Written by:Elton Stroh

Who would argue that this isn’t a critical time for Lutheran schools? Annual statistical reports call attention to continuing decline in student enrollment. This has resulted in agonizing reductions in staff, funding crises, discontented parents, amplified challenges with attracting new students, and occasionally another school closing. Regrettably, the sphere of influence by Lutheran schools among children and families is shrinking (Schmill, 2009).

Why? Because of change. Our country, our local communities, the size and makeup of families, values, priorities, the economy – they are all changing. “The end of the first decade of the 21st century marks a turning point in the nation’s social, cultural, geographic, racial and ethnic fabric. It’s a shift so profound that it reveals an America that seemed unlikely a mere 20 years ago – one that will influence the nation for years to come” (Nasser & Overberg, 2011). Impacted by mega change, schools are struggling to adjust and, in many cases, survive.

There are other factors that make this a critical time for Lutheran schools, such as the following:

• Most Lutheran schools were started to serve member children. That mindset is still prevalent. Typically, the greatest pushback against positioning a school for outreach to the community is from the school’s teachers and parents.

• Some principals struggle with their dual teacher/administrator role, and too often they are not given adequate leadership training or administrative release time.

• The number of WELS children has decreased by 25.5%, from 103,676 in 1990 to 77,278 in 2013 (based on statistical reports).

• Families continue to migrate away from Midwestern states and their rural areas where most of our churches and schools are located.

• Young adults are delaying marriage, and Caucasian families especially have fewer children.

• Parents have more educational options for their children (e.g., home schooling, other Christian schools, charter schools, virtual schools).

• More parents place less value on providing a faith-based education for their children.

• Parental expectations are increasing tremendously (especially when asked to pay higher tuition).

• The costs of operating a school continually increase, causing some (including some pastors) to question whether this is the wisest investment of limited funds.

It doesn’t help that most schools are ministries of individual congregations, the majority of which are also experiencing decline in membership. Typically, “as goes the congregation, so goes the school” (Task Force on Lutheran Schools, 2013). The good news is that congregations can recover from decline. With honest analysis, deliberate planning, and committed effort, some congregations can become healthier and even grow. So can their schools.

It is, of course, the Lord who produces spiritual and organizational health, both in his churches and his schools. He accomplishes this through his means of grace and servant-hearted people. When God’s Word is faithfully proclaimed and the sacraments are devotedly administered, he brings about the results he desires. When God’s people faithfully focus on and apply themselves to his make-disciples mission – within their unique ministry contexts – blessings from the Lord are invited.

With that in mind, Lutheran schools are more likely to be healthy when they do the following:

1. center everything they do on Christ and his Word
2. clarify their purpose as it relates to the make-disciples mission of their congregation
3. have a clearly articulated, shared, and compelling vision coupled with context-sensitive strategies and action plans
4. position their principal to lead well by providing adequate administrative release time
5. expect and budget for ongoing professional development
6. provide a positive classroom climate with constructive organization and management
7. have a principal and teachers who keep up-to-date with their subject areas and advance in classroom practices
8. have high expectations of their students, communicate these expectations clearly, and form positive partnerships (among students, parents, and school staff) to meet these expectations
9. focus on building and strengthening God-honoring relationships among church and school staff, faculty and parents, teachers and students
10. manage tensions and conflict well (based on biblical principles)
11. strive continuously to improve curriculum design and delivery
12. provide attractive, functional facilities and ensure they are safe and well-kept
13. explore and expand constructive uses of technology
14. earn a positive reputation (as a high quality school) in their congregation and community

Certainly, there are other commendable practices that would promote the health of Lutheran schools. Add your thoughts to the above list. Then, if you are a school leader, purposefully determine your next steps. What actions are likely to make a difference where you serve? Be kingdom minded. Be intentional. Be strategic. Be resolute.

Lutheran schools have a long heritage of combining academic excellence with spiritual enrichment. They rightly prioritize teaching children what Christ has done for them and, in response to his love, how to keep their Savior at the center of their lives and serve him faithfully throughout their lives.

At this critical time for Lutheran schools, let’s work diligently to make sure these precious blessings are accessible to future generations.

Pastor Elton Stroh is the Executive Director of Crossroads Consulting Ministry, which assists congregations and other clients within the WELS and ELS. He is a graduate of Northwestern Lutheran Academy, Northwestern College, Wisconsin Lutheran Seminary, and Trinity Ev. Divinity School (D.Min. Leadership and Ministry Management).

References:

Nasser, H. & Overberg, P. (2011). Census tracks 20 years of sweeping change.
Retrieved from: http://www.usatoday.com/news/nation/census/2011-08-10-census-20-years-change_n.htm.

Schmill, G. (2009). Administrative Release Time (ART) for School Principals of the Wisconsin Evangelical Lutheran Synod: A summary of the thesis completed by Greg R. Schmill in April 2009 as part of a Master of Educational Administration degree from Concordia University, Wisconsin. Retrieved from: https://connect.wels.net/AOM/schools/Administrative%20Resource /ART%20for%20WELS%20Principals%20–%20Summary %2011%202012.pdf.

Task Force on Lutheran Schools. (2013). Report, Recommendations, and Discussion/Study Topics. Retrieved from: https://connect.wels.net/AOM/schools/General%20Documents/Publications/Task%20Force%20on%20Lutheran% 20Schools%20-Report%20to%20Synod %20Convention%202013.pdf.