help them change?

Always Almost Always Sometimes Almost Never Never

15. Do you want to live like a Christian?

Always Almost Always Sometimes Almost Never Never

16. There is a verse in the Bible that says, “God helps those who help themselves”.

True False

17. “Love your neighbor as yourself” is one of the Ten Commandments in the bible.

True False

18. Who wrote the books of Acts?

Paul Luke Stephen John Peter

19. Which of these men was not one of the twelve disciples of Jesus?

Andrew Thomas Matthew Peter Paul

20. Who was the first King of Israel?

Saul Solomon David Samuel Augustus

21. Who killed Goliath?

Mark David Abraham Paul Titus

22. Who led the Israelites out of Egypt?

Noah Paul Jeremiah Moses Adam

23. Who is the father of Jacob?

Abraham Peter Isaac Josiah Michael

24. Which of these people did Jesus raise from the dead?

Hannah Isaiah Ezekiel Lazarus Martha

25. If science and the bible do not agree, which is of them is right?

Science Bible I don’t know Both Neither

26. There are things in life that are always right or always wrong?

No Sometimes Yes

27. Most religions can lead a person to heaven.

No Sometimes Yes

28. Did Jesus Christ ever sin?

No Sometimes Yes

29. Is God the Creator of the universe?

No Sometimes Yes

30. Is salvation a gift from God that cannot be earned?

No Sometimes Yes

31. Is Satan real?

No Sometimes Yes

32. Should a Christian share his/her faith with others?

No Sometimes Yes

33. By doing more good than bad, a person will go to heaven when they die.

No Sometimes Yes

34. Is everything in the Bible true?

No Sometimes Yes

35. How often do your school teachers talk to you about God or the Bible?

Every Class Daily Weekly Monthly Yearly Never

36. Who is the most helpful in the development of your Christian faith?

Teachers Parent(s) Friends Pastor Other Nobody

37. What grades do you earn most in school?

A’s A’s and B’s B’s Bs and C’s C’s

C’s and D’s D’s D’s and F’s F’s

168

APPENDIX P

CHRISTIAN FAITH COMMITMENT SURVEY RESULTS

Appendix P provides the results of the survey questions answered by the Christian school students participating in this study. The survey question is listed above each table and again at the top of each table. Answers to the survey questions are provided below the survey question near the top of each table. Responses from the students are divided by school and grade level at the left of each table. The tables were created by using SPSS descriptive statistics cross tabulations. Survey questions 2 asked: “What grade are you in?” This question is not listed as specific question in this section because each is question is divided by grade.

Survey Question 1:

How old are you?

Type of School 9 10 11 12 13 14 17 18 Total

Modern (ACSI) Grade 4 Count 22 10 1 0 0 0 0 0 33

% within 66.7% 30.3% 3.0% .0% .0% .0% .0% .0% 100.0%

Grade

8 Count 0 0 0 1 23 9 0 0 33

% within .0% .0% .0% 3.0% 69.7% 27.3% .0% .0% 100.0%

Grade

12 Count 0 0 0 0 0 0 12 11 23

% within .0% .0% .0% .0% .0% .0% 52.2% 47.8% 100.0%

Grade

Total Count 22 10 1 1 23 9 12 11 89

% within 24.7% 11.2% 1.1% 1.1% 25.8% 10.1% 13.5% 12.4% 100.0%

Grade

Classical Grade 4 Count 16 8 0 0 0 0 0 24

(ACCS) % within 66.7% 33.3% .0% .0% .0% .0% .0% 100.0% Grade

8 Count 0 0 1 10 4 0 0 15

% within .0% .0% 6.7% 66.7% 26.7% .0% .0% 100.0% Grade

12 Count 0 0 0 0 0 6 2 8

% within .0% .0% .0% .0% .0% 75.0% 25.0% 100.0% Grade

Total Count 16 8 1 10 4 6 2 47

% within 34.0% 17.0% 2.1% 21.3% 8.5% 12.8% 4.3% 100.0% Grade

Survey Question 3:

What grade are you in?

What grade did you start attending this school?

Type of School 1 2 3 4 5 6 7 8 9 10 11 K P Total

Modern (ACSI) Grad 4 Count 5 0 3 9 0 0 0 0 0 0 13 3 33

e % within 15.2% .0% 9.1% 27.3% .0% .0% .0% .0% .0% .0% 39.4% 9.1% 100.0% Grade

8 Count 1 3 1 9 1 4 2 5 0 0 7 0 33

% within 3.0% 9.1% 3.0% 27.3% 3.0% 12.1% 6.1% 15.2% .0% .0% 21.2% .0% 100.0% Grade

12 Count 3 3 0 2 0 1 1 3 4 2 3 1 23

% within 13.0% 13.0% .0% 8.7% .0% 4.3% 4.3% 13.0% 17.4% 8.7% 13.0% 4.3% 100.0% Grade

Total Count 9 6 4 20 1 5 3 8 4 2 23 4 89

% within 10.1% 6.7% 4.5% 22.5% 1.1% 5.6% 3.4% 9.0% 4.5% 2.2% 25.8% 4.5% 100.0% Grade

Classical Grad 4 Count 3 5 1 2 0 0 0 0 0 12 23

(ACCS) e % within 13.0% 21.7% 4.3% 8.7% .0% .0% .0% .0% .0% 52.2% 100.0% Grade

8 Count 3 2 1 0 0 3 2 0 0 4 15

% within 20.0% 13.3% 6.7% .0% .0% 20.0% 13.3% .0% .0% 26.7% 100.0% Grade

12 Count 3 1 0 0 1 0 0 1 1 1 8

% within 37.5% 12.5% .0% .0% 12.5% .0% .0% 12.5% 12.5% 12.5% 100.0% Grade

Total Count 9 8 2 2 1 3 2 1 1 17 46

% within 19.6% 17.4% 4.3% 4.3% 2.2% 6.5% 4.3% 2.2% 2.2% 37.0% 100.0% Grade

Survey Question 4:

Have you attended any other schools?

Have you attended any other schools? Type of School Yes No Total Modern (ACSI) Grade 4 Count 21 12 33 % within Grade 63.6% 36.4% 100.0% 8 Count 26 7 33

% within Grade 78.8% 21.2% 100.0% 12 Count 16 7 23 % within Grade 69.6% 30.4% 100.0% Total Count 63 26 89 % within Grade 70.8% 29.2% 100.0% Classical (ACCS) Grade 4 Count 14 10 24 % within Grade 58.3% 41.7% 100.0% 8 Count 10 5 15 % within Grade 66.7% 33.3% 100.0%

12 Count 7 1 8 % within Grade 87.5% 12.5% 100.0% Total Count 31 16 47 % within Grade 66.0% 34.0% 100.0%

Survey Question 5:

Are you male or female?

Are you male or female? Type of School Male Female Total Modern (ACSI) Grade 4 Count 16 16 32 % within Grade 50.0% 50.0% 100.0% 8 Count 17 16 33 % within Grade 51.5% 48.5% 100.0%

12 Count 13 10 23

% within Grade 56.5% 43.5% 100.0% Total Count 46 42 88 % within Grade 52.3% 47.7% 100.0% Classical (ACCS) Grade 4 Count 12 12 24 % within Grade 50.0% 50.0% 100.0% 8 Count 9 6 15 % within Grade 60.0% 40.0% 100.0% 12 Count 1 7 8

% within Grade 12.5% 87.5% 100.0% Total Count 22 25 47 % within Grade 46.8% 53.2% 100.0%

Survey Question 6:

Are you a Christian?

Are you a Christian? Type of School No Sometimes Yes I don't know Total Modern (ACSI) Grade 4 Count 0 1 30 2 33 % within Grade .0% 3.0% 90.9% 6.1% 100.0% 8 Count 1 1 31 0 33 % within Grade 3.0% 3.0% 93.9% .0% 100.0%

12 Count 1 0 21 1 23

% within Grade 4.3% .0% 91.3% 4.3% 100.0% Total Count 2 2 82 3 89 % within Grade 2.2% 2.2% 92.1% 3.4% 100.0% Classical (ACCS) Grade 4 Count 1 21 2 24 % within Grade 4.2% 87.5% 8.3% 100.0% 8 Count 0 14 1 15 % within Grade .0% 93.3% 6.7% 100.0% 12 Count 0 8 0 8

% within Grade .0% 100.0% .0% 100.0% Total Count 1 43 3 47 % within Grade 2.1% 91.5% 6.4% 100.0%

Survey Question 7:

How often do you read the Bible?

How often do you read the Bible? Type of School Daily Weekly Monthly Yearly Never Total Modern (ACSI) Grade 4 Count 18 11 2 2 0 33 % within 54.5% 33.3% 6.1% 6.1% .0% 100.0% Grade 8 Count 9 20 1 1 2 33

% within 27.3% 60.6% 3.0% 3.0% 6.1% 100.0% Grade 12 Count 13 7 0 2 0 22 % within 59.1% 31.8% .0% 9.1% .0% 100.0% Grade Total Count 40 38 3 5 2 88 % within 45.5% 43.2% 3.4% 5.7% 2.3% 100.0% Grade Classical Grade 4 Count 8 12 2 1 23 (ACCS) % within 34.8% 52.2% 8.7% 4.3% 100.0% Grade 8 Count 8 4 2 0 14

% within 57.1% 28.6% 14.3% .0% 100.0% Grade 12 Count 6 2 0 0 8

% within 75.0% 25.0% .0% .0% 100.0% Grade Total Count 22 18 4 1 45

% within 48.9% 40.0% 8.9% 2.2% 100.0% Grade

Survey Question 8:

How often do you attend church?

How often do you attend church? Type of School Daily Weekly Monthly Yearly Never Total Modern (ACSI) Grade 4 Count 4 27 1 1 0 33 % within 12.1% 81.8% 3.0% 3.0% .0% 100.0% Grade 8 Count 0 30 2 0 1 33

% within .0% 90.9% 6.1% .0% 3.0% 100.0% Grade 12 Count 0 21 0 0 2 23 % within .0% 91.3% .0% .0% 8.7% 100.0% Grade Total Count 4 78 3 1 3 89 % within 4.5% 87.6% 3.4% 1.1% 3.4% 100.0% Grade Classical Grade 4 Count 2 20 0 1 23 (ACCS) % within 8.7% 87.0% .0% 4.3% 100.0% Grade 8 Count 0 14 1 0 15

% within .0% 93.3% 6.7% .0% 100.0% Grade 12 Count 0 8 0 0 8

% within .0% 100.0% .0% .0% 100.0% Grade Total Count 2 42 1 1 46

% within 4.3% 91.3% 2.2% 2.2% 100.0% Grade

Survey Question 9:

How important is being baptized to you?

How important is being baptized to you? Type of School Very Somewhat Neutral Not very not at all Total Modern (ACSI) Grade 4 Count 20 7 1 3 1 32 % within 62.5% 21.9% 3.1% 9.4% 3.1% 100.0% Grade 8 Count 19 8 4 1 1 33

% within 57.6% 24.2% 12.1% 3.0% 3.0% 100.0% Grade 12 Count 12 5 4 1 1 23 % within 52.2% 21.7% 17.4% 4.3% 4.3% 100.0% Grade Total Count 51 20 9 5 3 88 % within 58.0% 22.7% 10.2% 5.7% 3.4% 100.0% Grade Classical Grade 4 Count 7 10 3 3 1 24 (ACCS) % within 29.2% 41.7% 12.5% 12.5% 4.2% 100.0% Grade 8 Count 9 3 2 0 0 14 % within 64.3% 21.4% 14.3% .0% .0% 100.0% Grade 12 Count 7 1 0 0 0 8 % within 87.5% 12.5% .0% .0% .0% 100.0% Grade Total Count 23 14 5 3 1 46 % within 50.0% 30.4% 10.9% 6.5% 2.2% 100.0% Grade

Survey Question 10:

How important is taking part in communion to you?

How important is taking part in communion to you? Type of School very somewhat neutral not very not at all Total Modern (ACSI) Grade 4 Count 21 8 1 2 1 33 % within 63.6% 24.2% 3.0% 6.1% 3.0% 100.0% Grade 8 Count 12 15 4 0 1 32

% within 37.5% 46.9% 12.5% .0% 3.1% 100.0% Grade 12 Count 11 5 4 3 0 23 % within 47.8% 21.7% 17.4% 13.0% .0% 100.0% Grade Total Count 44 28 9 5 2 88 % within 50.0% 31.8% 10.2% 5.7% 2.3% 100.0% Grade Classical Grade 4 Count 5 11 2 2 4 24 (ACCS) % within 20.8% 45.8% 8.3% 8.3% 16.7% 100.0% Grade 8 Count 8 3 2 0 0 13 % within 61.5% 23.1% 15.4% .0% .0% 100.0% Grade 12 Count 6 2 0 0 0 8 % within 75.0% 25.0% .0% .0% .0% 100.0% Grade Total Count 19 16 4 2 4 45 % within 42.2% 35.6% 8.9% 4.4% 8.9% 100.0% Grade

Survey Question 11:

How often do you pray to God?

How often do you pray to God? Almost Type of School Daily Weekly Monthly Never Never Total Modern (ACSI) Grade 4 Count 30 2 1 0 0 33 % within 90.9% 6.1% 3.0% .0% .0% 100.0% Grade

8 Count 26 4 1 0 2 33 % within 78.8% 12.1% 3.0% .0% 6.1% 100.0% Grade 12 Count 18 3 0 2 0 23 % within 78.3% 13.0% .0% 8.7% .0% 100.0% Grade Total Count 74 9 2 2 2 89 % within 83.1% 10.1% 2.2% 2.2% 2.2% 100.0% Grade Classical Grade 4 Count 18 4 2 24 (ACCS) % within 75.0% 16.7% 8.3% 100.0% Grade 8 Count 14 1 0 15

% within 93.3% 6.7% .0% 100.0% Grade 12 Count 8 0 0 8

% within 100.0% .0% .0% 100.0% Grade Total Count 40 5 2 47

% within 85.1% 10.6% 4.3% 100.0% Grade

Survey Question 12:

Do you share your faith with others?

almost

Type of School always always sometimes almost never never Total

Modern (ACSI) Grade 4 Count 5 13 12 2 0 32

% within 15.6% 40.6% 37.5% 6.3% .0% 100.0% Grade

8 Count 2 9 18 1 3 33

% within 6.1% 27.3% 54.5% 3.0% 9.1% 100.0% Grade

12 Count 2 6 9 3 2 22

% within 9.1% 27.3% 40.9% 13.6% 9.1% 100.0%

Grade

Total Count 9 28 39 6 5 87

% within 10.3% 32.2% 44.8% 6.9% 5.7% 100.0% Grade

Classical Grade 4 Count 1 3 13 7 24 (ACCS) % within 4.2% 12.5% 54.2% 29.2% 100.0% Grade

8 Count 1 7 5 1 14

% within 7.1% 50.0% 35.7% 7.1% 100.0% Grade

12 Count 2 3 3 0 8

% within 25.0% 37.5% 37.5% .0% 100.0% Grade

Total Count 4 13 21 8 46

% within 8.7% 28.3% 45.7% 17.4% 100.0% Grade

Survey Question 13:

Are you willing to help people in need of food, water, clothing, and shelter?

Are you willing to help people in need of food, water, clothing,

and shelter?

Type of School Always Almost always Sometimes Almost never Total

Modern (ACSI) Grade 4 Count 21 5 7 0 33

% within Grade 63.6% 15.2% 21.2% .0% 100.0%

8 Count 15 5 12 1 33

% within Grade 45.5% 15.2% 36.4% 3.0% 100.0%

12 Count 9 8 5 1 23

% within Grade 39.1% 34.8% 21.7% 4.3% 100.0%

Total Count 45 18 24 2 89

% within Grade 50.6% 20.2% 27.0% 2.2% 100.0%

Classical (ACCS) Grade 4 Count 9 6 9 24

% within Grade 37.5% 25.0% 37.5% 100.0%

8 Count 5 8 2 15

% within Grade 33.3% 53.3% 13.3% 100.0%

12 Count 6 2 0 8

% within Grade 75.0% 25.0% .0% 100.0%

Total Count 20 16 11 47

% within Grade 42.6% 34.0% 23.4% 100.0%

Survey Question 14:

Are you willing to tell another Christian when they are doing wrong and help them change?

Are you willing to tell another Christian when they are doing wrong and help them

change?

Almost

Type of School Always Always Sometimes Almost never Never Total

Modern (ACSI) Grade 4 Count 18 5 8 1 1 33

% within Grade 54.5% 15.2% 24.2% 3.0% 3.0% 100.0%

8 Count 6 13 11 1 2 33

% within Grade 18.2% 39.4% 33.3% 3.0% 6.1% 100.0%

12 Count 2 6 13 2 0 23

% within Grade 8.7% 26.1% 56.5% 8.7% .0% 100.0%

Total Count 26 24 32 4 3 89

% within Grade 29.2% 27.0% 36.0% 4.5% 3.4% 100.0%

Classical (ACCS) Grade 4 Count 7 7 9 1 0 24

% within Grade 29.2% 29.2% 37.5% 4.2% .0% 100.0%

8 Count 4 3 6 1 1 15

% within Grade 26.7% 20.0% 40.0% 6.7% 6.7% 100.0%

12 Count 1 6 1 0 0 8

% within Grade 12.5% 75.0% 12.5% .0% .0% 100.0%

Total Count 12 16 16 2 1 47

% within Grade 25.5% 34.0% 34.0% 4.3% 2.1% 100.0%

Survey Question 15:

Do you want to live like a Christian?

Almost Almost

Type of School Always Always Sometimes never Never Total

Modern (ACSI) Grade 4 Count 33 0 0 0 0 33

% within 100.0% .0% .0% .0% .0% 100.0% Grade

8 Count 23 7 2 0 1 33

% within 69.7% 21.2% 6.1% .0% 3.0% 100.0% Grade

12 Count 12 6 4 1 0 23

% within 52.2% 26.1% 17.4% 4.3% .0% 100.0%

Grade

Total Count 68 13 6 1 1 89

% within 76.4% 14.6% 6.7% 1.1% 1.1% 100.0% Grade

Classical Grade 4 Count 20 1 3 24 (ACCS) % within 83.3% 4.2% 12.5% 100.0% Grade

8 Count 12 2 1 15

% within 80.0% 13.3% 6.7% 100.0% Grade

12 Count 8 0 0 8

% within 100.0% .0% .0% 100.0% Grade

Total Count 40 3 4 47

% within 85.1% 6.4% 8.5% 100.0% Grade

Survey Question 16:

There is a verse in the Bible that says, "God helps those who help themselves".

There is a verse in the Bible that says, "God helps those who help themselves". Type of School True False Total Modern (ACSI) Grade 4 Count 15 18 33 % within Grade 45.5% 54.5% 100.0%

8 Count 5 28 33 % within Grade 15.2% 84.8% 100.0% 12 Count 2 21 23 % within Grade 8.7% 91.3% 100.0% Total Count 22 67 89 % within Grade 24.7% 75.3% 100.0% Classical (ACCS) Grade 4 Count 4 20 24 % within Grade 16.7% 83.3% 100.0% 8 Count 2 12 14

% within Grade 14.3% 85.7% 100.0% 12 Count 0 8 8 % within Grade .0% 100.0% 100.0% Total Count 6 40 46 % within Grade 13.0% 87.0% 100.0%

Survey Question 17:

"Love your neighbor as yourself" is one of the Ten Commandments in the Bible.

"Love your neighbor as yourself" is one of the Ten Commandments in the Bible. Type of School True False Total Modern (ACSI) Grade 4 Count 30 3 33

% within Grade 90.9% 9.1% 100.0%

8 Count 17 16 33 % within Grade 51.5% 48.5% 100.0% 12 Count 9 14 23 % within Grade 39.1% 60.9% 100.0% Total Count 56 33 89 % within Grade 62.9% 37.1% 100.0% Classical (ACCS) Grade 4 Count 20 4 24 % within Grade 83.3% 16.7% 100.0% 8 Count 3 12 15

% within Grade 20.0% 80.0% 100.0% 12 Count 2 6 8 % within Grade 25.0% 75.0% 100.0% Total Count 25 22 47 % within Grade 53.2% 46.8% 100.0%

Survey Question 18:

Who wrote the book of Acts?

Who wrote the book of Acts? Type of School Paul Luke Stephen John Peter Total Modern (ACSI) Grade 4 Count 5 10 0 3 15 33 % within 15.2% 30.3% .0% 9.1% 45.5% 100.0% Grade 8 Count 11 5 1 8 8 33

% within 33.3% 15.2% 3.0% 24.2% 24.2% 100.0% Grade 12 Count 14 6 0 3 0 23 % within 60.9% 26.1% .0% 13.0% .0% 100.0% Grade Total Count 30 21 1 14 23 89 % within 33.7% 23.6% 1.1% 15.7% 25.8% 100.0% Grade Classical Grade 4 Count 17 0 3 4 24 (ACCS) % within 70.8% .0% 12.5% 16.7% 100.0% Grade 8 Count 9 3 1 1 14

% within 64.3% 21.4% 7.1% 7.1% 100.0% Grade 12 Count 3 5 0 0 8

% within 37.5% 62.5% .0% .0% 100.0% Grade Total Count 29 8 4 5 46

% within 63.0% 17.4% 8.7% 10.9% 100.0% Grade

Survey Question 19:

Which of these men was not one of the twelve disciples of Jesus?

Which of these men was not one of the twelve disciples of

Jesus?

Type of School Andrew Thomas Matthew Peter Paul Total

Modern (ACSI) Grade 4 Count 10 13 4 0 5 32

% within Grade 31.3% 40.6% 12.5% .0% 15.6% 100.0%

8 Count 8 2 3 0 20 33

% within Grade 24.2% 6.1% 9.1% .0% 60.6% 100.0%

12 Count 6 2 0 1 14 23

% within Grade 26.1% 8.7% .0% 4.3% 60.9% 100.0%

Total Count 24 17 7 1 39 88

% within Grade 27.3% 19.3% 8.0% 1.1% 44.3% 100.0%

Classical (ACCS) Grade 4 Count 3 7 0 14 24

% within Grade 12.5% 29.2% .0% 58.3% 100.0%

8 Count 3 1 1 10 15

% within Grade 20.0% 6.7% 6.7% 66.7% 100.0%

12 Count 0 0 0 8 8

% within Grade .0% .0% .0% 100.0% 100.0%

Total Count 6 8 1 32 47

% within Grade 12.8% 17.0% 2.1% 68.1% 100.0%

Survey Question 20:

Who was the first King of Israel?

Who was the first King of Israel? Type of School Saul Solomon David Samuel Augustus Total Modern (ACSI) Grade 4 Count 19 5 8 1 0 33 % within 57.6% 15.2% 24.2% 3.0% .0% 100.0% Grade 8 Count 15 7 10 0 1 33

% within 45.5% 21.2% 30.3% .0% 3.0% 100.0% Grade 12 Count 15 3 5 0 0 23 % within 65.2% 13.0% 21.7% .0% .0% 100.0% Grade Total Count 49 15 23 1 1 89 % within 55.1% 16.9% 25.8% 1.1% 1.1% 100.0% Grade Classical Grade 4 Count 19 1 4 0 24 (ACCS) % within 79.2% 4.2% 16.7% .0% 100.0% Grade 8 Count 15 0 0 0 15

% within 100.0% .0% .0% .0% 100.0% Grade 12 Count 7 0 0 1 8

% within 87.5% .0% .0% 12.5% 100.0% Grade Total Count 41 1 4 1 47

% within 87.2% 2.1% 8.5% 2.1% 100.0% Grade

Survey Question 21:

Who killed Goliath?

Who killed Goliath? Type of School Mark David Abraham Paul Titus Total Modern (ACSI) Grade 4 Count 0 33 0 0 33

% within .0% 100.0% .0% .0% 100.0% Grade 8 Count 1 30 1 1 33

% within 3.0% 90.9% 3.0% 3.0% 100.0% Grade 12 Count 0 23 0 0 23

% within .0% 100.0% .0% .0% 100.0% Grade Total Count 1 86 1 1 89

% within 1.1% 96.6% 1.1% 1.1% 100.0% Grade Classical Grade 4 Count 22 1 1 24 (ACCS) % within 91.7% 4.2% 4.2% 100.0% Grade

8 Count 15 0 0 15

% within 100.0% .0% .0% 100.0% Grade 12 Count 8 0 0 8

% within 100.0% .0% .0% 100.0% Grade Total Count 45 1 1 47

% within 95.7% 2.1% 2.1% 100.0% Grade

Survey Question 22:

Who led the Israelites out of Egypt?

Who led the Israelites out of Egypt? Type of School Jeremiah Moses Total Modern (ACSI) Grade 4 Count 3 30 33 % within Grade 9.1% 90.9% 100.0% 8 Count 0 33 33

% within Grade .0% 100.0% 100.0% 12 Count 0 22 22 % within Grade .0% 100.0% 100.0% Total Count 3 85 88 % within Grade 3.4% 96.6% 100.0% Classical (ACCS) Grade 4 Count 24 24 % within Grade 100.0% 100.0% 8 Count 15 15 % within Grade 100.0% 100.0%

12 Count 8 8 % within Grade 100.0% 100.0% Total Count 47 47 % within Grade 100.0% 100.0%

Survey Question 23:

Who is the father of Jacob?

Who is the father of Jacob? Type of School Abraham Peter Isaac Josiah Total Modern (ACSI) Grade 4 Count 16 4 11 2 33 % within 48.5% 12.1% 33.3% 6.1% 100.0% Grade 8 Count 14 1 16 0 31 % within 45.2% 3.2% 51.6% .0% 100.0% Grade 12 Count 7 2 14 0 23 % within 30.4% 8.7% 60.9% .0% 100.0% Grade Total Count 37 7 41 2 87 % within 42.5% 8.0% 47.1% 2.3% 100.0% Grade Classical Grade 4 Count 5 18 23 (ACCS) % within 21.7% 78.3% 100.0%

Grade 8 Count 2 13 15 % within 13.3% 86.7% 100.0%

Grade 12 Count 1 7 8 % within 12.5% 87.5% 100.0%

Grade Total Count 8 38 46 % within 17.4% 82.6% 100.0%

Grade

Survey Question 24:

Which of these people did Jesus raise from the dead?

Which of these people did Jesus raise from the dead? Type of School Hannah Isaiah Ezekiel Lazarus Martha Total Modern (ACSI) Grade 4 Count 2 2 3 24 2 33 % within 6.1% 6.1% 9.1% 72.7% 6.1% 100.0% Grade

8 Count 0 1 1 31 0 33 % within .0% 3.0% 3.0% 93.9% .0% 100.0% Grade 12 Count 0 1 0 22 0 23 % within .0% 4.3% .0% 95.7% .0% 100.0% Grade Total Count 2 4 4 77 2 89 % within 2.2% 4.5% 4.5% 86.5% 2.2% 100.0% Grade Classical Grade 4 Count 1 2 21 24 (ACCS) % within 4.2% 8.3% 87.5% 100.0% Grade 8 Count 0 0 15 15

% within .0% .0% 100.0% 100.0% Grade 12 Count 0 0 8 8

% within .0% .0% 100.0% 100.0% Grade Total Count 1 2 44 47

% within 2.1% 4.3% 93.6% 100.0% Grade

Survey Question 25:

If science and the Bible do not agree, which is of them is right?

If science and the Bible do not agree, which is of them is right? Type of School Bible I don't know Both Neither Total Modern (ACSI) Grade 4 Count 25 7 0 1 33 % within 75.8% 21.2% .0% 3.0% 100.0% Grade

8 Count 29 0 4 0 33 % within 87.9% .0% 12.1% .0% 100.0% Grade 12 Count 20 2 1 0 23 % within 87.0% 8.7% 4.3% .0% 100.0% Grade Total Count 74 9 5 1 89 % within 83.1% 10.1% 5.6% 1.1% 100.0% Grade Classical Grade 4 Count 20 4 24 (ACCS) % within 83.3% 16.7% 100.0% Grade 8 Count 15 0 15

% within 100.0% .0% 100.0% Grade 12 Count 8 0 8

% within 100.0% .0% 100.0% Grade Total Count 43 4 47

% within 91.5% 8.5% 100.0% Grade

Survey Question 26:

There are things in life that are always right or always wrong?

There are things in life that are always right or always wrong? Type of School No Sometimes Yes Total Modern (ACSI) Grade 4 Count 2 18 13 33 % within 6.1% 54.5% 39.4% 100.0% Grade 8 Count 2 12 19 33 % within 6.1% 36.4% 57.6% 100.0% Grade 12 Count 4 4 15 23 % within 17.4% 17.4% 65.2% 100.0% Grade Total Count 8 34 47 89 % within 9.0% 38.2% 52.8% 100.0% Grade Classical Grade 4 Count 3 9 12 24 (ACCS) % within 12.5% 37.5% 50.0% 100.0% Grade 8 Count 0 0 15 15 % within .0% .0% 100.0% 100.0% Grade 12 Count 1 0 7 8 % within 12.5% .0% 87.5% 100.0% Grade Total Count 4 9 34 47 % within 8.5% 19.1% 72.3% 100.0% Grade

Survey Question 27:

Most religions can lead a person to heaven?

Most religions can lead a person to heaven? Type of School No Sometimes Yes Total Modern (ACSI) Grade 4 Count 21 8 4 33 % within 63.6% 24.2% 12.1% 100.0% Grade 8 Count 26 5 2 33 % within 78.8% 15.2% 6.1% 100.0% Grade 12 Count 20 3 0 23 % within 87.0% 13.0% .0% 100.0% Grade Total Count 67 16 6 89 % within 75.3% 18.0% 6.7% 100.0% Grade Classical Grade 4 Count 17 5 1 23 (ACCS) % within 73.9% 21.7% 4.3% 100.0% Grade 8 Count 11 3 0 14 % within 78.6% 21.4% .0% 100.0% Grade 12 Count 8 0 0 8 % within 100.0% .0% .0% 100.0% Grade Total Count 36 8 1 45 % within 80.0% 17.8% 2.2% 100.0% Grade

Survey Question 28:

Did Jesus Christ ever sin?

Did Jesus Christ ever sin? Type of School No Sometimes Yes Total Modern (ACSI) Grade 4 Count 32 1 33 % within Grade 97.0% 3.0% 100.0% 8 Count 33 0 33 % within Grade 100.0% .0% 100.0%

12 Count 23 0 23 % within Grade 100.0% .0% 100.0% Total Count 88 1 89 % within Grade 98.9% 1.1% 100.0% Classical (ACCS) Grade 4 Count 22 1 1 24 % within Grade 91.7% 4.2% 4.2% 100.0% 8 Count 14 0 1 15 % within Grade 93.3% .0% 6.7% 100.0% 12 Count 8 0 0 8 % within Grade 100.0% .0% .0% 100.0%

Total Count 44 1 2 47 % within Grade 93.6% 2.1% 4.3% 100.0%

Survey Question 29:

Is God the Creator of the universe?

Is God the Creator of the universe? Type of School No Sometimes Yes Total Modern (ACSI) Grade 4 Count 1 0 32 33 % within Grade 3.0% .0% 97.0% 100.0% 8 Count 0 0 33 33 % within Grade .0% .0% 100.0% 100.0%

12 Count 0 1 22 23

% within Grade .0% 4.3% 95.7% 100.0% Total Count 1 1 87 89 % within Grade 1.1% 1.1% 97.8% 100.0% Classical (ACCS) Grade 4 Count 24 24 % within Grade 100.0% 100.0% 8 Count 15 15 % within Grade 100.0% 100.0% 12 Count 8 8

% within Grade 100.0% 100.0% Total Count 47 47 % within Grade 100.0% 100.0%

Survey Question 30:

Is salvation a gift from God that cannot be earned?

Is salvation a gift from God that cannot be earned? Type of School No Sometimes Yes Total Modern (ACSI) Grade 4 Count 14 3 15 32 % within 43.8% 9.4% 46.9% 100.0% Grade 8 Count 18 1 14 33 % within 54.5% 3.0% 42.4% 100.0% Grade 12 Count 4 3 16 23 % within 17.4% 13.0% 69.6% 100.0% Grade Total Count 36 7 45 88 % within 40.9% 8.0% 51.1% 100.0% Grade Classical Grade 4 Count 8 1 15 24 (ACCS) % within 33.3% 4.2% 62.5% 100.0% Grade 8 Count 2 2 9 13 % within 15.4% 15.4% 69.2% 100.0% Grade 12 Count 0 0 8 8 % within .0% .0% 100.0% 100.0% Grade Total Count 10 3 32 45 % within 22.2% 6.7% 71.1% 100.0% Grade

Survey Question 31:

Is Satan real?

Is Satan real? Type of School No Sometimes Yes Total Modern (ACSI) Grade 4 Count 3 2 28 33 % within Grade 9.1% 6.1% 84.8% 100.0% 8 Count 0 0 33 33 % within Grade .0% .0% 100.0% 100.0%

12 Count 0 2 21 23

% within Grade .0% 8.7% 91.3% 100.0% Total Count 3 4 82 89 % within Grade 3.4% 4.5% 92.1% 100.0% Classical (ACCS) Grade 4 Count 2 22 24 % within Grade 8.3% 91.7% 100.0% 8 Count 0 15 15 % within Grade .0% 100.0% 100.0% 12 Count 0 8 8

% within Grade .0% 100.0% 100.0% Total Count 2 45 47 % within Grade 4.3% 95.7% 100.0%

Survey Question 32:

Should a Christian share his/her faith with others?

Should a Christian share his/her faith with others? Type of School Sometimes Yes Total Modern (ACSI) Grade 4 Count 1 32 33 % within Grade 3.0% 97.0% 100.0% 8 Count 1 32 33

% within Grade 3.0% 97.0% 100.0% 12 Count 0 23 23 % within Grade .0% 100.0% 100.0% Total Count 2 87 89 % within Grade 2.2% 97.8% 100.0% Classical (ACCS) Grade 4 Count 0 24 24 % within Grade .0% 100.0% 100.0% 8 Count 1 14 15 % within Grade 6.7% 93.3% 100.0%

12 Count 0 8 8 % within Grade .0% 100.0% 100.0% Total Count 1 46 47 % within Grade 2.1% 97.9% 100.0%

Survey Question 33:

By doing more good than bad, a person will go to heaven when they die.

By doing more good than bad, a person will go to heaven when they die. Type of School No Sometimes Yes Total Modern (ACSI) Grade 4 Count 21 6 6 33 % within 63.6% 18.2% 18.2% 100.0% Grade 8 Count 28 5 0 33 % within 84.8% 15.2% .0% 100.0% Grade 12 Count 19 2 2 23 % within 82.6% 8.7% 8.7% 100.0% Grade Total Count 68 13 8 89 % within 76.4% 14.6% 9.0% 100.0% Grade Classical Grade 4 Count 15 2 7 24 (ACCS) % within 62.5% 8.3% 29.2% 100.0% Grade 8 Count 11 3 0 14 % within 78.6% 21.4% .0% 100.0% Grade 12 Count 8 0 0 8 % within 100.0% .0% .0% 100.0% Grade Total Count 34 5 7 46 % within 73.9% 10.9% 15.2% 100.0% Grade

Survey Question 34:

Is everything in the Bible true?

Is everything in the Bible true? Type of School No Sometimes Yes Total Modern (ACSI) Grade 4 Count 0 0 33 33 % within Grade .0% .0% 100.0% 100.0% 8 Count 0 1 32 33 % within Grade .0% 3.0% 97.0% 100.0%

12 Count 2 0 21 23

% within Grade 8.7% .0% 91.3% 100.0% Total Count 2 1 86 89 % within Grade 2.2% 1.1% 96.6% 100.0% Classical (ACCS) Grade 4 Count 2 22 24 % within Grade 8.3% 91.7% 100.0% 8 Count 0 15 15 % within Grade .0% 100.0% 100.0% 12 Count 0 8 8

% within Grade .0% 100.0% 100.0% Total Count 2 45 47 % within Grade 4.3% 95.7% 100.0%

Survey Question 35:

How often do your school teachers talk to you about God or the Bible?

Type of School Every class Daily Weekly Yearly Total

Modern (ACSI) Grade 4 Count 12 19 0 31

% within Grade 38.7% 61.3% .0% 100.0%

8 Count 10 21 2 33

% within Grade 30.3% 63.6% 6.1% 100.0%

12 Count 5 15 3 23

% within Grade 21.7% 65.2% 13.0% 100.0%

Total Count 27 55 5 87

% within Grade 31.0% 63.2% 5.7% 100.0%

Classical (ACCS) Grade 4 Count 7 16 1 24

% within Grade 29.2% 66.7% 4.2% 100.0%

8 Count 8 7 0 15

% within Grade 53.3% 46.7% .0% 100.0%

12 Count 5 3 0 8

% within Grade 62.5% 37.5% .0% 100.0%

Total Count 20 26 1 47

% within Grade 42.6% 55.3% 2.1% 100.0%

Survey Question 36:

Who is the most helpful in the development of your Christian faith?

Type of School Teachers Parent(s) Friends Pastor Other Nobody Total

Modern (ACSI) Grade 4 Count 9 12 0 8 3 0 32

% within 28.1% 37.5% .0% 25.0% 9.4% .0% 100.0%

Grade

8 Count 7 11 2 8 2 2 32

% within 21.9% 34.4% 6.3% 25.0% 6.3% 6.3% 100.0% Grade

12 Count 5 6 1 5 5 1 23

% within 21.7% 26.1% 4.3% 21.7% 21.7% 4.3% 100.0% Grade

Total Count 21 29 3 21 10 3 87

% within 24.1% 33.3% 3.4% 24.1% 11.5% 3.4% 100.0%

Grade

Classical Grade 4 Count 4 16 0 0 1 1 22

(ACCS) % within 18.2% 72.7% .0% .0% 4.5% 4.5% 100.0%

Grade

8 Count 0 10 1 3 0 0 14

% within .0% 71.4% 7.1% 21.4% .0% .0% 100.0% Grade

12 Count 1 4 2 0 0 0 7

% within 14.3% 57.1% 28.6% .0% .0% .0% 100.0% Grade

Total Count 5 30 3 3 1 1 43

% within 11.6% 69.8% 7.0% 7.0% 2.3% 2.3% 100.0%

Grade

Survey Question 37:

What grades do you earn most in school?

What grades do you earn most in school? A's and B's and Type of School A's B's B's C's Total Modern (ACSI) Grade 4 Count 16 15 1 0 32 % within 50.0% 46.9% 3.1% .0% 100.0% Grade 8 Count 8 17 2 3 30 % within 26.7% 56.7% 6.7% 10.0% 100.0% Grade 12 Count 12 7 2 2 23 % within 52.2% 30.4% 8.7% 8.7% 100.0% Grade Total Count 36 39 5 5 85 % within 42.4% 45.9% 5.9% 5.9% 100.0% Grade Classical Grade 4 Count 12 8 1 3 24 (ACCS) % within 50.0% 33.3% 4.2% 12.5% 100.0% Grade 8 Count 5 7 2 0 14 % within 35.7% 50.0% 14.3% .0% 100.0% Grade 12 Count 5 2 1 0 8 % within 62.5% 25.0% 12.5% .0% 100.0% Grade Total Count 22 17 4 3 46 % within 47.8% 37.0% 8.7% 6.5% 100.0% Grade