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New Hampshire’s political social media was abuzz Wednesday over word the state Board of Education was considering approving a video series from the conservative nonprofit PragerU for the Learn Everywhere program.

Granite State Democrats were in high dudgeon, filling Twitter with accusations of hate and homophobia. House Democratic Caucus Leader Matt Wilhelm (D-Manchester) warned PragerU content depicts cartoons “that suggest slavery was ‘no big deal,’” and “peddle anti-LGBTQ+ hate.”

It was an odd accusation, given the video series in question is about personal finances and balancing your checkbook.

The PragerU course under consideration (which can be viewed here) is called “Cash Course” and covers the basics of financial literacy, from how paychecks work, to getting a bank loan, to how to invest for retirement. The videos viewed by NHJournal do not discuss politics or present information with a political slant, and there was no mention of either slavery or sexuality.

“It’s disingenuous of the Democrats not to look at the actual material before making a judgment,” Frank Edelblut, New Hampshire’s Education Commissioner, said of the controversy.

PragerU, started by talk radio personality Dennis Prager, seeks to add its online financial literacy course to the state’s Learn Everywhere offerings. Learn Everywhere allows students to earn high school credits for skills and knowledge attained outside the classroom through optional undertakings.

In the wake of New Hampshire Democrats’ coordinated complaints, State Board of Education chair Drew Cline said he has heard from people upset about the state using PragerU content. But he has not heard from anyone who has looked at the materials and videos.

“The fear-mongering being done about this is unfortunate because these financial literacy videos are quite useful and entirely apolitical and provide students with quite valuable knowledge of how to manage their finances,” Cline said.

The videos offer straightforward lessons about basic money handling, free from political ideology or any of the hot-button culture war topics sometimes associated with Prager. That hasn’t stopped leading Democrats from blasting the state for even considering PragerU for Learn Everywhere, though none of them appear to have viewed the actual content.

“PragerU does not reflect New Hampshire values, and I’m appalled this organization has been put forward to work with NH students,” said Democratic candidate for governor Manchester Mayor Joyce Craig. “As governor, I’ll work with New Hampshire educators to strengthen public schools so every student receives a quality education.” 

Executive Councilor Cinde Warmington (D-District 2), who is running against Craig in the Democratic primary, said adding PragerU to the Learn Everywhere program would harm democracy.

“Pushing PragerU’s radical, political bias into our education system is yet another attempt by Edelblut to intentionally undermine the bedrock of our democracy. As governor, I’ll fight to strengthen our public schools so all NH children have the opportunity to succeed & thrive,” Warmington said.

NHJournal asked Rep. Wilhelm where in the PragerU series slavery is referred to as ‘no big deal’ as he claims. The top House Democrat declined to respond.

Cline and Edelblut argue the critics haven’t reviewed the material in question and don’t understand how Learn Everywhere works. 

“The important thing for people to realize, contrary to some irresponsible reporting this week, PragerU is not up for approval. The financial literacy course created by PragerU is up for approval,” Cline said.

Conservatives point to a double standard from Democrats in the area of academics, such as their support for racist classroom material in New Hampshire classrooms from author Ibram X. Kendi, who teaches White students are inherently bigoted due to their skin color.

“We have approved charter schools with strong left-of-center perspectives, we’ve approved schools with strong DEI (diversity, equity, and inclusion) components, and no one complained about that. We’re not trying to impose a political view on students; we’re trying to create options for students,” Cline said.

Learn Everywhere gives New Hampshire families more options for educational opportunities by allowing students to earn high school credits from approved programs at no cost to New Hampshire taxpayers. The Learn Everywhere classes are entirely optional and are meant to encourage students to learn outside the classroom.

Financial literacy is a valuable skill that many children are not learning at home. That puts them behind when they enter the working world or when they try to navigate decisions like taking out student loans.

“I wish somebody had taught me that in high school,” Cline said. “Not every kid has people in their family who can teach them basics about how to manage their finances.”

Learn Everywhere includes robotics courses, science classes, karate classes, music classes, and even after-school programs at High Brothers and Big Sisters venues.

“We think it’s important that our students learn,” Edelblut said. “Different students are going to connect in different ways.”

If the course is approved, students who opt for the PragerU financial literacy class would get a half credit, meaning they would still need to take another financial literacy class in order to get the whole credit.

Cline understands people who are turned off by Prager’s political views would be concerned about the course. That is why he encourages everyone to look at the videos online, which are posted for free. 

“There is nothing in this proposal that is political at all,” Cline said.

The State Board of Education will take up PrageU’s application on Thursday.

Kelly Smith is on a mission to change how children are educated, giving them the tools they need to learn and strive for a better life.

Smith is the founder and CEO of Prenda, the microschool company that now has 30 learning pods operating in all 10 counties of the state. He told NHJournal he wants to break the mold when it comes to thinking about how children learn best. And, he said, he rejects the “mind is a vessel” model of education.

“If you think of it as ‘sit in this chair, and I will give you assignments and lessons and education. I’m going pour this into your head,’ that’s one model,” Smith said. And, he believes, it is the wrong one.

“The correct metaphor is a fire to be kindled. We’re asking questions, setting goals, saying, ‘What do you want out of life?’”

Education pods and microschools exploded onto the education scene during the COVID-19 lockdowns as frustrated parents sought ways to get organized, adult-led education for kids otherwise abandoned to “Zoom school.” And test results in the wake of the closed-classrooms lockdowns pushed by teachers unions showed they were an academic disaster.

On the other hand, a study by the Rand Corporation found students using the “personalized study” model similar to microschools experienced significant improvements, often surpassing the national averages in math and reading achievement.

But Granite State public schools are not interested in using the successful model to help their own students.

Prenda has thousands of microschools nationwide, all with the goal of leading children to learn and think and grow. The company works with local parents to set up the microschools by training the teachers, called guides, to lead classes of about five to 10 students per class.

Though similar to the homeschool cooperative systems many families use, Prenda offers a unique approach to increase motivation and engagement in students while also taking care of their emotional well-being and teaching them the ability to work with others. The Prenda approach, Smith believes, sets students up for a life of meaning and purpose.

“If humans individually and society collectively are going to get to where we are capable of, we’ve got to push through. We need learners. And so I’m inviting people, but again, it has to be a choice,” Smith said.

Prenda families tend to be people who hit a brick wall with traditional education, he said. Many of the parents have children in public schools, but they come to realize their child needs something different in order to thrive and be a leader for the future.

In the post-COVID era, parents are exploring the choices now available, choices many didn’t have just a few years ago.

“They’re making choices, and they’re thoughtful choices. These are the people that endlessly research whatever they’re going to do for their child’s nutrition, their child’s healthcare. Of course, they’re going to think about education hard,” Smith said. “I think the difference is, in the past, there wasn’t really a choice. It was just, ‘There’s only one thing I can do.’”

Prenda was introduced into New Hampshire using federal COVID relief funds as a way to help families close the learning gaps created by the pandemic lockdowns. Smith said the company initially tried to build partnerships with local school districts to build up learning pods that would work alongside the traditional schools. For example, Smith told NHJournal, they could set up microschools to assist students struggling in a specific subject, like math or science, to enhance the public school experience.

But Granite State public schools weren’t interested.

“One of the first things we did was we went to all the superintendents. I went to Mount Washington when they had an annual meeting. We talked to everybody,” Smith said. “They’d heard about microschools and pods, and there was definitely interest among many of the school leaders in the state. So, we’ve had ongoing conversations.

“Ultimately, there’ve been roadblocks, and we haven’t been able to get to a completed partnership with any of those,” Smith said.

Prenda’s learning pods can also be funded beyond the COVID program using New Hampshire’s Education Freedom Account program. The aim isn’t to replace traditional schools but to give parents choices to find what works best for their children.

“It really comes down to this decision to learn. What we’re doing is inviting people to be what we call empowered learners. And an empowered learner makes a choice. They say, ‘I’m going to learn things. I’m going set goals for myself,’” Smith said. 

As the legal battle over school funding plays out in the ConVal lawsuit trial in the Rockingham Superior Court this week, new data show the massive increase in school spending is tied to the nearly 60 percent increase in the number of district administrators.

School superintendents are among the highest-paid public employees in the state, with salaries more than double that of the average teacher. That is certainly the case in the Contoocook Valley Regional School District, which is currently in court demanding more state funding.

According to data compiled by the New Hampshire Department of Education, Superintendent Kimberly Rizzo Saunders’s salary is more than $171,000 a year. That makes her one of the highest-paid superintendents in the state.

A study released this week by the Josiah Bartlett Center for Public Policy showed taxpayer spending on New Hampshire school districts rose by $1.5 billion over the last 30 years even as the number of students fell by 14 percent. Even adjusting for inflation, taxpayers poured in an additional $937 million to educate fewer kids.

“This massive spending increase–40 percent when adjusted for inflation–occurred as public school enrollment was cratering. From 2001-2019, New Hampshire district public school enrollments fell by more than 29,946 students or 14 percent,” the report stated.

It was particularly true for administrative costs. According to the report, that 14 percent drop in enrollment was accompanied by a 15 percent increase in district administrative staffing.

“Adjusted for inflation, per-pupil spending increased 83 percent for support services, 82 percent for general administration, [and] 74 percent for school administration.”

The trend appears to be at work in ConVal schools. For example, in 2001, the Contoocook Valley Regional School District had 3,227 enrolled students. By 2019, it had fallen to 2,176, or 32.5 percent.

At the same time, school spending — mostly paid for by property taxpayers — rose from $37.3 million a year to more than $47 million, an increase of 26 percent.

The numbers don’t lie, said Ben Scafidi, the author of the report and a professor of Economics at Kennesaw State University and director of the school’s Education Economics Center. “Taxpayers are spending more money on fewer students,” he said.

The problem isn’t teacher pay, which has risen modestly. Instead, one of the biggest cost drivers in public schools has been the number of district-level administrators and staff, up 57 percent, Scafidi said. They are employees who do not teach and who generally do not interact with students.

“Most of the spending increase went outside the classroom,” Scafidi told WFEA radio’s Drew Cline Wednesday. Cline is also the president of the Josiah Bartlett Center.

While the number of students dropped 14 percent, the number of school principals overseeing their education dropped by just two percent.

“It’s very out of whack with the decrease in students,” Scafidi said.

In the same period, schools were beefing up spending and losing students, and the rest of New Hampshire’s government was growing at a much smaller pace, Scafidi said. He said that public colleges and universities saw an 8 percent increase in the number of students and responded with a more than 7 percent increase in staff. All other state agencies grew by about 1.2 percent, with more than 300 employees, even though the state population went up 8 percent.

New Hampshire is now spending thousands more per pupil than other states; he said, around $3,900 more. The average state spending per pupil is close to $19,000. This hasn’t stopped districts like ConVal from fighting the state for more per-pupil spending.

The state sends nearly $4,000 per pupil to each school district as part of the adequate education grants. ConVal’s lawsuit claims the real cost of the constitutionally mandated adequate education is much higher, and it wants the state to send $10,000 per pupil.

In addition to Rizzo Sanders’ $171,000 a year — which puts her in the top bracket of school superintendents — the assistant ConVal superintendent earns more than $141,000. That’s more than many superintendents in nearby districts, where the pay ranges from about $100,000 to $150,000.

Not that ConVal is at the top of the heap for administrative salaries.

Hanover’s superintendent brings in $178,000, and Nashu pays its superintendent $172,500. Oyster River’s superintendent is the top earner, taking home more than $192,000.

Part of the blame for the increase in the number of outside-the-classroom administrators falls on state and federal governments issuing rules and mandates for local schools.

“Public schools get funding from the federal government, the state government, and local property taxes,” Sacfidi said. “You have many layers of government telling schools what to do, and each layer of government has its preferences, and they impose them on public schools.”

According to Sacfidi, the result is more taxpayer money going to schools that teach fewer students, and more of that money goes to employees who do not step inside the classrooms as part of their jobs.