Dealing with the Issue of Bullying

I give you a new commandment, that you love one another.  Just as I have loved you, you also should love one another.  By this, everyone will know that you are my disciples, if you have love for one another.  John 13:34-35, NRSV 

Getting Our Expectations in the Right Place

I've met people who think that, because we are a Christian school, we do not see the kind of behavior that is visible in a public school environment.  We should not have students who pick on others, who use bad language, who engage in bad habits, who talk out of turn in class, who exhibit racism or prejudices, who call others names, who abuse drugs or alcohol, or who engage in bullying.   

The main difference in this regard is that we exercise more control in a different style of managing student behavior than public education, and we have expectations of behavior from students that is based on the Christian gospel.  While most of our parents understand this, and have themselves made professions of faith, and some of our students have as well, not all of them are at the point where they have either given their heart to the Lord, or where the Holy Spirit has convicted them to the point of having their values reflect his indwelling presence.  Of course, the churches they come from aren't perfect, yet, either.  

While we are not exempt from seeing the kind of behavior from students that other schools see, we do see much less of it.  That is because our school is organized and build on a distinctively Christian foundation, and our rules, including the way we handle student discipline, and procedures are based on Biblical principle.  We handle behavior problems differently, helping students see the problem with making unwise choices in order to avoid them again, using prayer and their reading and understanding of the scripture to solve problems.  We also give consideration to a measure of grace in our discipline policy, and it works because it is biblical, and intentional. 

What is Bullying? 

There is a clear distinction between what most parents call "bullying," or think is "bullying," and what psychologists define as bullying.  

The day to day interaction between students, which can sometimes include incidents of pushing, hitting, name calling, and which occur when students become irritated either with one another, or with something outside the classroom, are not signs of "bullying" by definition.  These are things which will happen in any classroom, at any time children of a certain age get together, and under normal circumstances, are usually resolved by either re-directing the behavior or addressing it and providing a warning of consequences if it continues.  It may occasionally re-occur, and provide an opportunity to teach the students how to resolve it, and learn some social skills in the process.  

Bullying is a much less visible, and much more serious problem.  

According to the American Psychological Association, bullying is a form of aggressive behavior in which someone intentionally and repeatedly causes another person injury or discomfort.  It is the use of force, coercion, hurtful teasing comments, or threats, in order to abuse aggressively dominate or intimidate one or others.  It is repeated and habitual behavior.  

Bullying is almost always aimed at one specific victim.  A victim is someone the bully has found to be "soft" in terms of resistance, creating a sense of personal gratification in actions aimed at hurting or making uncomfortable.  What makes a victim is an unwillingness to resist the bully, putting themselves in a position where they are repeatedly vulnerable.  

While the previous behaviors mentioned, those things which are part of normal classroom interactions over time, are usually visible, and spontaneous, real bullying is much more difficult to find, and much more hidden.  Victims tend to avoid reporting the bully, and in some cases, will go to great lengths  not to allow anyone to find out.  Of course, bullies are also grateful not to be discovered.  

Behavior Expectations in a Christian School Classroom

We are, of course, teaching our students not only to develop good social skills, but to include biblical values in the discipline plan.  Jesus himself elevated the principle of loving one's neighbor to the highest form of Christian expression.  It is our desire to teach our students to be considerate of their fellow students, to be courteous, and as the first and greatest commandment states, to love our neighbor as we love ourselves.  This, along with a measure of grace, is written into our discipline plan.  

Unacceptable behavior is defined by our school policy, which is biblically based.  In order for a disciplinary note to be issued, which includes a consequence, a teacher or staff member must observe and confirm the behavior, and have talked to the student prior to the write-up.  While one student reporting the behavior of another is acceptable, we cannot levy a consequence for something that we did not see, but we can be on the alert for future similar behavior.  

Genuine bullying rises to a different level.  We would consider any bullying that is uncovered and revealed as a serious offense, requiring immediate parental resolution.  We would require counseling in order for the issue to be resolved and we would take steps to make sure the student was complying with the expectations we set in order for them to continue to attend classes at MCA.  In some cases, remaining at school here might not be possible until a counselor released the student to do so.  

In most cases, bullying is revealed by finding the victim.  Systematic bullying will produce behavior in a victim that eventually becomes visible, while the one doing the bullying is careful not to be exposed.  It is rare for a victim of bullying to come forward.  In most cases I've observed, it takes long term observation, and the victim must sense that they are in need of help to escape it.  Things to look for include a tendency to isolate, or "hide out," appearing depressed, uninterested in things that once were of high interest, being absorbed in electronic entertainment, and withdrawing from personal relationships with friends and family members.  Most bullying is verbal, not necessarily physical, and with school aged students, happens via social media.  

Christian schools are not exempt because they operate under Biblical principles.  Even in covenant-based Christian schools, there is no way to determine the sincerity of anyone's faith, and there are students who do not live according to the principles of the Christian gospel, no matter how faithful their family might be.  Let's not forget that this kind of power over people's lives was one of the things with which Satan tempted Jesus, which tells us how powerful it can be.  

Helping Parents Get a Clearer Perspective of Bullying 

Every school has a set of issues and problems to deal with which come from being a community made up of students who are learning, not only basic academic skills, but how to cope with relationships as they grow and develop to be the person God created.  As a school, we try to sense ways we can help parents with their perceived needs, and help their children as we teach them basic life skills.  

We have parents whose observation of the culture and society around us have raised their interest in becoming better informed about bullying.  We try to respond to these needs as we can, as a school, and if we can locate a source of information that will enable us to keep our parents informed, we will do our best to help.  

We are planning a virtual event for our parent community, at some point before the end of the school year, to provide basic information to help them increase their understanding and awareness and be in position to locate, and prevent a problem before it begins.  We will give plenty of advanced notice, and in the meantime, if you have any questions, please feel free to address them with the school principal. 

A Core Curriculum Objective: God Exists, and Jesus, His Son, Sent as Our Savior, Died and Rose From the Dead

Belief in the existence of God, as he is revealed to us in all of the scripture, is the basis of our school's educational philosophy.  The entire focus and purpose of education changes completely when this fact is left out of the curriculum objectives.  Without the existence of God, and the provision he made for humanity to be redeemed from its sinful nature by the sacrifice of his own son, whom he sent as Savior, salvation becomes a matter of humans saving themselves.

The educational philosophy that produces the curriculum of most American public education is called "Humanism."  Humanism became prevalent in the early 1920's, initially and gradually taking over the teacher education departments of colleges and universities where the vast majority of American teachers were trained.  It was a planned and deliberate movement aimed at using the public school system, which included the state funded colleges and universities, to bring about social reform and a byproduct of that was the slow elimination of religious influence from the curriculum of the public school system.  

Most of the reform of public education under humanism was accomplished during the 1950's.  It culminated with the Supreme Court's Engle v. Vitale decision, which did not remove prayer from public schools, as is often alleged, but which did remove the recitation of prayers authored by school officials representing the government.  Subsequent decisions by the court removed Bible reading from public schools and defined "state-sponsored" as an adjective applied to religious activity in public education found to be in violation of the establishment clause of the first amendment.  

The response to all of this educational philosophy and reform was that churches and Christian groups began establishing Christian schools.  MCA was founded in 1956, precisely in response to the humanist influence in public schools, which got a head start in Chicago, because it originated locally in two universities founded specifically for the purpose of promoting humanism in teacher education training.  Lack of belief in the existence of God, in the inherent sinful nature of humanity, which creates the need for some kind of redemption or salvation, makes educational curriculum objectives incomplete, since the power to bring about our own salvation does not exist within the human intellect.  If it did, then humans would have, by now, figured out how to get back on the other side of Eden, and live eternally on their own.  

The Resurrection Accounts, Providing Full Evidence of Jesus' Resurrection From the Dead, Are the Completion of the Purpose of Human Existence

The Voice is a modern translation of the Bible, in a style known as "dynamic equivalent."  The translation includes a thorough examination of the original language and the manner in which thoughts and ideas were expressed, and then tries to present them in English with a similar "dynamic" effect.  Of course, any time a modern translation is produced, there are critics who don't like what appears to be a lack of formality, though that may have actually been the original author's intention.  It's difficult to reproduce the exact nuance and tone of two thousand year old words, but this translation chooses to use the less formal terminology in incidents where it is deemed appropriate.  So the account of Jesus' appearance to his disciples after his resurrection emphasizes those things that prove he was not an apparition or a vision, but physically rose from the dead and was present in the room. 

Out of nowhere, Jesus appeared in the center of the room.

[Jesus] "May each one of you be at peace." 

As he was speaking, he revealed the wounds in his hands and side.  The disciples began to celebrate as it sank in that they were really seeing the Lord.  

[Jesus] "I give you the gift of peace.  In the same way the Father sent me, I am now sending you." 

Now he drew close enough to each of them that they could feel his breath.  He breathed on them. 

[Jesus] "Welcome the Holy Spirit of the living God.  You now have the mantle of God's forgiveness.  As you go, you are able to share the life-giving power to forgive sins, or withhold forgiveness."

All of the eleven were present, with the exception of Thomas.  He heard the accounts of each brother's interaction with the Lord.  

[The Disciples Proclaim] "We have seen the Lord!"  

This is the narrative of Jesus' appearance to his disciples, gathered together on the evening of the day when the women had found the empty tomb.  The author, John, who was an eyewitness to this event, takes care to make note of the physical evidence proving that this event took place, and that there were multiple, credible eyewitnesses who saw it, and made note of it, because each one of them experienced a touch from Jesus that provided evidence of his physical resurrection from the dead.  

One of the main points is that Jesus had spoken of this happening to this same group of people.  But once they were in the moment, what they had imagined his "resurrection" would look like was a much different experience than what they were seeing.  They lived in a culture where people often spoke of dreams and visions as if they were reality, but Jesus appeared in such a way as to make it clear they were not seeing a vision or experiencing the visit of a ghost.  He notes that "each one of the brothers" had an account of their interaction with the Lord.  

We believe in all of these things because of our faith, which is informed by the same Holy Spirit of the living God that gave the disciples their testimony of faith.  In the same way they were able to testify of their own encounter with Jesus, assuring Thomas that he had risen from the dead, they give us, through this written word, the same message.  

Here's the difference between the Christian gospel and humanism.  Humans are unable to rise above the "ceiling" that separates them from salvation, because of death.  They cannot transcend, with human intellect alone, the spiritual realm where God's redemption exists.  The only vehicle, if you will, that can make that transition is the one that Jesus introduces here as the power which raised him from the dead, the power that transcended death, and that was the Holy Spirit.  That is the necessary element in human salvation.  And it is this belief that makes our educational philosophy and our curriculum objectives complete.  

The Difference in Educational Philosophy is This Core Belief

There was never a time in American history when public education has acknowledged or incorporated belief in an eternal, all-powerful and sovereign God as a part of its educational philosophy.  It has always operated in a manner separate from the church, as required of all public institutions by the first amendment's establishment clause.  What was occurring, during an era of overwhelming Protestant influence in public education, was the permission given to students, teachers and parents, to conduct various religious activities, mainly prayer and Bible reading, in the school's classrooms.  

As the humanist philosophy advanced, taking over universities during the post Civil War era, and began to turn education into a means of bringing about social reform, its agenda, which is completely secular, changed religious activities done for convenience into what amounted to religious coercion, leading to court decisions to enforce the first amendment, and eliminate them from the school's previously open public forum.  The development and growth of Christian schools is just one response among many from those who felt that over-reach and over-regulation were interfering with their freedom of conscience.

We teach this as historical fact.  In concluding the narrative on this gathering of disciples and the evidence they bring establishing the resurrection of Jesus as a fact, John writes, "The accounts are recorded so that you too might believe that Jesus, the Liberating King, is the Son of God, because believing grants you the life he came to share."  

We do not have the power to save ourselves, but we have a liberating King whose resurrection breaks the ceiling of death, and by acknowledging our own sin and accepting his forgiveness, we can follow where he leads.

We hope you find your way to worship and celebrate the resurrection this Easter.  If you do not have a home church where you can join in and celebrate, you are welcome to join the celebration at 10:45 a.m. at Midwest Bible Church.

Choosing Christian School is a Matter of Conviction

Every now and then, God has a way of reminding us that the mission and purpose of a Christian school is found in the revelation of God to his human creation by sending his son, Jesus.  It's really pretty simple.  Jesus came to reveal not only the existence and person of God, but also to bring salvation by grace, through faith in the sacrifice he would make on the cross.  This is the way that humans are reconciled to God, and it is the only means by which the problems of human existence, caused by sin, can be resolved.  

Public education exists because Americans realized, early in the history of the nation, that an education which provided basic skills leading to multiple ends, including the ability to function in a society that depends on a certain level of literacy and comprehension, to have a basis from which skills can be developed in order for individuals to be productive, support themselves financially, and contribute to the well being of the nation.  

Compulsory education started in the United States as early as 1852, when the state of Massachusetts mandated primary schools for all students in every town.  But it would not be until 1918, just after World War 1, that all states had compulsory attendance laws, and had established enough public schools to accommodate all students.  

Oh, and here's a link to today's reminder:  Midwest Bible Church, March 2, 2025

Basic Philosophy of Education

The need for Christian schools, which teach biblical truth as the means of viewing and living in the world, came about as a result of a philosophical shift in American culture that led to the control of public school curriculum coming under the control of a secular, humanist philosophy.  The first amendment establishes religious liberty, a free conscience, and separates the church from state control, and the state from required church influence.  A secular, humanist philosophy of education slipped in and filled a growing vacuum as specific sectarian teaching in schools was slowly eliminated from the curriculum.  

This is a subject on which books have been written, and I would strongly suggest that parents get a copy of Kingdom Education: God's Plan for Educating Future Generations by Glenn Schultz.  Dr. Schultz does an excellent job of distinguishing the difference in educational philosophy between a Christian school and a public school.  It will provide you with a biblical foundation from your own faith and commitment to Jesus Christ as savior, for the reason you make a sacrifice to send your children to a Christian school.  

The primary, basic difference between the educational philosophy of Christian school education and the public education system in the United States is theological.  Jesus himself makes a statement of belief in revealing the person of God himself that is at the very core of our educational philosophy.  "You shall love the Lord your God with all your heart, and with all your soul, and with all your mind.  This is the great and first commandment.  And the second is like it.  You shall love your neighbor as yourself.  On these two commandments depend all the law and the prophets.  Matthew 22:37-40 ESV 

The first point of our educational philosophy is that God is the creator and sustainer of the universe, infinite, all-powerful, all-knowing, all-present.  Therefore, God's revelation of himself to humans, and the salvation that is offered as a result, is the only resolution to all of the problems of humanity, which are rooted in sin.  

In the humanist philosophy that governs public education curriculum and objectives, God's existence is not acknowledged.  There's no specific declaration that he does not exist, but leaving out any mention of the power that created humanity, including human free will, from curriculum objectives, leaves out everything that comes with acknowledging the existence of God, including the moral principles that are part of the practice of the Christian faith.  What that means, is that students are taught that human beings have the ability to save themselves from their problems, which we call by the old fashioned term, sin.  

If there is no statement that acknowledges the existence of God, then that completely changes the way we teach children about human origins.  And that's where teaching the theory of evolution as fact comes in.  If there is no creator God, then the door is open to scientific theory when it comes to explaining human origins.  When God's existence is not assured, then human origins are left up to chance. 

This has become a standard objective in American public education because humanism, the educational philosophy that governs the education of students in the United States, and evolution, the scientific theory behind human origins, are not violations of the establishment clause of the first amendment because they are not considered or classified as "religious" in nature.  So, in our secular public education system, students are taught that human wisdom and reason are the highest known power in the universe, and that whatever human problems exist, such as war and violence, poverty, economic inequality, can be resolved by human intellect, properly trained and educated.  

For believers in the Christian gospel, only God has the power to save, and salvation comes by spiritual conviction, repentance from sin and restoration to God by confessing Jesus as the Christ.  Therefore, human problems are only resolved by the power of God.  That means that public education takes place in a spiritual vacuum. 

We Teach That God Exists, He Created Us, He Redeems Us, He Empowers Us

We don't just "integrate" Biblical principles into the other subject areas we teach.  Biblical truth forms the basis for our curriculum.  When Christian faith is approached as a lifestyle and a philosophy of both education, and of life, and not simply the academic assertion to a list of doctrine or theological principles, it becomes something that transforms us, and to which we respond, first to being convicted of our sin, then of understanding that we must confess Jesus as the Christ to be forgiven, then to receive the Holy Spirit in order to live a transformed, redeemed life.  

It would be impossible for me to count the number of times those things are taught to students in our classrooms, and how many times they will hear this, as it relates to everything they are learning, over the course of the time they spend at MCA.  God has given us all a free will, so there are no guarantees.  But what we do know is that it is far more likely your child will come to accept this truth, and respond to it, in our classrooms and in the environment that we provide, where all of our teachers are born-again believers in Christ, and where we openly worship God as a school, together.  

Be careful about placing expectations on Christian schools that are unrealistic, or that are simply not consistent with the theology of the Christian gospel.  Students do graduate from Christian schools without ever making a profession of faith in Christ.  And there's no specific situation we can point to that explains why.  If we look at the culture at large, what we are seeing transpire now, and which has pretty much been the case since the late 1980's, is that more than two thirds of the children and youth who are raised by families who are actively engaged in the ministry of their local church will not make a profession of faith, and will drop out of church before they are 25 years of age, earlier if they go to college.  

Going to a Christian school changes those figures somewhat.  From the research that has been done by one of several Christian school organizations, about 6 out of 10 children and youth who are active in their local church in high school, will remain active and engaged with a local body of Christ into adulthood.  That's really a good track record, considering that 25% of the students in any given Christian school are not actively involved in a local, Bible-believing church.  So Christian schools do indeed help undergird and support the work of the local church.  

I've been working in Christian schools for over 35 years, and I've had literally hundreds of students.  That also means I have had multiple conversations with parents who wound up disappointed because the school experience didn't change their child's spiritual condition.  But, I've also seen students who, when they were in school, were hard hearted and resistant to any talk of conversion or living a godly, spiritual life, who did experience conviction, in some cases years later, and who have given their lives to serve the Lord.  There is no question that the school was an influence, but sometimes, we don't get to know.  

In order to experience Christian conversion, or salvation as we commonly call it, the first step is understanding and interpreting the spiritual conviction of sin that opens the door to repentance.  This requires an acknowledgement that we are sinful, by nature, and being led to a point of repentance by the Holy Spirit where we understand that confessing Jesus as Christ [I John 1:9-10, I John 4:1-3] leads to our justification and sanctification as a Christian.  In eight years of biblical studies at MCA, students are certainly exposed to this process.  Of course, it is our of their own will that they must understand it, experience it, and respond to it.  At MCA, that is an opportunity open every day, for ten years if they're here that long.

And that's why our school is here, and why it has been here for 69 years.  It's an option, and a choice, that Christian parents should consider, as a means of providing them with spiritual support in an educational partnership as they raise their children, "In the nurture and admonition of the Lord."  It is a gift you can give to them that far exceeds the monetary cost of providing it.  

When We Have to Close School

The state of Illinois requires all schools, public and private, to provide a minimum of 880 instructional hours to students.  This can be done by scheduling the standard 8:30 to 2:50 p.m. school day for 180 days, or, as a private school, we are allowed to determine the length of our instructional day.  Since we are in school for slightly longer than the standard school day, we have some "built in time" to take for emergencies, generally for weather-related closures, the well-appreciated "snow day", or for other emergencies, which can include shut-downs of utilities, water, or incidents such as we experienced this morning, a gas leak.  

Circumstances Which Cause School Closure

The most common reason for closing school in our area is inclement weather.  These conditions are not always easy or accurate to predict, but if driving conditions to and from school are considered risky or unsafe, we will close school.  This would include in the event of an excessive amount of snowfall, preventing the street crews from keeping streets clear, or more likely ice and freezing rain, which makes streets slick and is difficult to melt with salt and clear with a plow.  

Excessively frigid temperatures can also prompt closing school.  The public schools do this to prevent having kids waiting at bus stops, but we do this as well, because there is a risk to transportation in weather like this.  The risk would increase if snow or sleet is accompanying the low temperatures.  

It is not possible for us to have school if utilities are not functioning.  So if water is out, or gas, or electricity, we will cancel classes.  

Excessive absences due to illness is also a factor in determining whether the school will be open or not.  School, by the nature of the activity, is an easy place to spread germs, and when there are multiple cases of contagious virus going around, the number of students who get sick is high.  When that number reaches 20% of our currently enrolled students, we consider closing down to give everyone an opportunity to stay home and get better, and not spread germs while they are contagious.  

How Many Days Can We Miss?

We have not reached the maximum at any point during the seven years I've been here.  The number of days we've taken for illness hasn't been more than one in the past seven years, except for the closure that occurred for COVID during the last nine weeks of the 2020 school term.  

E-Learning, while a possibility, is also a last resort.  It is not as effective when it comes to instruction of students, as the test results and research clearly showed following the last pandemic.  But if we know or anticipate in advance that it might be several days, it does help make some progress while we are waiting to return to school.  

We recognize closures as an inconvenience, to students because it interrupts their learning experience, to teachers because they have a set of specific objectives their students are scheduled to learn during a limited amount of time, and parents, because they have to find child care and make arrangements for their children to be at home when they weren't planning for it.  We take all of that into consideration when we look at the possibility of an unscheduled day away from school.   

Did Jesus Really Say That?!

You have heard that it was said, 'an eye for an eye and a tooth for a tooth.'  But I say to you, do not resist an evildoer.  But if anyone strikes you on the right cheek, turn the other also, and if anyone wants to sue you and take your coat, give your cloak as well; and if anyone forces you to go one mile, go also the second mile.  Give to everyone who begs from you, and do not refuse anyone who wants to borrow from you.  Matthew 5:38-42 NRSV

Many of our chapel messages recently have focused on the words of Jesus, recorded in the book of Matthew, chapters 5-7, a section known as the "Sermon on the Mount."  Several speakers have focused on the individual principles and values that Jesus taught.  We know that these words more than likely were not just preached this one time, but represented everything that Jesus taught as he travelled around during his public ministry, which took place mostly in Galilee.  

This particular concept was one that our students had some difficulty understanding and figuring out how to apply.  It should be encouraging to know that most of the students remember that their parents have told them not to be the one who hit first, but if someone hits them, then they have permission to hit that person back.  Actually, I think what most of the parents meant is that their child has permission to defend themselves, not retaliate, and there is a difference, though at this particular age, it might be hard to understand.  Still, this is a difficult concept to understand, since we rarely see this happening.  

Main Points We Have Learned

We understand that the words of Jesus, found in the four gospel accounts, but nowhere in any larger segment than here in Matthew 5, 6 and 7, are the Christian gospel.  This is a direct revelation from God, through his son, directly.  They contain the very essence of the Christian faith and its practice.  Many of the statements which teach specific principles of Christian faith start out with the words, "You have heard that it was said," meaning that Jesus was about to put a correct interpretation upon a faith practice which people did not fully understand.  

In fact, in Matthew 5:17-18, Jesus declares himself to be the fulfillment of the law and the prophets, indicating that this part of the gospel of Matthew was the climax, or high point of the Christian gospel, and that his words and interpretations of the faith and practice of Christian principles are the filter and criterion by which all of the rest of the Bible is to be interpreted and understood.  Something that might be very difficult to interpret and figure out otherwise is made clear by these passages of scripture which record the words of Jesus, with all of the authority God gave him to interpret his will for those human beings who placed their trust in God.  

When the Apostles were inspired to capture the thoughts of the faith Jesus taught them, by writing them down, they were guided by the Holy Spirit in the process.  Their authority came from Jesus, and everything they wrote is consistent with the Christian gospel.  There are those who claim the Bible contains contradictions, because it may appear that the apostles disagree, or change something Jesus said, and a surface observation, or reading of a translation, might make it look that way.  But with the understanding that Jesus is the logos, or "word from God" as described in John 1:1, apparent discrepancies are resolved by considering the words of Jesus as being primary, and as being the interpretive criterion for anything else.  Sometimes, it takes an understanding of a cultural aspect that gives meaning to a text which is not seen by us to determine what the author meant.  Bottom line, Jesus is the criterion by which all other scripture should be interpreted.  In Sunday school language, Jesus has the answer.

What we want our students to understand is that the Bible is not difficult to interpret or hard to understand. God sent Jesus for the purpose of serving as the final sacrifice, in order for humans to be redeemed, and reconciled to him, and for revealing his identity and his will, not just for a few people, but for the whole world to know God.  Jesus was very clear in his teaching and preaching, his words are simple.  In fact, if we put all of what Jesus was recorded as having taught by his disciples, the amount of content would be smaller than one of the four gospels.  

And yet. in the context of those words, the Bible interprets itself.  Jesus gives authority, meaning and purpose to life.  He tells us how to know God and understand his will for our lives.  He shows us the values and virtues of the gospel and explains how it is that we can be a testimony to our faith in him by believing what he said and by staying in touch with God through prayer and through the spirit.  

Everyone then who hears these words of mine and acts on them will be like a wise man who builds his house on a rock.  The rain fell, the floods came, and the winds blew and beat on that house, but it did not fall because it had been founded on the rock...

Now when Jesus had finished saying these things, the crowds were astounded at his teaching, for he taught them as one having authority, and not as one of their scribes.  Matthew 7:24-25; 28-29 NRSV

As You Consider Re-Enrollment, MCA Has Considered It's Commitment to Ministry

Midwestern Christian Academy has been blessed over the past few years.  God has been faithful to this ministry, which has been serving families at this same location since 1956.  Each year, as we begin to open the school to enrollment for the next school year, we ask God to give us direction and a sense of vision for this ministry.  

Prayerful consideration in the decision making process at MCA is something we consider essential to our ministry.  In so doing, we have seen God provide his guidance and we have seen him raise up people who have helped support the ministry in many ways.  He has answered prayer for us by providing for our needs in ways that we would not have been able to do in our own strength.  

We have made improvements in every area of the school's operation, including the academic program, its spiritual life, and the facilities.  We achieved accreditation in 2020 that shows MCA to be a school of excellence.  And we have been blessed by people, led by the Lord, to provide resources which have enabled us to upgrade our facilities, including renovating of the Pre-K and Vernon Lee Educational Building, and to completely renovate the gymnasium.  

One of the biggest blessings in a Christian school is a teaching staff that is called and committed to ministry.  They understand the discipleship function of Christ's church, and how to integrate that into their classroom culture and life.  The unique aspect of a Christian school is the faculty and staff commitment to Christ as their Lord and Savior, and their involvement in a local church.  Your child has a Bible lesson every day, and gathers with classmates each week for worship.  

It's always a struggle, every year, to come up with a workable budget that provides for the quality education we desire to provide, and to make it affordable to parents.  We carefully calculate our expenses, and we charge what we think it's going to cost for the school year.  There is a little bit of contingency planning, not a lot, and the tuition figure we come to represents the actual cost of a year's worth of education at MCA.  We are able to subsidize the total cost from the generosity of supporters, including Midwest Bible Church, the debt-free status of our facilities, and the sacrifices our teachers and staff make with their salaries.  

We have compared our tuition to that of other accredited, religious-based private schools in our area of the city, and we offer one of the lowest rates of tuition and fees among Chicago's private, Christian schools.  We hope you plan to be included in MCA's school family next fall.  

MCA is Entering Its 69th Year of Service

For the Lord God is a sun and shield; he bestows favor and honor.  No good thing does the Lord withhold from those who walk uprightly.  O Lord of hosts, happy is everyone who trusts in you.  Psalm 84:11-12, NRSV

Midwestern Christian Academy will turn 69 years old during 2025.  Over 90% of the currently existing Christian schools in the United States have been started since 1956, the year MCA came into existence.  The school has gone through several transitions and adjustments over the course of its service, including a period of time when there was a high school, and then, when it was no longer practical or feasible to operate high school classes, a junior kindergarten, which we now call Pre-School, was added.  

The Christian mission and purpose of MCA has always been the primary reason for its existence.  Born out of the vision of Midwest Bible Church, as a result of the Youth for Christ movement which had also prompted the establishment of Phantom Ranch Bible Camp in Wisconsin, the educational objectives at MCA include a complete study of the Bible, along with discipleship ministry opportunities for students, weekly worship together, and an educational philosophy based on the principles of the Christian gospel, integrated into each subject's objectives in a relevant and meaningful way.  

Looking back at some of the school's history, somewhere around 3,000 students have made their way through our halls and in our classrooms, and have received at least part of their educational experience here.  We are aware of former students and graduates who are serving as pastors, vocational ministers in local churches, and missionaries on the field, as well as those who have made their career in multiple other fields, including business, the technology field, education and health care.  Some are now civic leaders in their communities.  

Being Bestowed With God's Favor and Honor

At this particular point in our history, we acknowledge our blessings from God and are thankfulness for having received them.  Half of the independent, Evangelical Christian schools that have formed the modern Christian school movement in the United States that began about the time MCA was founded have closed their doors over the past two decades.  Many of those were schools in urban areas, like MCA, where there is a high density of population and where demographic shifts and the high cost of operation has led to school closures.  

Since the pandemic, which was definitely a challenge, we have been able to bring MCA to some new heights in the development of this Christian school.  

We achieved full accreditation in December of 2020.  While accreditation is not a term with which many parents may be familiar, achieving it is a recognition of the schools meeting or exceeding a set of standards that are based on its overall academic quality, its maintenance of facilities, its operational procedures and the quality and certification of its teaching staff.  

During the accreditation process, MCA was commended for the strength of its academic program, evidenced by a high level of student achievement across the board, and for the strength and effectiveness of its campus spiritual life.  Interviews with multiple members of the parent community, and with former students and alumni, indicated that the school's function as a discipleship ministry in support of the work of the local churches whose families have enrolled their students here was seen as a high priority.   

Our student achievement test scores are now showing evidence of some improvements made in the mathematics curriculum objectives implemented back in 2018.  Over 90% of our students earn test scores that rate them as "proficient" in their core subjects, with mathematics and English language arts skills being among the highest.  We have been able to increase academic support by adding Title I instruction and this year, are also adding an academic coach.  

We have improved our faculty salary scale which has enabled us to retain excellent teachers, an important key to our success as a school.  We have a low turnover rate, even among support staff, that contributes to the school's stability.  

We have seen some financial blessings enabling us to keep our tuition and fees at a low level, compared to other private, religious based schools in our area, and have been able to make major renovations and improvements to our facilities, including both the Vernon Lee Building and the gym.  We have added playground equipment, provide each student above the third grade level with a chrome book for classroom use and we were able to renovate the art room in 2022.  The increases we have made in tuition and fees are way below the inflation rate, and our tuition costs to parents remain among the lowest in the city of Chicago for a private, religious-based, fully accredited school.  

And What Does the Future Hold? 

We have maintained a stable enrollment for the past four years, and that has stabilized the school's finances as well.  Most of our classes are at or near capacity enrollment, and this year's eighth grade class, which is our smallest class, will be succeeded by seventh grade, which is twice its size.  We are blessed to share our assets with our parents, to keep tuition and fees as low as possible.  We have a debt-free facility, owned by the church, for which we pay no lease or rental fee.    

The Christian emphasis and spiritual life of the school will always be a top priority.  It is the reason for our existence as a ministry, and it is the key to our success as a Christian school, receiving blessings from God's faithfulness to us.  As the only Evangelical Christian school on Chicago's northwest side, we are working to help our students be prepared for the high school options they will have when they graduate.  

Each year, an eighth grade class graduates.  Ten of our students will leave us this year, and next year, we are anticipating that number will more than double.  Preparing them for the future is our priority.  Eight years in Christian school, in some cases as many as ten, has the potential to be a major presence in their lives, drawing them close to the Lord and helping them rely on his strength through their relationship to Christ.  Making sure they don't leave without having multiple opportunities to understand God's grace, and receive it through the sacrifice Christ made on the cross is primary to our mission and purpose.  

We want our students to understand that their relationship with Christ means they are spiritually gifted for service in the Kingdom of God, and those gifts will match the ministry needs of a local church.  

We also want them to be good citizens.  First of all, we want them to understand their responsibility and role as a member of Christ's church, to contribute to its ministry from their own resources which includes everything they've learned about God at MCA.  And second, we want them to understand their role as salt and light in a world that needs their influence and the benefit of their work.  That's a lot of ground to cover.  

So as we approach 2025, and everything that it will bring, we look forward to more years of service in the Christian school ministry.  We also look forward to your prayers, and your support as you send your children to our school to help support and undergird their faith.  We want to see God's favor and honor.