In the last edition of the Providence Principles, we discussed the benefits of the junior and senior years at Providence. This edition helps embody those philosophical and practical benefits through the lens of a Providence graduate.
Several years ago, a Providence student made the Running Start jump after his sophomore year, planning to forego his last two years at Providence. “I wanted to be working,” he said. “I wanted to do something in computer science.” His experience lasted one year, and he returned to Providence for his senior year, graduating with his class. He then went on to college, graduated, and is now working in IT management. Years later, he can reflect on his initial decision and lessons learned.
Academically, he found his classes at the local community college substandard. His classes “were easier than Providence. I did worse in Running Start, even though the work was easier.” Academics were neither challenging nor engaging. In his words, they “wasted a lot of time” with various agendas, including ideological multiculturism and environmental agendas. His move back to Providence made him realize what he was missing. “I really enjoyed the literature and Bible classes, and it reignited my desire to read.”
He missed the discipleship emphasis in a Christ-centered environment. “The most impactful thing was being around friends and administration who cared about the Lord.” He missed the community, the camaraderie, and the preparation that instilled confidence in his faith. “Running Start doesn’t offer anything, and your faith is assaulted on campus. I was not growing in my faith. The environment does not nurture Christian relationships.”
It was the community at school – friendships, teacher mentors, and a culture of high expectations and Christian nurturing – that called him back. “I needed an environment that is God-centric, and I needed good friends. I took a lot for granted – it opened my eyes for wanting more when I returned to Providence.” His relationships kept him grounded, and those relationships continue today. He still maintains Bible study with guys from Providence as they study and work through the Psalms at the unenviable time of 5 AM every Thursday.
His reflections offer a powerful testimony to the importance of staying the course and pursuing the final essential years of a classical, Christian education. “Ultimately, it’s not worth it to jeopardize two years of your growth in Christ and critical thinking.” His experience gets at the very heart of education’s purpose. What do we hope to achieve after all the tuition payments, hard work, and years of study? Perhaps our greatest joy as parents is knowing our children are walking in the truth (3 John 3-4) and encouraging and discipling our children to be fully equipped for every good work (2 Timothy 3:16-17).
Sadly, Running Start sabotages the critical last years of high school growth. Conversely, the spiritual, academic, and emotional growth at Providence culminate wonderfully and sometimes even miraculously in the junior and senior years. Parents and students are wise to consider carefully the costs attached to foregoing these impactful years. Hesiod wrote, “When the height is won, then there is ease, though grievously hard in the winning.” Like a climber who ascends the mountain only to turn back before reaching the summit is the student who fails to complete the last years of the K-12 experience. After all, it’s at the summit where we most appreciate the climb.
POSTSCRIPT: In response to Part I of this article, we received feedback from a colleague intimately connected with the Running Start program. His report: Many out-of-state colleges do not accept Running Start credits earned at Washington community colleges. Some graduate programs have communicated to students that early bachelor’s degree earners need to wait to apply, as they have concerns about the maturity level of a 20-year-old graduate student. And, some graduate programs require students retake their Running Start community college credits at their institution (or an acceptable institution) due to concerns about rigor.
