Cougar Qualities

We are making some changes in the way we recognize students with awards that they receive at the end of the year.  We have implemented a new way to encourage and motivate students to make good choices in their interpersonal relationships with each other, and with their teachers, and to understand and begin to reflect the Christian values and lifestyle that we find in the Bible.  

We have introduced the students to "Cougar Qualities," a list of values using the acronym of the spelling of our school mascot, "Cougars," with each letter representing one of those values, and where it is found in scripture.  These values include Considerate, Obedient, Upright, Growing, Attentive, Responsible, and Self-Controlled.  

This will change the awards we give at the end of the year.  We will continue to recognize the students with the top two students, by GPA, in each academic subject getting an award.  Every student will get one COUGAR award for the one quality they showed the best during the school year.  Students who are on the A honor roll will get an award.  Anyone who has perfect attendance, meaning no absences at all during the year, will get an award for that.  All awards that were not part of a class, like penmanship, library, recess, or spelling, will be eliminated.  

Consistent practice of Cougar qualities will be recognized by giving one "Cougar of the Year" award to one student in each grade level.  Students will receive a daily reminder about Cougar Qualities every morning, prior to the pledges, when the quality, along with the verse that supports it, will be read.  

Many of the awards we used to give out had lost their original meaning and purpose over time.  The Cougar Qualities provide a measure of meaning and context to student recognition, which is a motivation for the students, not just to earn the reward, but to take the action necessary to get there.  Every student has some quality at which they excel, so this motivates them by letting them know that their teachers recognize their qualities.  And the award they earn will be a reminder to them that someone noticed this.  

It will also be more meaningful that getting an award for recess.  This award recognizes a value that is tied to scripture.  

Part of imitating the perfection of God is acting charitably and generously, doing good deeds, working for justice, and praying.  Matthew 6:1, The Voice

Psalm 107, As We Dismiss for Thanksgiving Break

O give thanks to the Lord, for he is good; for his steadfast love endures forever.  

Let the redeemed of the Lord say so, those he redeemed from trouble and gathered in from the lands, from the east and from the west, from the north and from the south...

Let those who are wise give heed to these things, and consider the steadfast love of the Lord. 

Psalm 107:1-3; 43

As a school community, we have much for which we are thankful to the Lord as we prepare to celebrate Thanksgiving.  There have been times when, looking back, the future did not appear the way that it looks now, as the most recent past.  We have weathered a season of uncertainty which included some enrollment and financial instability, as well as having to navigate through a pandemic.  But the Lord has been faithful. 

He has consistently provided for us by sending us the people he has led and called to service here, whether as teachers, or as auxiliary staff members.  There have been times when we have wondered whether we would be able to fill a teaching position, or find someone qualified for a staff position, and then, at times when we think we've come to the end of the possibilities, someone shows up.  

There have been moments when making ends meet has been difficult.  We've been gifted with talent when it comes to understanding a budget, making difficult decisions regarding the effectiveness with which we spend our money, managing things like early enrollment, allocation of funds for specific purposes and seeking the help of those who want to consider MCA for a gift have all come together to give us a measure of financial stability and security that is extending into its fifth year.  

We have had businesses and individuals, like the Gies Foundation, Ozinga Concrete, the Harger family, among others, who have seen needs on our campus and provided to meet those needs.  As a result, we have a renovated, nice, very practical and usable gymnasium facility, a smooth parking lot, and we are preparing for replacing the windows in the main building.  We have been able, with the help of these kinds of gifts, to finance, out of our own budget, a roof replacement and some interior sprucing up of carpets and paint.  

Our enrollment has been stable for five years now.  Families seek us out, and we are able to come close to the point of filling, or almost filling, all of our available seats each school year, which leads to maximum efficient operation of the school.  We are able to know, long before we dismiss for summer break, what our student body is going to look like in the fall, and to welcome those who are new for the first time.  

Our academic and spiritual reputation has shown up in the peer evaluation we have conducted which we call accreditation.  We did a lot of hard work to reach this point, where outside evaluators have indicated that MCA is meeting is goals in its mission and purpose, which is, first of all, to bring glory to God and to his son, Jesus Christ.  \

So we approach this holiday season with thankful hearts to God for all he has done for us.  We share our thanks with you, because God sent you this way and doing this would not be possible without him.  

Christian Philosophy of Education: The Role of Teachers in a Christian School

 Not many of you should become teachers, my brothers, for you know that we who do teach will be judged with greater strictness. James 3:1

A disciple is not above his teacher, nor a servant above his master.  Matthew 10:24

And he personally gave some to be apostles, some prophets, some evangelists, some pastors and teachers, for the training of the saints in the work of ministry, to build up the body of Christ, until we all reach unity in the faith and knowledge of God's son, growing into a mature person with a stature measured by Christ's fullness.  Ephesians 4:11-13, HCSB

One of the major distinctions between Christian schools and public schools is the role and responsibility of teachers.  While the role of a teacher in public education has evolved with the trends in education, and the classroom has lost much of its formal structure along with the respect and order that accompanied quality pedagogy, in Christian schools, and specifically at MCA, we see the role of a teacher as a ministry calling directly related to the school's mission and purpose. 

Compulsory education in this country was never meant to be something aimed at improving the ability of students to "get a job" when they get older.  Education is the foundation of constitutional democracy, something aimed at raising the standard of living, and at the same time helping citizens understand their role in a government based on popular sovereignty, something that we can see by visible example around the world.  

Education is one of the five biblical functions of a Christian congregation, the others being worship, evangelism and missions, ministry to needs, and fellowship.  It is commonly referred to as discipleship and it has as its purpose "training of the saints in the work of ministry, building up the body of Christ, and achieving unity in faith and knowledge of Christ."  In both Jewish and Christian tradition, the idea of the church taking responsibility not only for spiritual training, but for providing skills which lead to collective prosperity of the faith community is central to faith practice.  

A Ministry Calling Requiring Spiritual Giftedness

A Christian school is primarily a discipleship ministry.  Those who are called by God to serve in this ministry also are spiritually gifted to do so as a means of qualification.  In that role, there is a measure of respect which members of the body of Christ should give to enable these called and gifted individuals to serve the Lord by serving others in His name.  Our teachers have also provided their own training and education to enable them to fulfill this calling, at their own expense, in order to be equipped for service.  

So your child's classroom teacher is a minister of the gospel of Jesus Christ, using spiritual gifts and talents, along with extensive training, in order to provide a classroom which will, in the course of a year, accomplish a specific set of pedagogical and spiritual goals. This puts the teacher in position of spiritual leadership in the classroom, which we see as a position of biblical authority.  Part of what is expected from a classroom in a Christian school is the spiritual growth of students, as they learn more about the Bible's contents, and the application of spiritual truth to their daily life.  And it is part of the teachers responsibility to help bring this about. 

Excellent Pedagogy

We expect, as a result of the spiritual expectations of education, that students will be encouraged to do their best, and have that opportunity in their studies.  So, the maintenance of order and the structure of the classroom must be conducive to the learning experience.  In the management of the classroom, the teacher is the supreme authority, using the spiritual giftedness as well as the college level training for which they made a financial sacrifice.  

In addition to teaching the core principles of basic skills, like reading, mathematics and science, teachers also help students understand the social skills necessary for success.  A classroom is a great place to learn how to interact appropriately with peers and a teacher, who has a great capacity for teaching these skills, can certainly help.  

Parent Support and Partnership

A teacher in a Christian school is an authority in their classroom, both over the management of the behavior and conduct of students as well as over the content and instruction of the curriculum.  We have an expectation here at MCA, based on the teacher's biblical role, and on their expertise, that parents will support their child's teacher, listen to the advice and guidance given, and work with their child to make sure the classroom experience meets everyone's expectations.  

For one thing, all of our teachers are professing Christians, fellow believers in Christ who are committed spiritually to the mission and purpose of the school.  Beyond that, their willingness to sacrifice what they could be earning elsewhere makes the tuition and fees affordable for a high percentage of our families.  Their commitment to this as a ministry calling, rather than just a job, is a benefit to every one of their students.  

For another, it is best for the students to follow a trained teacher's advice.  Their professional expertise is a leading factor in student success, and as parents, there are expectations of success.  It's perfectly acceptable for a parent to communicate their vision and desires for their child, but also perfectly acceptable for a teacher to direct the parents to a plan that not only helps their child learn effectively, but also to exercise the kind of social restraint and classroom behavior that minimizes disruptions and teaches children to be considerate of others.  

It's a Sacrifice to Work in a Christian School

The motivation for this ministry calling exceeds the salary and benefits requirements.  Parents make a financial sacrifice, because Christian schools are privately funded, and tuition is a requirement to cover the expenses.  But teachers make a financial sacrifice, too, since tuition rates that take parent's expenses into consideration don't provide the kind of professional salary and benefits that teachers in the public education system require.  

At MCA, the level of compensation that our teachers agree to receive in order to serve in this ministry saves our parents about $2,500 per year for each student they have enrolled here.  And that amount, added to our tuition, would only raise our teacher wages to the lowest levels of public school salaries.  So there is also a financial element to this partnership.  

The church is also a big contributor, being responsible, for the most part, for securing many of those who regularly support the school with their financial gifts, and also for providing a facility for which we pay no lease, only maintenance and utilities, saving parents another $2,000.00. per student.  

Stability and Commitment

The teaching staff turnover rate at MCA is less than 10% per year over the past 10 years.  That demonstrates a stable school environment, which is also visible in seeing more than 90% of our currently enrolled students return year after year.  And while most small, private schools find it difficult to maintain a teaching staff that is fully credentialed, all of our core subject classroom teachers at MCA have certification and meet the educational requirements for their job.

So we believe you've found a good place for your child to grow educationally, and spiritually, with those two things side by side in their classroom at Midwestern Christian Academy.

Dr. Voddie Baucham, Pastor and Christian Education Leader, Died on September 25

The name Voddie Baucham is synonymous with the promotion of Christian school education, not only in the United States, but also in Africa, specifically Zambia, where he served as a seminary administrator.  Dr. Baucham founded several Christian schools, and provided training and mentorship for the faculty and staff for many others.  Our paths crossed twice, once when we were both students at Southwestern Baptist Theological Seminary in Fort Worth, Texas, and then again when I was serving as teacher and chair of the Bible department at Fort Bend Baptist Academy.  He was an inspiring speaker and his passion for supporting Christian school education was also inspirational.  

His book, Family Driven Faith: Doing What it Takes to Raise Sons and Daughters Who Walk With God, is an excellent source of information for parents who want to see their children grow up to be faithful members of the church.  One of Dr. Baucham's most memorable quotes, one which I have remembered ever since, and have used when I talk of my own Christian school experience, is quite profound: 

"We cannot continue to send our children to Caesar for their education and then be surprised when they come home as Romans."  

His approach wasn't anything new, or novel, or the discovery of some hidden truth.  Dr. Baucham simply preached and taught the Bible as the inspired Word of God.  He was recognized by the Association of Classical Christian Schools for his strong support of Christian school education.  

Dr. Baucham was a graduate of Houston Baptist University, Southwestern Baptist Theological Seminary and earned his doctorate from Southeastern Baptist Theological Seminary.  He founded Voddie Baucham Ministries in 1993, which was the means by which he inspired and helped train Christian school leaders.  He was the pastor of Grace Family Baptist Church in Spring, Texas.  He served as Dean of Theology at African Christian University in Zambia, and was a founding faculty member of Founders' Seminary in Florida.  He was 56 years old.  

Why We Take Our Middle School Students to Phantom Ranch

Middle school can be a difficult time for many students.  There are physical changes occurring, and students are becoming more aware of the importance of relationships outside of home.  The differences in levels of physical, emotional, and even spiritual maturity can cause students to feel insecure, leading to isolation, and it can have an effect on their grades and classroom performance, as well as their overall mood.  

MCA, as a Christian school, places an emphasis on the education of the "whole" child.  What we mean by that is that we see providing opportunities for students to have positive experiences that include a practical application of what we believe are Christian expectations when it comes to social settings, like school, and to help them understand that "love your neighbor as you love yourself," which is part of the greatest commandment, starts here, with their neighbors who are their classmates and fellow students at MCA.  

The Phantom Ranch experience we offer, which is just two days and one night at the camp, is a time for students to get to know each other in a different setting than just at school.  There are activities at the camp which are fun, of course, but there will also be times when students are together in settings they might not experience during the school day with their classmates during the 180 days of the school term.  It's a combination of camp outdoor activities, worshipping together as a student body, and seeing some practical applications of Biblical principles that Middle School students can use to draw themselves closer to God and to each other.  

Teachers also participate and this is a way to get to know their teachers in a different atmosphere than a classroom.  We're fortunate to be small enough to offer this kind of activity, as part of our overall curriculum and instruction, because of the size of the school and the relationship that we have to the ministry of Phantom Ranch Bible Camp.  

The Biblical Value of Community 

The book of Acts in the New Testament is the basis for our understanding of the dynamics of Christian community which can come from experiences like a summer camp, or in a Christian school, as well as within the fellowship of a church.  As Christians, we are bound together by a shared sense of purpose and a shared humanity.  Christian community exists within an emphasis of unity in the spirit, respect for diversity and the idea that the well-being of one person who is part of the body is linked to the well-being of the whole community.  

We are able to see here, in our school, the benefits of having a functioning Christian community, even in a simple way, among our middle school students.  One of the reasons they occupy a shared, exclusive space in our school is the idea that they hold these things in common, because of their shared faith in Christ.  When there are difficulties, which sometimes happen because kids are kids, and because they are sometimes still developing in their maturity, it can be seen in its effect on the whole school.  

There is a common bond among all believers in Christ, and this is what brings us together in faith.  A Christian community worships together, but it also serves in the community and uses service to God as an evangelistic opportunity.  It teaches conflict resolution according to biblical principle, helps students develop respect for others who may not be like them physically, but who share the common bond of Christ.  And it leads to a clear understanding of the importance of corporate worship of God, where strength can be drawn from each other.  

So a couple of days and a night in the woods of Southern Wisconsin are a good thing for the student body of the middle school at Midwestern Christian Academy. 

Expectations for a Time of Community

Of course, we hope that the time our students spend at Phantom Ranch leads to the development of some new relationships among our students.  We hope that the worship experiences and devotional times help students get a little bit closer in their relationship to Christ, and that it might be the point at which some students are introduced to Jesus for the first time.  We hope that it helps students develop respect for their fellow classmates, see them as their neighbor, and love them in the way that Jesus expected.  

This is just one piece of the community that exists within our school, and particularly our middle school.  Our sports programs are designed to help students come together in community, as are the other extra-curricular activities we offer.  This year, our chapel will feature days when students can come together and spend some time in small groups, once a quarter, just to help build those relationships that they may value as they get older.  

So, invest in this activity as a parent, and help your child's experience.   

Scripture Theme for the 2025-26 School Term: I John 4:9

 In this the love of God was made manifest among us, that God sent his only son into the world, so that we might live through Him.  I John 1:9 ESV

As we begin the 69th school year at Midwestern Christian  Academy, the verse that we have selected to be our theme for the school year is one that goes to the very heart of who we are.  Our identity as a school, and as a ministry, rests on the belief that God exists, that he is the all powerful creator of the universe, and that he chose to reveal himself to us by coming to us in the form of his son, Jesus, the Christ.  Jesus, through the life that he lived and example he set, and through his preaching and teaching, revealed to us the truth about who God is.  

He also became our salvation, opening the door to us to have a relationship with God because he took upon himself the penalty for human sin, and sacrificed himself for our redemption.  This verse in I John affirms that Jesus was the son of God, sent for this purpose, to give us life.  It is assurance from the apostle who wrote this epistle to Christians that Jesus is God in the flesh.  

Our affirmation of this central truth of the Christian gospel is what sets us apart as a Christian school.  At the foundation of our educational objectives is our belief in the God who created the universe as one God, and that loving God with all of our heart, soul and mind, is our testimony of faith.  Jesus, as the revealer of truth, points this out when he equates the first commandment with the second one, together as the greatest command, that the way we testify of our faith in God to the world is by loving our neighbor as we love ourselves.  

This is not an easy thing to do, by any means.  

At MCA, we start by defining who our neighbor is, here at school.  It is everyone's classmate.  It is their teacher.  It is their parent.  It is their sibling.  These are all neighbors God has put into our life, and loving them, unconditionally, is the way we demonstrate our love of God.  It's our testimony of our faith and trust in Jesus as the Christ, our savior. 

The Theological Concept

This verse is part of a passage that contains a clear, theological concept.  It was written to Christians who were encountering a false teaching that came from a lack of ability to understand the divine and human nature of Christ.  Influenced by Greek philosophy, a group of people, known as the "Gnostics," could not understand how a human being could also be divine at the same time.  Their attempted explanations of the nature of Jesus led them astray, because they could not understand the concept that Jesus was fully divine at the same time that he was human, and that this part of his nature, which made him sinless, was necessary to salvation.  

John makes it very clear, in verses 1 through 3, that the acknowledgement of Jesus as the Christ is possible because of the spirit of God, and that the lack of acknowledgement of this fact is antichrist.  This, and one other reference in 2 John, which is addressing the same point, is the only place where the term "antichrist" is used in scripture. In other words, this is considered an essential belief and acknowledgement in order to understand the nature of God, and to be a recipient of his grace through the salvation experience.  

So this is an instructional objective for us, as well as a necessary concept for evangelism.  

Practical Application

Knowing all of this leads us to the practical application of living for God through Jesus Christ.  The Christian gospel starts with the beatitudes, not the ten commandments, and includes the Sermon on the Mount, where Jesus reveals most of the Christian gospel and how to practice this kind of faith.  That's the starting point where belief turns into action.  And this is what we want to teach to our students, that everything the know about the scripture has to do with living through Christ.  

Christian Schools Should Exercise Caution With Any Public Funding Initiative

Having been in Christian school education for more than a third of a century, 38 years this month, I have picked up a lot of conventional wisdom from having made multiple observations of virtually all aspects of Christian school education, and that includes being involved in the struggle to acquire the necessary resources to provide a quality education in addition to a spiritually nurturing environment.  I've encountered people who have experience, a strong, practical perspective and spiritual gifts to sustain being in Christian school ministry and doing it well.  I'm still learning.  

There are experiences which have made an impression that I not only will never forget, but which I can see as having a strong impact on my own personal philosophy of education as I have applied it to my classroom teaching in Christian schools, and during the past 18 years of serving in Christian school administration.  

Fellow Southwestern Seminary alumnus Dr. Voddie Baucham, who is also a Christian school educator, pastor, author and missionary, articulated a philosophy of Christian school education that has stuck with me since I first heard him say it, "We cannot continue to send our children to Caesar for their education and be surprised when they come home as Romans."  The same thing can be said when taking money from Caesar to fund education.  It does not come without strings attached that benefits its own interests. 

Christian School Independence and Autonomy is Theologically Based and Biblically Defined

Let's establish some core, biblically supported principles first, so that what we stand on isn't affected by the winds of expedience, but is built on core values. 

It was the Baptists, the tradition in which I grew up, whose beliefs that the local church was the body of Christ, led by the Holy Spirit, and should not be under the control of the state with regard to its matters of conscience, which included calling its own pastors, who did not need the sanction, or ordination, of state magistrates, and for conducting their own worship services and church gatherings as the body of Christ. Nor did they require the guidance of the state, nor of any ecclesiastical authority outside that of the local body of Christ itself in determining their theology, doctrine and practice.  Their influence persuaded both Thomas Jefferson and James Madison, who observed their faith practice in different settings, and not only resulted in the first amendment guarantee of religious liberty as a matter of protected free conscience, but also in the establishment clause, which separates the institutional church from the sanction and control of the state.  

This resulted in one of the most significant spiritual revivals in American history. Christianity prospered here, and enabled a missionary movement which caused it to spread from here, in a ways that it had never been able to prosper under the control of monarchies and political authority.  

What that means for us, as an educational institution which derives its mission and purpose from the biblical church function of discipleship, is that we are free to determine our own educational mission and purpose, integrating the revelation of God through Jesus Christ, and the principles of the gospel into the curriculum that we teach to our children, with the added benefit that they are able to learn the life skills that education provides in a Christian context.  

This is in contrast to the education "Caesar"--the analogy we use for public education--provides, which doesn't acknowledge the existence of God, and that changes their whole approach to the education of the children and youth in our society.  It's difficult for church ministry to fill in the vacuum that is created by an educational philosophy which teaches that human intellect is the highest power in the universe.  But that's exactly why Christian schools exist.  

Threats to the Independence and Autonomy of Christian Schools

About three decades ago, a group of Christian colleges and universities struggled with whether or not to accept students who paid tuition with grants issued by the federal government.  The grants, initially known as Basic Educational Opportunity Grants, paid tuition and fees for as many as 80% of the students on any given college or university campus.  The grants were based on student income qualification, and were convenient since most students, when they turned 18, could get off their parent's tax return as a dependent, and qualify to get 100% of the grant.  

Private, Christian colleges could take the grants because they were considered direct aid to students, not to the schools that received them.  However, as happens in most situations like this, the political demand for more accountability, to make sure dollars were not being wasted, entered the picture.  The grants were funded by public money, therefore, the courts ruled that the federal government had the right to impose rules and regulations, mainly in the form of academic standards, that schools which accepted BEOG money had to meet.  One of those things was to mandate that students could not use BEOG money if they were pursuing a degree exclusively in  some field of religious studies.  Nor could schools restrict the admission of a student who qualified for a BEOG on any religious affiliation grounds.  

For most Christian colleges and universities, this was not a problem.  They simply shifted more of their in-house and endowed scholarship money to students pursuing Biblical studies or ministry degrees to make those programs accessible and affordable to students pursuing that kind of degree.  However, schools like Hillsdale College, Grove City College, Bob Jones University, and Pensacola Christian College, among others, where Biblical studies were required as at least a minor along with any other degree program, the rulings presented a problem.  If students could not use BEOG money to pursue a religious-based course of studies, then the schools would either have to change their requirements, or figure out a different way of funding their programs.  

They chose to remain independent and autonomous.  And God blessed them for following their conscience.  If you believe in something strongly enough, it will become a priority for your contributions and your resources.  These schools have been able to maintain their programs and their operations without BEOG money, and subsequently, without any college level government assistance program.  

I'm a firm believer in and supporter of the first amendment as a guarantee of religious liberty.  I understand, when Christian ministries provide services to the public at large as a means of outreach and of expressing the core value of "loving our neighbor as we love ourselves," and ministry in the name of Jesus, in places like hospitals and schools, where we encounter the public, there will be some crossover in ways that services are provided, along with who pays for them.  

Protecting the Independence and Autonomy of Schools Involves Distinguishing Between Direct Funding vs. Program Administration 

After almost two decades of trying different ways to help middle income parents with Christian school affordability, two distinct methods of assistance have grown out of the trial and error.  Initially, some form of voucher program, where parents could directly qualify by income and draw from an account funded by tax dollars designated to the state's education fund and then use those funds to pay tuition and fees at the Christian school of their choice.  Theoretically, the parents are responsible and accountable for the funds, not the school, so initial court decisions surrounding vouchers protected schools from government interference.  

However, accountability demands being what they are, the courts have determined that there are some uniform standards which parents must follow if they are going to receive a voucher for their children to go to a religious-based school.  Most states now require voucher recipients to attend accredited schools, rather than those who don't seek accreditation.  And voucher amounts, which are determined by the dollar amount received, per student per year, from the state educational fund in the school district where the private school is located.  For example, in one particular school district in Indiana, the annual, per-student, per-year amount of state and local funding is $5,700.  So the voucher amounts, which must cover tuition, books and all other fees, are limited to $5,700.  Schools may not charge voucher recipients more than the value of the voucher.  

In three upper-midwest states where there is some kind of voucher program based on family income, all textbooks and school materials must be purchased from state-approved vendors.  This means that the Christian textbook publishers are out, and schools must either find other money to provide textbooks from those publishers, or they cannot use those materials.  

If We Believe in the Mission and Purpose of Christian Schools, Then Our Money and Resources Should Support Them, Not Caesar's Money and Resources

The other kind of assistance comes from tax credit scholarships.  This is my personal preference for several reasons.  One, all of the funds are contributed.  I strongly believe that if we understand the mission and purpose of a Christian school, and we believe in it, then we should sacrifice to support it and not expect "Caesar" to pay the bills, unless we want "Caesar" to have a say in what we do. A tax credit scholarship involves no public funds.  Tax credits, in amounts adjusted to percentages of the contribution made, are given to the contributors.  So the money comes from people who believe in, and want to support, Christian school education.  That's the way it should be. 

Two, the scholarship amounts are based solely on a family's financial need, based on the percentage of their income over the poverty level.  This means that a family of four, with two children in private Christian school can get a sizeable scholarship, even if they make $80,000 a year.  The scholarships are equalizers, making what cost there is to the parents affordable.  

Not a single penny of public funding which goes to public schools is touched by a tax credit program.  Vouchers, on the other hand, come from money designated to education, including public schools.  So while vouchers have some technicalities that are questionable with regard to the first amendment, tax credits do not.  Tax credits are used by government at every level to incentivize hundreds of different kinds of projects, mainly business development or urban renewal projects.  And they protect the independence and autonomy of Christian schools from government intrusion.