Continued reading of the 10 Myths

Myth 8:

My child is receiving a good education in the public school.

The statement above begs the question: “What do you mean by ‘good’?” We have already addressed the fact that only an education which has Christ at the center can be considered good in God’s eyes. However, we will analyze myth #8 using the common perception that a good education is one that is academically strong and does not have Jesus Christ at the center.

Assuming the function of education is to prepare children academically for life, a staggering number of facts tell us that by any sensible measure, children in America are not getting a good education. Year after year, the reports from the public schools tell us that they are trying many things to increase test scores and the quality of education. An incredible amount of time, money, and gray matter has been wasted over the years as wave after wave of “new and better” ways to teach have come and gone. For example, experiments in teaching higher level thinking skills apart from foundational principles or sight word reading instead of phonics based reading, have given us generations of students who are not prepared to succeed.

The 25 year long push for promoting self-esteem has resulted in abject failure. Changing the truth and accuracy of grades, not using red ink when marking papers, or doing away with anything that may make a child feel badly has not resulted in children who are duped into feeling good and subsequently succeeding but instead have lowered the bar of expectations and reduced healthy competition. Even the students know that they are not being told the truth by the adults when clearly they are not succeeding in the classroom.

When we look at actual test results, they may be up or down a few percentile points from year to year, but there is little real improvement. Part of this is due to the nature of the scores themselves. Generally, test scores are reported as “percentiles.” A “percentile” score is not the same as a “percentage” grade. When you read about percentiles, that number indicates the percentage of students who scored lower than the given student or school. For example, if Johnny (or a school system) has a 65 percentile score, it means Johnny scored better than 65 percent of the students who took that test. By definition, then, a 50th percentile score is an average score – 50% of students scored lower, 50% scored higher. That means the percentile scores are not a measure of how well students do in relation to a standard of excellence, but are comparing students with one another. If a school system’s percentile scores increase, it can mean one of two things: either the students in the system achieved at a higher level than previously (thus doing better in comparison to others), or it could mean that most other students achieved at lower levels than previously (thus lowering the “average” score). Percentile scores are, in a sense, comparing students to mediocrity (the “average”).

State test results

The No Child Left Behind (NCLB) Act is based on good intentions, including a desire to raise standards of achievement and to bring all students up to those standards. However, as with many broad, sweeping laws, there are unintended consequences which actually prevent reaching those goals. Under NCLB, each state determines how to define “adequate yearly progress” – the improvement that should be seen, and how that improvement will be measured. In some cases, this is like allowing a math student to come up with the answer key for his own math test – there’s little doubt he will get a high grade on that basis! But even when the standard for progress is appropriate, the result is all too often that teachers reduce their teaching to just those things which will be on the test. Class time is spent on endless drill and practice tests, just so the class and school will perform well on the all-important test, while the concept of a well-rounded, in-depth education is lost. So instead of producing students who know the content well and can apply that content in many areas of life, such classes produce students who are adept at taking tests.

National/world results

The future of American competiveness is in danger. Report after report is sounding the alarm bell that our children are woefully behind many other countries. For reams of data on the subject, you can go to web sites such as: or



document had be created by:

Cherokee Christian Schools


Cherokee Christian Schools, Inc.

3075 Trickum Road | Woodstock, GA 30188 | 678-494-KING



(Christian Faith School did seek permission to publish this article.  No Facts or Wording has been altered in the sharing of this post)

Cherokee Christian Schools admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities made available to students of the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational and admission policies, scholarship and loan programs, and athletic and other school administered programs.



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