A Prospectus for the Establishment of a Twelve Grade Christian School.

The purpose of this study was to develop a descriptive model of a K-12 independent, protestant, church-related Christian school. Changing patterns in school population, and concerns voiced by Christian parents as reported in the literature indicated a need for such a study. Twelve school administrators and five authorities in the field of accreditation were interviewed. Seven non-public schools were visited and four Christian school associations were reviewed. Observations, interviews, and published information resulted in a list of seventy-six attributes of Christian education which were applied to the descriptive model. The model was reviewed by a three member jury panel of prominent educators. The following attributes of the model were considered essential. The philosophy of this school is God centered and Bible based. It emphasizes the Lordship of Jesus Christ, and education for Christian living. Prayer is included in each class, devotions in home-room, and daily chapel. The Bible curriculum, designed by the pastor or administrator, is a daily requirement of all students at each grade level. Tuition, contributions, and church support are the principal sources of income. There is no governmental assistance, no bus transportation, and no shared time with other schools. Michigan laws for health and safety, courses of study, qualifications of teachers, and sanitary conditions of the school must be obeyed. The Bible is the sole and final authority in the model K-12 Christian school. Only those things which are compatible with the Word of God are to be taught. One unique quality of each of the seven schools visited is incorporated into the model. These are listed as follows: a right relation to God; complete reliance upon the Scripture; an internal moral code based upon God's Word; a foundation rooted in Christianity; one st and ard for teachers, students, and parents based upon God's will for their lives; an emphasis upon individual needs and differences; and a commitment to the objective that all teaching, while focused on the present, shall be done in the light of the hereafter.Ph.D.Religious educationUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/159319/1/8307438.pd