Joe Liemandt Redesigns Education Model With AI Dual-Hour Learning

Joe Liemandt以AI双小时学习模式重塑教育 Alpha School通过以结构化AI工具和强力导师支持取代传统教学，每天仅用两小时便实现了两倍的学习效率。 Joe Liemandt解释了传统教育体系如何因让存在基础知识断层的学生直接升学而未能有效培养学生，并将普鲁士课堂模式与Alpha School由AI驱动的1对1自适应学习模式进行了对比。通过运用间隔重复、例题示范和即时反馈，Alpha使学生每天仅需两小时即可达成2倍的学业掌握度。对话概述了这种模式如何解放下午时间用于现实实践——包括高中创业孵化器、动手科学实验以及生活技能培养——同时探讨了学生内驱力、心理障碍以及在全球范围内推广自适应学习的系统性策略。 传统教育常允许学生在仅掌握80%（B等级）的情况下升学，导致基础知识缺口随年级上升而恶化；真正的精熟学习必须如同体育训练般彻底夯实基本功，杜绝漏洞复利累积。 (0:00) 学习成效的90%取决于动机、结构与社交环境，仅靠信息获取无法替代学校；兼具高标准与强支持的导师心态，是激发儿童远超预期潜力的关键。 (10:25) 通过自适应 AI 落地本杰明·布鲁姆（Benjamin Bloom）的1对1精熟教学模型，学生平均每天仅需约两小时即可高质完成学业，腾出充裕时间发展创业与实用生活技能。 (30:48) 自适应 AI 充当了学习科学的闭环显微镜，能根据工作记忆容量精准减负与推进；在精熟模式下，学生仅需20至30小时的高效专注学习即可补齐一整个年级的核心知识缺口。 (61:07)

Joe Liemandt, principal of Alpha School, argues that standard industrial schooling fails because it tolerates unresolved foundational learning gaps and enforces uniform pacing. By combining adaptive 1:1 artificial intelligence tutors with strict mastery learning, schools can compress academic instruction into two hours daily, freeing the remaining day for character building, athletic training, and entrepreneurial projects. Eliminating Foundational Gaps Through Mastery Learning (30:48) Liemandt compares traditional education to sports coaching, observing that while a coach would never tolerate a basketball player turning over the ball 20% of the time, schools routinely pass students with an 80% or 'B' average. These unresolved gaps compound over time, leading to severe academic stagnation—exemplified by median U.S. students advancing only a single point (from 233 to 234) on the NWEA MAP test between 8th and 12th grade. To prevent this compounding failure, Alpha replaces six-hour lectures with an average of 121 daily minutes on adaptive educational software. Grounded in cognitive load theory, worked examples, and spaced repetition, the model seeks to replicate the Bloom 2-sigma effect of 1:1 tutoring. Rather than deploying open-ended conversational chatbots—which Liemandt claims lead roughly 90% of students in standard schools to cheat or bypass reading—Alpha utilizes structured AI engines that act as closed-loop diagnostic tools. These systems isolate learning variables from classroom behavioral noise and ensure total fluency in baseline prerequisites, such as arithmetic facts needed for algebra. Liemandt reports that this framework yields top 1% national test scores across grades and a 1530 average SAT score for graduating seniors. Reframing Motivation Through High Standards and Support (10:25) Rejecting the idea that online resources like Khan Academy render physical schools obsolete, Liemandt asserts that motivation and peer dynamics account for 90% of learning outcomes, forecasting that 90% of parents will still rely on physical schools in 10 to 20 years. Following Dr. David Yeager's mentor mindset framework, the school pairs demanding standards with high adult support. Automated 1:1 instruction also removes the social shame and public embarrassment of classroom failure, helping dismantle limiting beliefs such as students assuming they lack mathematical ability. To break psychological inertia, Alpha uses explicit external incentives, including paying students $1,000 to reach the academic top 1%. Liemandt argues this cash reward serves as a circuit-breaker that alters a student's self-identity, ultimately unlocking genuine intrinsic motivation once high performance feels achievable. Similarly, in Alpha's sports academies, completing the two-hour morning academic requirements at twice the standard learning rate acts as the gating mechanism that clears students for afternoon training with elite coaches. Cultivating Life Skills Through the Builder Framework (91:21) Alpha structures afternoon programming around a 'Philosopher-Builder' model that emphasizes active creation over passive consumption. Students progress through five structured life skill stacks covering leadership, entrepreneurship, socialization, public speaking, and grit. Physical challenges escalate by grade level: kindergarteners climb a 40-foot rock wall, second graders run a 5K, and eighth graders complete a Tough Mudder obstacle course where the entire cohort must cross the finish line together. Practical business execution is also taught early; fifth-grade students organized a live concert, raising $25,000 in corporate sponsorships and performing in their own student band. In high school, students undertake four-year 'Alpha X' passion projects and participate in specialized tracks like Founders High School, which aims for every student to launch a business generating $1 million in profit. Documented student achievements include a 16-year-old producing an original Broadway-style musical that filled a 1,000-seat theater and surpassed one million streams, a female high school student lead-authoring a paper in *Nature* on an adolescent advice language model, and a student whose mountain bike park development led to a commercial trail-building contract with SpaceX. Expanding Scalable Instruction to Broad Student Populations (142:15) Liemandt disputes assertions that accelerated learning requires high familial income or innate high conscientiousness. In Texas, Alpha launched a Sports Academy model targeting households earning under $65,000 annually or students with learning differences. Utilizing state educational vouchers, the program enrolled over 1,000 students from more than 120,000 applicants within 100 days; despite entering below grade level, these students are projected to achieve twice the learning speed of traditional private schools. Operating expenses are kept low by pairing outdoor athletic facilities with morning software instruction. Alpha's long-term expansion roadmap includes partnering with researchers at MIT's Blueprint Labs to conduct randomized controlled trials, designing workshops suited for public school budgets of $20,000 per student, and launching the 'GT²' initiative to prepare 100,000 students for MIT eligibility by middle school. Additionally, Alpha is funding a free-to-play AAA educational video game designed by commercial game developers to deliver foundational 3rd-to-5th grade math and reading mastery to up to 500 million children globally, though Liemandt projects that full systemic adoption across public education will realistically take 20 years. While Alpha School demonstrates high academic metrics and entrepreneurial milestones across its pilot campuses and voucher programs, scaling the model broadly faces institutional barriers. Educational policy debates, abandonment of standardized testing by university systems, and traditional schooling mandates present significant friction. Whether financial rewards, accelerated software tutoring, and project-based afternoons can displace established industrial-era classroom structures at global scale remains an open question pending independent verification from randomized controlled trials.

Alpha School 负责人 Joe Liemandt 提出，传统普鲁士工业化课堂因忽视个体认知节奏与完全掌握原则，导致学生的基础知识漏洞随年级逐级累积；通过引入结合认知科学与闭环数据追踪的 1 对 1 人工智能导师系统，学生每天仅需约 2 小时即可达成两倍速的学术掌握，从而释放大部分在校时间用于真实世界的工程构建、商业实践与生活技能训练。 工业化教育缺陷与认知负荷瓶颈 (3:16) Liemandt 指出，约一个世纪前引入的普鲁士工业化教学模式成功普及了学校教育的准入机会，却未能实现普及化学习效果。传统学校采用 1 对 25 或 30 人的固定进度教学，允许学生以 80% 或“B”的平均成绩升级。他以篮球训练作比：若球员有 20% 的失误率，教练绝不会放任其练习高难度扣篮，而传统学术体系却任由基础漏洞层层叠加，导致后续高阶学习受挫。例如，高中化学或代数的学习困难，大多可回溯至分数运算或基础乘法口诀的熟练度缺失。NWEA MAP 测试数据显示，全美中位数学生在 8 年级至 12 年级间的得分常仅从 233 微增至 234 分，四年的知识增长几乎陷入停滞。 从认知架构来看，人类的工作记忆容量极为有限。只有当基础运算达到无须思考的“心流熟练度”时，才能腾出认知带宽处理复杂的多步骤问题；一名原本 SAT 数学成绩停留在 710 分的高中生，在彻底补齐小学三年级乘法口诀熟练度后，成绩迅速提升至 790 分。然而，现代主流教育学院极少讲授直接教学法或认知负荷理论，亦忽视了历史上规模最大的教学效果研究 Project Follow Through，致使基础教育普遍脱离了实证认知科学的指导。 AI闭环数据与两小时掌握学习法 (30:48) 为验证 Bloom 2 Sigma 理论中“个别辅导与掌握学习相结合可提升两门方差表现”的设想，Alpha School 放弃了传统的六小时讲授加课后作业模式，转而让学生每天平均使用定向开发的 AI 教学软件约 121 分钟。Liemandt 强调，这绝非向学生提供 ChatGPT 等开放式聊天机器人——在传统学校中，90% 的学生仅用其作弊或绕过阅读——而是构建带有严格进阶机制的结构化自适应软件。在此系统下，幼稚园至二年级学生在全美标准化测试中稳定排在前 1%，高中毕业生 SAT 平均成绩达 1530 分，学术掌握速度达到传统精英私立学校的 2 至 10 倍。 Liemandt 将一对一 AI 平台比作认知科学领域的“显微镜”，它终结了传统课堂 30 人环境下变量混杂、反馈滞后的状态，首次为教育构建了闭环实时数据系统。系统持续监测学生的实时理解率、试题即时反馈与遗忘曲线，并综合运用范例教学法、渐进式支架辅助与间隔重复强化长期记忆。更重要的是，独立软件学习消除了在黑板前被提问或被置于慢速班所产生的同伴羞耻感，使学生能在无社交压力的环境下精准修复知识盲区。 高标准高支持与打破心理限制的动机机制 (18:08) 在 Liemandt 看来，动机机制决定了教育成果的 90%。借鉴 David Yeager 博士关于青年激励科学的研究，Alpha 将指导者角色定义为兼具“极高标准”与“极强支持”的导师心态，拒绝过度保护的溺爱模式与缺乏指引的高压模式。学校要求学童持续经历“挣扎与成功”的循环，例如让幼儿园孩子尝试攀爬 40 英尺高的岩壁，当孩子中途哭泣时，导师在地面给予心理指导而非立即将其救下，直至孩子独立登顶敲钟。调查显示，Alpha 有超过 90% 的学生热爱上学，甚至有 40% 至 60% 的学生表示相比休假更愿意去学校。 针对长期困扰学生的“我不擅长数学”等自我限制性心理障碍，学校采取激进的干预措施，甚至直接向达到全美前 1% 学术水平的学生发放 1,000 美元现金奖励。Liemandt 解释，自我决定论虽然担忧外在物质激励，但实践表明现金奖励能作为打破心理封锁的熔断器；一旦学生亲历进入前 1% 的突破，其自我认知将彻底转变为“只要付出努力就能成功”，从而激发出深层的内在动力。学校评估学生不看固定的原始起点，而是评估其学习曲线的斜率，确保不论基础超前或落后的学生均以翻倍增速成长。 “哲学家-建造者”架构与真实项目实践 (102:44) 在高效完成两小时晨间学术学习后，Alpha 将其余时间分配给“哲学家-建造者”模式，旨在培养兼具深度思辨能力与实体造物能力的复合型人才。生活技能被解构为五大阶梯体系，涵盖领导力与团队协作、创业与财商、社交与人际关系、公众演说以及坚毅品质。例如坚毅训练从幼儿园攀岩、二年级 5 公里长跑，逐步递进至八年级全班必须同时冲线的泥泞跑障碍挑战。在财商方面，五年级学生曾独立策划商业音乐会并成功谈下 2.5 万美元的企业赞助；高中部设立的 Founders High School 更提出目标，辅导每位学生在高中阶段创办盈利性实体业务。 在下午推进的“Alpha X”四年制高风险个人项目中，学生必须直接面对法律、技术及市场壁垒，而非完成虚拟课业。代表性案例包括：一名 16 岁学生整合社交平台音乐独立制作百老汇级音乐剧，并在解决严峻版权纠纷的同时实现首演日百万流媒体播放；另一名女高中生训练心理健康大语言模型，成为以第一作者在《自然》发表论文的高中生；亦有热爱山地自行车运动的男学生独立建造越野山地车公园，随后获得 SpaceX 聘用为其星舰基地建造越野场地。学生还在 Cursor 等 AI 编程黑客松中全天候协作，自主开发社交应用与青年心理互助平台。 体育激励杠杆与全球普惠规模化路线 (142:15) 为消除“精英私立学校选拔偏差”的质疑，Alpha 探索了以体育为杠杆的低成本公立资助路径。在得克萨斯州，Alpha 针对年收入低于 6.5 万美元的家庭推出了使用州政府教育券的体育学院，100 天内吸引超过 12 万个家庭申请，录取了 1,000 多名学生。该项目将学术达标作为参与下午高水平体育训练的刚性准入条件，由六次入选 NBA 全明星的 Jermaine O'Neal 等专业团队带队。原本处于全美后 25% 梯队的学生，通过 AI 匹配三年级等实际水平内容迅速重建信心，并在完成晨间两小时高效冲刺后全身心投入训练，学术进阶速度反超普通私立学校。 在规模化拓展方面，Alpha 正与 MIT Blueprint Labs 合作开展随机对照试验（RCT），以科学检验教学有效性。其长期战略包括：“GT²”项目计划选拔 10 万名高潜力学生（涵盖农村地区），通过每天约 4 小时的 AI 学习使其在初中阶段达到入读 MIT 的学术门槛；联手专业游戏开发团队耗资数亿美元打造覆盖 K-12 课程的顶级免费教育游戏，目标向全球 5 亿儿童普及；以及在非洲落地人均成本控制在 1,000 美元以内的太阳能与星链互联教学点。Liemandt 强调，优质教育并非零和博弈，其核心是将自适应算法、高标准挑战与现实导师制解构为可复制的普惠系统。 Liemandt 预测，全面重构传统公立教育体系在现实中可能需要 20 年的漫长演进。尽管 Alpha 模式通过量化测试与严苛的真实世界项目展现出显著效能，但其愿景若要实现向数亿普通学生的真正跨越，仍需经受第三方随机对照试验的学术检验，同时克服公立师资培训体系的惯性阻力，并在更广泛的文化环境中回应关于金钱激励与高压竞争机制的长期伦理争辩。

[3:16] Joe Liemandt: In America, we're like, 'You're getting a B, man. Move on... You just finished fourth grade at 80%, let's get you into that fifth grade stuff.' And the answer is no... because then all those problems compound. [10:25] Brian Seth Hurst: Your kids must love school... [and] your kids have so much more potential than you expect. [30:03] Joe Liemandt: The key to your child's happiness is high standards. And I can't run a school that they love more than vacation if I have low standards. [80:55] Andrew Huberman: Assume zero knowledge and infinite intelligence [107:21] Joe Liemandt: Teachers didn't become teachers to grade seventh grade science quizzes. They became teachers to transform kids' lives... Let the AI do that. What our guides do... is spend time developing humans. [144:14] Joe Liemandt: the hardest year of my life [148:35] Joe Liemandt: the best years of my life

[0:00] We don't do the basics. We need to nail [0:02] the basics. Just like in sports, my [0:04] famous example I always use is if you [0:06] lose the ball 20% of the time going down [0:09] the court. The coach is not saying, [0:11] "Let's work on the dunks and the [0:13] alleyoops or the even the layups." [0:15] They're like, "Ball handling. We're [0:16] going to get ball handling. 20% isn't [0:18] acceptable. 15% isn't acceptable. You [0:21] can't be 85 80% accurate." [0:24] >> In America, we're like, "You getting a [0:26] B, man. Move on. We're moving on to [0:28] dunks. You just finished fourth grade at [0:31] 80%, let's get you into that fifth grade [0:33] stuff. And the answer is no. No, because [0:36] then all those problems compound. [0:38] Welcome to the Hubberman Lab podcast [0:40] where we discuss science and [0:42] science-based tools for everyday life. [0:47] I'm Andrew Huberman and I'm a professor [0:49] of neurobiology and opthalmology at [0:52] Stanford School of Medicine. My guest [0:54] today is Joe Limont, the principal of [0:56] Alpha School, which is a novel approach [0:58] to education that strives to ensure that [1:00] every child reaches the frontier of [1:03] their knowledge and skill potential. [1:04] Kids in alpha school spend just two [1:06] hours a day, two hours a day, learning [1:09] what they need to in order to ensure no [1:11] gaps in their cognitive knowledge. Then [1:13] they spend the rest of their day [1:15] learning to and actually starting their [1:17] own businesses, learning financial [1:18] skills as well as communication and [1:20] interpersonal skills. The goal of Alpha [1:23] School is to tailor learning to the [1:24] unique needs of the child. But unlike so [1:27] many other non-traditional forms of [1:28] learning in schools, they don't let the [1:30] child pick what is easiest for them, nor [1:33] force all kids to learn at the same rate [1:34] across all subjects. So, it's a truly [1:36] unique approach. The data on alpha [1:38] school kids are astounding. K- through2 [1:41] students from alpha school test in the [1:43] top 1% of students in the US and their [1:45] average SAT scores graduating from high [1:48] school is a nearly perfect 1530. In [1:51] addition, while still in school, many of [1:53] the alpha students start their own [1:55] businesses that are highly successful, [1:56] meaning they generate hundreds of [1:58] thousands or even millions of dollars. [2:00] During today's conversation, you're not [2:02] just going to hear about how alpha [2:03] students do all this incredible stuff. [2:05] It's really about how the ways in which [2:07] they learn will allow you, adult or [2:09] young, to learn better and why filling [2:11] in gaps in our basic knowledge that we [2:13] all have at every age is both possible [2:16] and can be done quickly with the correct [2:18] lesson plans and understanding of [2:20] neuroplasticity, the brain's ability to [2:22] rewire itself. So, some of today's [2:24] discussion focuses on that as well. [2:26] You'll also learn that no, Alpha School [2:28] is not just for wealthy kids. They are [2:29] changing education for students of all [2:31] backgrounds and income levels. and Joe [2:33] Lemont and his colleagues are striving [2:34] to teach educators the real data on how [2:37] kids and adults learn best in ways that [2:39] serve the student both in and after they [2:41] leave school. I have to say as a [2:43] university professor who lives in the [2:45] land of education, our conversation [2:47] today completely changed how I think [2:49] about learning in and out of the [2:50] classroom and it also provides tools [2:52] that I now use to learn more [2:54] effectively. And I'm confident that it [2:56] will do the same for you. Before we [2:58] begin, I'd like to emphasize that this [2:59] podcast is separate from my teaching and [3:01] research roles at Stanford. It is [3:03] however part of my desire and effort to [3:05] bring zero cost to consumer information [3:06] about science and science related tools [3:08] to the general public. In keeping with [3:10] that theme, today's episode does include [3:12] sponsors. And now for my discussion with [3:15] Joe Limont. Joe Leemont, welcome. [3:18] >> Thank you very much. Great to be here. [3:20] tell us about learning and education a [3:23] 100 years ago because that sounds like a [3:25] long time ago but it wasn't that long [3:27] ago and then we'll use that as a [3:29] contrast point to where you're trying to [3:31] take learning and education and [3:33] schooling for young people now. So 100 [3:36] years ago we were trying to say how are [3:38] we going to educate everybody universal [3:40] access to education 200 years ago was [3:43] not a thing. Every person on the planet [3:46] did not have access to education. 100 [3:48] plus years ago, people said, "Let's [3:50] start educating everybody." And we're [3:51] talking K through 12. So they started [3:53] the industrialized model started over in [3:56] Prussia, right? And then was was [3:57] imported. And it was very controversial [4:00] actually if you look back of you have a [4:03] rural society and you're saying get off [4:06] the farms and get into schools. And the [4:10] best way to educate people back then was [4:12] let's put them in a room, let's teach [4:14] them how to read and write, let's have a [4:16] teacher in front of the classroom. And [4:18] that became the model. And that today is [4:21] actually one of the things that's the [4:23] most universal in the world is the the [4:26] education model. You can go to the [4:27] richest school district, you know, down [4:29] the street here or the richest private [4:31] school and there's a teacher in front of [4:32] a classroom of kids. And you can go to [4:34] the poorest school district, you know, [4:36] in India and there's the building's not [4:39] as nice, but there's a teacher in front [4:40] of a classroom. We have universal [4:41] access. What we are trying to do is [4:44] bring universal learning. So there's a [4:47] vast disparity in how much kids learn [4:50] during that 12 years that while they may [4:52] have access to it, learning is very [4:54] different. And so what we think is [4:57] because of new things that have become [5:00] available and things like AI and [5:02] technology for the first time in 50 and [5:04] 100 years you can revisit and change [5:08] education. How we educate kids is going [5:11] to be radically different in 5 years and [5:15] 10 years than the last 50 and 100 years. [5:18] And that's what we're out doing. [5:20] building that model, building the set of [5:21] schools around it and then figuring out [5:24] how we scale it and get it out to a [5:26] billion kids so that everybody can have [5:27] access to it. [5:28] >> It seems to me that we think in terms of [5:31] milestones. I mean, even before a child [5:33] is born, if they can have an ultrasound, [5:36] the parents are looking, are they [5:38] meeting milestones? Yeah. [5:39] >> And then we think of biological [5:41] milestones and cognitive milestones. How [5:43] much of the current schooling system is [5:45] based on milestones that make really [5:47] good sense? like by time you finish a [5:50] certain grade, you're supposed to be [5:51] able to read, you're supposed to be able [5:52] to write. What we decide is a critical [5:55] milestone can easily change, but I'm [5:57] guessing there are still some milestones [6:00] that are cemented in that don't make any [6:02] sense any longer. [6:03] >> Yeah, there's a whole set of milestones [6:05] that people have, especially the ones [6:07] parents understand and grandparents, is [6:09] whatever you went through are the [6:11] milestones that you understand. Kids [6:13] should read by third grade. It used to [6:15] be you memorized your multiplication [6:17] tables by third grade. You'd learn [6:19] cursive before that. And the standard [6:21] the books, right? You would read books. [6:23] There was a book list in in high school [6:25] and and you would read it and you'd [6:27] understand the content that was in that [6:29] books. And what has happened, you know, [6:32] and I think where a lot of the [6:33] unhappiness in education is is those [6:35] standards have gone down. They've pulled [6:37] those standards away around the [6:39] academics for a lot of different [6:40] reasons. And so when you think about [6:42] development, there's behavioral [6:44] standards. How should I behave? How much [6:46] should I know? And then what are the [6:48] nonacademic skills, whether it's [6:50] vocational or life skills that you need [6:53] to have, financial literacy, that have [6:55] changed from what were true 30 years ago [6:59] or 50 years ago to where they are are [7:02] today. And there's generally a view that [7:04] there's broad unhappiness that whether [7:07] it's the standard or the students [7:09] achievement of that standard and are [7:11] they actually even hitting the standards [7:13] that's causing this big demand for we [7:16] need to change our education system. And [7:18] that's sort of half of it. The other [7:20] half is people are looking at things [7:21] like AI and saying the world is really [7:25] different. The world that's coming is [7:27] really different. And it it does put in [7:31] parents heads [7:33] the educational system I went through [7:35] isn't going to get my kids ready for the [7:38] future one. We're building schools [7:39] everywhere and doing education. So I I [7:41] talked to lots of parents. When I have [7:42] like a 12th grade parent talking to me, [7:45] they're at the finish line. They're just [7:46] trying to get the kid into, you know, [7:48] get them out. And so they they're just [7:50] like whatever. Just I'm done. But when [7:53] you talk to the kindergarten parents, [7:55] they are forecasting forward 12 years. [7:58] and they sit there and say, "There's no [8:00] way the current system is going to get [8:02] my kid ready." They have the high [8:04] demands to say, "We need to do something [8:07] different." I'd like to take a quick [8:10] break to acknowledge one of our [8:11] sponsors, David. David makes protein [8:14] bars unlike any other. Their newest bar, [8:16] the Bronze Bar, has 20 gram of protein, [8:19] only 150 calories, and zero grams of [8:22] sugar. I have to say these are the best [8:24] tasting protein bars I've ever had and [8:26] I've tried a lot of protein bars over [8:28] the years. These new David bars have a [8:31] marshmallow base and they're covered in [8:32] chocolate coating and they're absolutely [8:35] incredible. I of course eat regular [8:37] whole foods. 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I personally have used Lingo, [10:06] and it's been an invaluable tool for [10:08] improving my metabolic health. If you [10:10] would like to try Lingo, Huberman Lab [10:12] listeners in the US and UK can save 10% [10:14] on a 4-week plan. Just visit [10:16] hellolingo.com/huberman [10:18] for more information. Terms and [10:20] conditions apply. Again, that's [10:22] hellingo.com/huberman. [10:26] I hear some very polarized views out [10:28] there. Uh, one that you can get all the [10:30] education you need off YouTube. I don't [10:32] believe that's true. I think how one [10:34] forges through technology, especially [10:37] publicly available technology, is [10:39] critical, right? Because you can ruin [10:40] your life or you can potentially build [10:42] some of your life out by watching [10:44] YouTube videos. But that's a wide [10:46] divergence and and so I don't believe [10:47] that statement. The other thing that I [10:49] I'd like to just set as a as a context [10:52] for our discussion is I think there are [10:55] very divergent views on the notion of [10:58] doing what you love versus doing things [11:00] that are painful to learn. So in terms [11:02] of milestones and standards, the idea is [11:05] when I was growing up was that you have [11:06] to have at least a certain level of [11:08] aptitude in something if you want to [11:10] progress forward. But you might be much [11:12] more musical than you are whatever or [11:14] much more oriented towards the [11:16] engineering, science and math fields or [11:18] towards something else. And that's okay. [11:19] But everyone had to be above the bar in [11:21] order to move forward. I think nowadays [11:24] because of this battle basically between [11:27] whether we're coddling kids too much or [11:30] whether we're pushing them too much, [11:32] >> I feel like this the whole landscape is [11:34] a bit of a mess. So what is Alpha [11:37] School's philosophy with respect to what [11:39] kids like to do [11:40] >> versus what they absolutely should do [11:42] independent of whether or not they like [11:44] it. And I I came from the latter [11:46] category like you do you have to learn [11:47] stuff because you have to learn it and [11:49] then you find the things you love [11:50] >> and then you eventually try and create a [11:52] life right [11:53] >> you know [11:53] >> these are great so both of them we have [11:55] strong views on all of these the first [11:57] one of everything's available on YouTube [11:58] or you can get MIT online why doesn't [12:01] >> Khan Academy why doesn't everybody have [12:03] an MIT degree the open courseware is [12:05] available libraries have been here [12:06] forever every textbook you can just go [12:08] to a library and read school is much [12:12] more than just that and I believe and [12:13] just to be really [12:15] 10 years from now, 20 years from now, [12:17] 90% of parents are going to drop their [12:20] kids off at a building and in that [12:22] building are going to be other kids and [12:24] adults. That the way school that part of [12:28] school, school's socialization, right? [12:30] It's much more than I sat and watched a [12:33] YouTube video. It's motivation. The [12:35] materials available, the motivation [12:37] isn't, right? Or the structure isn't. [12:40] And schools provide a lot of that. And [12:42] so that's when we look at it. But we [12:43] believe motivation is 90% of learning [12:46] these days. Now our view back to the day [12:48] if we do our job right the six or seven [12:50] hours your kids in that uh building is [12:53] going to be radically different and 10 [12:55] times better than what we went through. [12:56] Then the second part around standards [12:58] and love school do what you love wait [13:02] it's a grind. So this is a personal [13:04] story for me. So I didn't start alpha [13:06] I'm the principal going in my fifth [13:08] year. Uh, it was started by Brian and [13:11] McKenzie 12 years ago. And parents want [13:16] the to educate their kids the way they [13:17] were, even if they didn't like it that [13:20] much. I went to Catholic school. My I [13:22] have two daughters. They were in [13:23] Catholic school. Mackenzie starts this [13:25] school and she's like, "You got to come [13:27] to my new school." And I looked at it [13:29] and I'm like, "This is a totally weird, [13:31] janky school." Like, no way. [13:32] >> What did you see that led you to [13:34] >> There's no teacher in front of a [13:35] classroom. I'm like, "This is totally [13:36] crazy, right?" and oh, they're going to [13:38] learn on some apps the girls reciting [13:40] their vocabulary words while they were [13:42] doing handstands. And I'm like, you [13:44] know, I I grew up a standard standard [13:46] school system. It was weird. And it took [13:49] her 2 years actually of trying to [13:51] convince me. I actually saw, you know, [13:53] one of mine struggling in standard [13:55] school. And then what happened was St. [13:57] Gabriel got out at the end of May and [14:00] Alpha was still in session and my kids [14:01] were going to go to summer camp. And [14:03] McKenzie convinced my daughter. She's [14:05] like, "Well, why don't you come to Alpha [14:07] for a week before you go to summer camp? [14:08] You know, my daughters are there. It'll [14:10] be really fun." I'm like, "You want to [14:11] go to school in the middle of the [14:12] summer?" "Sure." So, they went for a [14:14] week and they came back at the end of [14:15] the week and they're like, "Dad, we [14:17] don't want to go to summer camp. We want [14:18] to go back to Alpha." And I thought that [14:22] was the craziest thing I'd ever heard of [14:23] the world that someone wanted to go to [14:25] school instead of camp. That was an [14:28] indicator to me where I'm like, they [14:30] have something here. And the kids are in [14:31] second, fourth grade. I'm like, let's [14:33] try it out. And that was, you know, 10 [14:35] years ago. And it really worked out for [14:37] us. We can get to that later. But when I [14:40] put my daughters in, I talked to Brian [14:41] and I was like, "What do I not [14:42] understand as a parent?" He said, [14:43] "There's two things. First, your kids [14:46] must love school." And I was like, "Oh, [14:49] that's not true at all. It's like [14:50] spinach. You just grind it, right? [14:53] That's what it's like. It's spinach. You [14:55] grind it. I mean, sometimes it's okay, [14:57] but you just you grind your way through [14:58] it." He's like, "Nope. and someday [15:00] you'll figure this out and you'll see [15:02] with your daughters that kids must love [15:05] school. I was like, "Annything else?" [15:06] He's like, "Yes, your kids have so much [15:10] more potential than you expect than what [15:12] you think." And I was like, "Oh, that's [15:15] not true." I'm like, I'm sort of like a [15:17] tiger dad. Like, I think my kids are [15:19] going to do a ton of stuff. And, you [15:21] know, I have really high expectations. [15:22] And he's like, "They're going to blow [15:24] you away." And that's sort of the [15:25] dichotomy I think around alpha that [15:27] really confuses people is kids love [15:30] school like we make three commitments to [15:31] the kids and the first one is you will [15:33] love school and 90ome% of our students [15:36] we survey them right say I love school [15:39] we actually in the last year or so have [15:41] started asking a follow-up question [15:42] which is would you rather go to school [15:44] or go on vacation and depending on the [15:46] vacation the session and how good our [15:48] workshops were between 40 and 60% of [15:51] kids said I'd rather go to school than [15:54] vacation. [15:55] >> Wow. [15:55] >> As a standard, like loving school. And [15:58] when you engage kids and you think, I'm [16:01] going to put them in this system for 12 [16:02] years. [16:03] >> As a parent, you want them to love it. [16:05] And so, there's that part. But now, [16:07] let's talk about doing hard things. Kids [16:11] want to do hard things. Kids have to do [16:13] hard things, which is, you know, when [16:16] I'm talking to parents who are worried [16:18] because we have such high achievement. [16:20] We're the number one academic school in [16:21] the country. Every grade level is top 1% [16:23] in every subject, right? My freshman [16:25] honors SAT score. You know, freshmen are [16:28] like at 1400, which is better than [16:29] almost every senior class in the [16:31] country. [16:31] >> Your freshman are at 1400 on the SAT [16:34] >> honors class. My honors track in [16:36] freshman is 1400 SAT. And so we have [16:38] great academics and parents are like, [16:39] "Wait, is this like this high stress, [16:41] high standard?" And we explained to [16:44] them, which is the key to your child's [16:48] happiness is high standards. And I can't [16:52] run a school that they love more than [16:54] vacation if I have low standards. [16:58] And it is that paradox, right? That [17:00] tension that is the magic of Alpha [17:03] School. And it's the magic that parents [17:04] need to understand because that's what [17:07] engages them is they want to do things. [17:11] Kids think they're awesome and they are [17:13] awesome, but they need to be put in an [17:15] environment where they get to go do hard [17:17] things with their friends and with that [17:20] they do the grind. They do hard things. [17:22] In America, we have a very different [17:24] view. We have sort of how you treat [17:26] academics and how you treat sports. And [17:28] if we took the sports ethos and the [17:30] athletic ethos in America and we applied [17:33] it to academics, we would fix every [17:35] academic problem in this country. For [17:37] example, Westlake High School football [17:39] team in Austin where I am going to win [17:41] the state championship, right? They're [17:43] great. Every parent's like, I want my [17:45] kid to be on that team because it's [17:47] going to be the hardest thing they've [17:48] ever done because they're going to have [17:50] to work harder. It's going to be crazy, [17:52] but it's going to be the most fun thing [17:53] they ever do and they're going to [17:54] remember it the rest of their life. And [17:55] we believe that about sports. You can [17:57] make education the same way. And that's [17:59] what we're building to do that. So we [18:01] believe on both which is high standards [18:05] right is what leads to loving school and [18:07] and happiness. I know you had Dr. [18:09] Joerger on. So Dr. Joerger was actually [18:12] you know his book 10 to2 the science of [18:15] motivating kids is all about high [18:17] standards and high support and it is [18:21] that combination that you want from a [18:23] school and that's what we built. like he [18:25] created our guide training. Like all the [18:26] adults in our buildings follow that high [18:29] standards, high support, his mentor [18:30] mindset program. And most parents are [18:34] one of two things. They're either high [18:37] standards, low support. I'm just going [18:39] to throw my kid in and expect them to do [18:41] great, and that's not good. Or they're [18:44] low standards, high support. I never [18:46] want my kid to have stress. That's bad, [18:49] too. And the real answer is you do both. [18:53] And you, schools should do this. Schools [18:56] should have high standards and high [18:57] support. And back to my athletic [18:59] analogies, great coaches do that. [19:03] There's thousands of movies in America [19:05] of our sports team is in last place. And [19:08] a coach comes in and he's like, I know [19:10] we're in last place, but we're going to [19:12] win the state championship next year. [19:14] The whole movie is about how he turns [19:16] around the team by having high standards [19:18] and teamwork and hard work, and they do [19:21] it, and then they win. [19:23] Where are those on academics? I think [19:25] there's three. We know that's how you [19:26] develop kids. Child development experts [19:28] will sit and explain. The key to [19:31] developing a child is that they struggle [19:34] and fail on their road to success [19:38] supported by a caring adult. And you [19:40] just want to run that loop. If you talk [19:42] to most parents, they're like, "My kid [19:44] learns the valuable life skills in [19:46] afterchool sports." Parents are like, [19:48] "Yes, they're going to struggle. They're [19:50] going to fail. They're going to lose the [19:51] game. whatever is going to happen, but [19:52] it's going to be on the road to success. [19:54] And that coach, I picked the coach cuz I [19:56] know he cares about my kid achieving it [19:59] and he's going to be there to support [20:00] them. And that's what you should just do [20:02] in school for the other seven hours is [20:04] have those same loops. I will add one [20:06] thing uh that happens especially when [20:08] you start with kindergarten. Kids [20:10] struggle and fail [20:13] sometimes cry on their road to success [20:16] supported by a caring adult. And it's [20:18] really hard for parents as soon as the [20:20] kid cries obviously and that struggle [20:23] part and that's the lynch pin for [20:25] parents being like I don't want the [20:27] struggle cuz you hear this you're like [20:29] well why don't you just okay that sounds [20:30] all logical why don't you do it and [20:32] you're like well when you're a parent [20:33] your kids crying you want to go protect [20:36] them you want to make sure they're safe [20:37] and that's why you have to make sure [20:38] they're in an environment where you [20:40] think they're safe where the adult in [20:41] charge is making sure they're it's not [20:43] low standards and they're leaving them [20:45] hanging out. At Alpha, we have great [20:47] workshops where 85% of Alpha parents in [20:51] the last year said, "I saw my kid do [20:54] something that I literally thought was [20:57] impossible for their age." Back to high [20:59] standards. And one of them is our [21:01] kindergarteners [21:03] climb a 40ft rock wall. You know, at our [21:06] San Francisco campus, they rode their [21:07] bikes 5 miles, learned how to ride a [21:09] bike, rode it 5 miles across the Golden [21:11] Gate Bridge without stopping. And then [21:12] we have a we call them alpha tests for [21:14] these life skills. 10 weeks into school, [21:16] there's the kindergarteners and they're [21:18] climbing up and you know, sometimes they [21:20] do get halfway and they are stuck and [21:23] they sit there and they're worried and [21:25] the parents want to go rescue them and [21:27] we always tell them just watch cuz this [21:30] is what the school's about and their [21:32] guide is down at the bottom of the wall [21:34] and coaching them up. And then [21:36] eventually and maybe they have to wait [21:37] there and maybe they even whimper a [21:39] little you know the the while they're [21:41] struggling they then I can do it and [21:44] they climb to the end supported by their [21:47] alpha guide at the bottom and when they [21:49] come down after achieving it right they [21:51] ring the bell they come down I mean that [21:54] kid is beaming and their parents are [21:56] beaming and that's why we have such like [21:59] fanatical love of school and why we have [22:01] such evangelism and everybody talks [22:03] about alpha is because the parents go [22:05] through that experience and they see [22:07] their kids thrive and they see them [22:09] thrive via these things that are hard [22:11] and that's the environment we need to [22:12] build for kids because that is how you [22:14] develop kids. When you think of old [22:16] societies, right, every society had [22:18] rights of passage. [22:20] >> They were hard and it's what is the [22:23] struggle and fail on your road to [22:24] success supported by an adult. That's [22:26] what the educational system needs to be [22:29] and should be. And we do it a lot in [22:31] sports and not a lot on on education. [22:34] what you said is so rich with ideas. Let [22:36] me organize them the following way. I've [22:39] heard you say before and you sort of [22:40] touched on a bit a moment ago that most [22:44] of the way that we uh teach kids how to [22:47] navigate life in the United States [22:49] >> is in sports not in academics. [22:51] >> And I completely agree. And when I first [22:53] heard you say that in a prior [22:54] conversation with Patrick Oonessy, I [22:56] thought yes, absolutely. And the [23:00] contrast with academics is is really [23:02] striking because I think there's this [23:04] idea that kids are, you know, by the [23:08] time they're in high school, they're [23:09] going to be good at certain things and [23:10] other things not so much. And and the [23:12] words do the best you can [23:15] >> sounds like support, sounds like high [23:18] standards, but it kind of avoids both. [23:21] So maybe we could just drill a little [23:22] more specifically into what support [23:26] really looks like at the level of [23:28] parenting and maybe peers as well. So I [23:31] can imagine high standards could let's [23:33] take a like a 0 to 10 uh scale arbitrary [23:37] units and say zero is like you'll never [23:39] be anything. Everyone agrees that it's [23:41] not a good model. 10 would be you can do [23:44] and become anything you want. We believe [23:46] this in America and there are examples [23:48] to support the 10 model. [23:51] It's not totally true, right? It's not [23:54] totally true. I went to a very [23:57] competitive public high school and there [23:58] were some phenoms in my class at sports, [24:01] pair of twins, Joe and John Cannon. [24:03] People can look them up. One became a [24:04] goalie for the San Jose Quakes. The [24:06] other one had a 100 mile plus fastball [24:08] in high school. I forget who he played [24:10] for. Maybe it was the Mariners or [24:11] whoever. But anyway, he was a he was a [24:13] pro pitcher. Their younger brother, Colt [24:14] Cannon, picked up a skateboard. Eight [24:16] months later, he had a pro model or he [24:18] was on a team, then he had a pro model. [24:20] maybe wasn't 8 months to that, but [24:22] there's something going on in that [24:23] family. Okay. And they were good at [24:25] academics. [24:26] >> Yeah. [24:26] >> But none of them became, dare I say, [24:29] professors at Stanford, but they [24:30] probably could have, but we don't know. [24:32] So, we have this model that like in [24:33] sports, some genetics plays a role. [24:36] >> Yeah. [24:36] >> Family lines play a role. We're kind of [24:38] okay with that conversation now. [24:40] >> Yeah. [24:40] >> But you can become anything. That's [24:43] that's the highest standard. Somewhere [24:45] in between is probably what you'll tell [24:47] me is most effective because we have to [24:49] put reality into the picture sometimes. [24:52] >> But the support thing is the one that's [24:53] completely opaque to me because we know [24:56] what the zeros are, right? Figure it out [24:59] on your own. Make yourself breakfast. [25:01] Get yourself. That's not support, right? [25:04] And then the other one is I'm going to [25:05] try and get in there and do everything [25:07] for you. I'm going to climb the rock for [25:08] you. I'm going to do your homework for [25:10] you. We know that's not good. We haven't [25:12] really defined clearly what real truly [25:16] useful support is. [25:17] >> Yeah. [25:18] >> And standardized that. [25:20] >> So maybe you could enrich our thinking [25:21] about what it might look like or what [25:23] you think it looks like. [25:24] >> Great. And I I I think that's a great [25:25] framework. Let's let's do the athletic [25:27] side is and then we'll we'll throw it [25:29] over because that's one of the things [25:30] that's changed. How we provide support [25:33] or actually the training [25:36] i.e. educating the instruction is what's [25:39] dramatically changed which lets us get [25:41] athletic level in academics. So in [25:44] athletics, right, we do know we know [25:45] there are physical constraints. You have [25:47] your story. My my daughter in middle [25:49] school was like I'm going to be the [25:52] world's best volleyball player. I'm [25:53] going to start for Stanford and be [25:55] there. And it motivated her. It drove [25:58] her every afternoon she's practicing. [26:00] When she became a freshman in high [26:01] school, she's like, "I'm not tall [26:02] enough. I'm just physically not tall [26:04] enough. I can't play my position four [26:06] years from now. There's no way [26:07] Stanford's going to let me in on that [26:08] dimension. And so, while she had gotten [26:11] very good sort of the limit of her [26:13] frontier and so we believe there are [26:15] there are, you know, physical [26:17] limitations that map your frontier. But [26:21] in athletics, we actually know how to [26:23] get you to the frontier. That's the [26:25] delta. And that's why we do so much via [26:29] athletics in America because we have a [26:31] training system that gets kids there. We [26:34] don't say, "Hey, do your best. I hope [26:38] you become a good basketball player or [26:41] golfer." You don't watch YouTube videos [26:42] to be like, "Oh, I guess I'm the world's [26:44] best golfer now." You have coaches and [26:45] we have training that is going to get [26:47] you there and we know how to deliver it, [26:50] right? We know how to instruct it, [26:51] right? You wouldn't have your kid go on [26:54] a sports team where they're like, "Yeah, [26:56] we we do inquiry training here where we [26:59] don't teach you. We just let you [27:01] productively struggle and figure it out [27:02] yourself." Which is something we do a [27:04] lot in schools. That's not an effective [27:06] way to teach somebody, right? A sport. [27:08] You're like, "Show me how to block. Give [27:10] me the step by step. Give me the [27:13] instruction you need so that I can do [27:16] this better." So, I play this position [27:18] perfectly. Nick Saven is like, "Do what [27:21] I say. Play your position." On [27:24] academics, the difference was we have a [27:27] teacher in front of a classroom and the [27:30] teacher in front of the classroom has to [27:32] just give the median instruction to [27:34] everybody. Imagine all the different [27:36] players on your football team are all [27:38] getting exactly the same instruction. [27:39] You're like, "Well, the quarterback [27:40] needs something different than the wide [27:41] receiver." But the teacher just sits [27:43] there and has to give everybody 25, 30, [27:46] however many it is the exact same [27:47] instruction. And that's what's [27:50] different. Now, if you look at at why do [27:52] we have access to education but not [27:55] universal learning. We have universal [27:56] access but not universal learning. It's [27:59] because kids need individualized [28:01] instruction right down to the true [28:03] individual because at least in my high [28:05] school, we had honors track for certain [28:07] things. So it was tiered a little bit [28:09] that if people were really really [28:11] >> proficient at something, you'd you'd get [28:13] into honors English or honors math and [28:15] you would just kind of be among kids [28:17] that were better performing. So the you [28:19] know the mean shifted basically. [28:21] >> So individualized tutoring, think back [28:23] Plato and Socrates, Aristotle, Alexander [28:25] the Great. Individualized tutoring is [28:27] the best model. A one-on-one model is [28:30] the best model. A mentorship model, an [28:32] apprentice mentor, that is the best [28:34] model. It's not cost-effective. Which is [28:37] why a [clears throat] 100 years ago when [28:39] I have to get it to everybody, you're [28:40] like, why you can't give everybody an [28:41] individualized one [snorts] and so 30 to [28:43] one was like what societies could [28:45] afford. The number one thing parents [28:46] measure schools on is class size and [28:49] smaller is better because you're trying [28:51] to get to one and so 20 20 to1 is better [28:54] than 30 to1 10 to one is better than 20 [28:56] to1. 5 to one is better than 10 and [28:57] 1:1's the best. [28:58] >> In terms of homeschooling, because I [29:00] know there's a lot of interest in that [29:01] now, but not everyone can afford it. [29:03] Yeah. [29:04] >> What do the data say about the outcomes [29:05] for homeschooling? Do those kids do [29:07] well? And on I guess on what standards? [29:09] >> Homeschooling is totally biodal, which [29:11] is are they homeschooling them for high [29:13] standards [29:14] >> or not? And there's a lot of [29:16] homeschoolers who are like, I don't like [29:18] standardized tests. I don't like the [29:19] standardized curriculum. I reject that [29:21] whole system. And so those people do [29:24] very poorly on anything like that. The [29:26] level of academics that those students [29:28] know is very low because the parents [29:29] have basically abandoned that and said, [29:31] "I care all about the life skills." For [29:33] parents who really care about academics, [29:35] those kids crush it. You have ex-teers [29:37] homeschooling their kids in a one-on-one [29:39] environment, and they can do it [29:40] dramatically better. Now, there's still [29:42] value even homeschooling, socialization, [29:44] and because we have these high standards [29:46] and the life skills at our schools, we [29:48] actually have a bunch of homeschoolers [29:49] who come who say, "Wow, this is the [29:51] schooling system I was looking for [29:53] because I I get both the high standards [29:55] on the academic side, but then all the [29:56] afternoons of these life skills that I [29:58] thought I'd only get via homeschool." [30:00] you want to get to one-on-one and that's [30:02] the magic and so let's let's go on this [30:04] because we we haven't talked about like [30:05] the academic side and what is the [30:08] breakthrough that allows us to change [30:10] education from 50 and 100 years ago. So [30:13] learning science there's a whole field [30:14] of learning science right you can [30:16] cognitive load theory cognitive science [30:18] there's a famous paper from the 80s [30:20] Bloom's two sigma program where he's [30:22] he's like if you give an individual [30:25] tutor to mastery level kids can learn at [30:28] two sigma right two sigma it is top 2% [30:32] we could get everybody so when you talk [30:34] about the frontier [30:36] he's basically claiming you can get [30:38] everybody to the top 2% performance [30:41] today assume having high levels of [30:43] motivation. [30:44] >> Correct. Mastery is actually the part [30:45] everybody forgets about on that. If you [30:47] have a tutor that's not mastery based, [30:48] you won't get the top 2%. One sigma came [30:50] from the tutor. One sigma comes from [30:52] mastery, which once again we'll talk [30:54] about we all accept mastery in in [30:56] athletics, but we reject it explicitly [30:59] reject it in education. And you actually [31:01] need both. You need individualized [31:03] instruction at a mastery level to get [31:05] that performance. And now with AI tutors [31:07] at cost-effectively, [31:09] you can give every kid perfectly [31:12] tailored lessons at their level for them [31:15] at a mastery level. And that is the [31:18] magic that then allows kids to learn 10 [31:22] times faster. In our schools, when we [31:24] talk about we're the best academic [31:25] performing school, we're top 1%. We do [31:29] it in two hours a day. Our average [31:31] student does not sit in class for six [31:33] and do homework. They sit at an AI app [31:38] and they spend two hours a day. The [31:40] average kid spent 121 minutes last year [31:43] in the apps and learned more than 2x [31:48] they what they would have in sitting in [31:50] class for six and doing homework. So [31:52] when you just look at those standards, [31:54] it's, you know, depending on the class [31:56] and stuff between 5 and 10x [31:58] normal speed because you have 6 hours a [32:00] day in homework versus two and you're [32:03] performing at a level that's exceeding [32:05] them the how much the average student [32:08] learns by 2x. Could you enrich the [32:10] picture in our minds a bit of of this [32:12] kid for 121 minutes? Just the the top [32:15] contour of what sorts of things they're [32:16] doing. Is it a is it a human face that's [32:18] teaching them or is it text prompts? [32:20] What does it look like? So the first, [32:22] just to be really clear on this, when [32:23] people think AI chatbots, [32:26] >> it's not chat bots. If you take a [32:28] chatbot and put it into a standard [32:29] school, 90% of the kids use it to cheat. [32:32] Doesn't matter what grade level you're [32:33] at. I can't remember which Ivy League [32:35] professor gave a final that he made in [32:37] person, right? He made an inerson final [32:39] and literally everybody like two people [32:41] failed the exam. They're just chatbing [32:43] their papers up. They're not reading [32:45] books. They're getting chatbt summaries [32:47] of them. And there's a whole push to ban [32:49] them and things like this. And you know, [32:51] while we're at AI school, used [32:53] incorrectly, just like any technology, [32:55] they can be bad. Here's how you want to [32:57] think about it. Is what you know is the [33:01] basis of what you can learn. And so [33:04] being able to have a foundation and then [33:06] building on that foundation is critical. [33:08] And so if I am in material that's too [33:11] hard and it's just too hard for me, you [33:14] can give it to me all day long and I'm [33:16] not going to learn it. Back in my world [33:18] or your world, if you gave me an MCAT, I [33:22] don't know the words on the page. You [33:24] can tell me to have grit or growth [33:25] mindset or you can tell me whatever you [33:27] want. I'm not going to pass that test. [33:29] And you need to roll me back to freshman [33:32] bio and say that's where you are and [33:35] then build me up from there to be able [33:37] to do that. And that's the problem in [33:39] our current education system today is we [33:42] are taking eighth graders and we are [33:44] delivering them eighth grade content [33:46] because that's what an eighth grade [33:47] teacher does by law. They need to stand [33:49] up and deliver the eighth grade content. [33:52] You know if you look at the stats we [33:54] have people who need to be in seventh [33:56] grade in that classroom, sixth grade, [33:59] fifth grade because of COVID. You even [34:01] have some who need to be in fourth and [34:02] third grade because of all that learning [34:04] loss that happened. They never learned [34:06] it right. We have kids who didn't learn [34:07] how to read in third and fourth grade. [34:09] Oh my goodness. [34:09] >> And so now we're wondering why all the [34:11] the curves are going down. It's like, [34:13] well, because they're in eighth grade [34:14] and they're being told eighth grade [34:15] content and no one ever taught them how [34:16] to read or other things when you talk [34:18] about lower standards. They took away [34:21] memorizing your multiplication tables [34:22] and science of reading, teaching [34:24] phonics, taking they took away some of [34:26] the basics [snorts] that as you get into [34:28] higher level grades as a kid, it just [34:30] kills you. [34:31] >> What was the rationale behind doing [34:33] that? that it gets into a lot of a lot [34:35] of debate around why that happened. [34:38] >> I don't think there's a clear answer. I [34:40] believe at the end of it, [34:42] >> they didn't realize how important it [34:44] was. Like the science of learning, if [34:46] you talk to your average, you know, [34:47] teacher and you look at what's it taught [34:50] in schools of education, cognitive load [34:52] theory, right, and cognitive science and [34:54] how all this works is not a main part of [34:57] what the curriculum is. And so these [34:59] teachers don't know like you know we [35:01] just had our staff days before school [35:03] starts. So I have hundreds of teachers. [35:04] These are the best teachers in the [35:05] world, right? We're the employer of [35:06] choice for for teachers around the [35:08] country. And I was like how many of you [35:10] guys like learn direct instruction which [35:11] is one of these concepts. You know 5% [35:15] raised their hand. There's this project [35:16] followth through a big project in the ' [35:17] 70s that was like the largest [35:19] educational study ever about effective [35:22] ways to teach kids. I was like, "How [35:24] many of you guys like read Project [35:25] Follow Through Like when you're getting [35:26] your masters?" And like none. And so [35:30] there was uh she was she was a big [35:32] teacher uh in Houston School District [35:35] and she came and uh she's an alpha guide [35:37] now and she I saw a Twitter post after [35:40] the staff day. She's like, "I learned [35:42] more in listening to Joe's 6-hour [35:44] presentation, which I have the world's [35:46] best learning science team who, you [35:48] know, helps educate me as well. I [35:50] learned more in six hours of listening [35:51] to Joe about how kids learn than I did [35:54] getting my masters or even my PhD. And [35:57] just that curriculum, we don't have that [36:00] knowledge and we need to we need to fix [36:02] that. We it's not there. Is there an a [36:04] textbook for for teachers? I mean like [36:06] if somebody wants to become a [36:07] neuroscientist or even just get a [36:09] neuroscience degree, they read the book [36:12] Principles of Neurobiology by Leechin [36:14] Low or Principles of Neuroscience which [36:17] used to be by Kandell Jesselyn Schwarz. [36:19] I think there's someone else on there, [36:20] but like everyone gets those books. You [36:22] learn electrophysiology from Bird Hill, [36:24] you get the biochemistry book from [36:26] Strier. Like these are the books used [36:27] everywhere. So that it doesn't matter if [36:30] you're in a, you know, state university [36:32] and wherever um or you're at Stanford, [36:36] pretty much everyone is educated at the [36:37] front end from the same textbooks. [36:39] Correct. [36:39] >> So you can go to a big international [36:41] meeting and like everyone understands [36:42] more or less the action potential. [36:44] >> Education is not that. So, our [36:47] educational system is not fact-based, [36:52] >> which seems crazy, but uh there's [36:55] there's a dean of a school of education [36:57] for one of the best schools in the [36:58] country who when was talking about the [37:00] state the status of facts in education [37:03] put up a picture of Galileo's trial [37:06] where he's like, "This is a religious [37:08] war. This isn't a fact-based trial about [37:10] these things." There's a lot of evidence [37:12] behind it. Like, take the UC system. [37:14] There's a huge debate on whether the UC [37:17] schools should use standardized tests or [37:18] not and do standardized tests help and [37:22] are they good things [37:23] >> to get in or to progress through [37:25] >> to get in? Like should you Well, there's [37:27] whole things of should kids have a [37:29] standardized test to get out of high [37:31] school to graduate high school. Should [37:33] you be able to pass a test or not? And [37:35] that's a debate. That's not like a fact. [37:37] Now, when you're letting someone into [37:39] your university, there's a view of, [37:41] "Should we require standardized tests?" [37:44] 2,000 professors, I think, I don't know [37:46] exactly what it was, but 2,000 [37:48] professors are like, "Yeah, we should [37:50] use these." But the board of regents [37:53] voted, "Yeah, no, we're not going to [37:54] take them." Whatever decisions are being [37:56] made around this stuff is not a [37:58] fact-based decision. It's an opinion. [38:00] It's I care about different goals. I'm [38:03] trying to optimize on something besides [38:05] academics. The goal of a school is not [38:07] academics. When you look in education, [38:09] it's a really complicated thing and [38:11] right what is the purpose of a school? [38:13] What is developing a child? Does [38:15] academics matter? So when you think of [38:18] these basic things like well the kid was [38:20] struggling on his multiplication tables [38:22] and I was worried about his mental [38:23] health so I just told him don't worry [38:24] about it you know and you're like well [38:26] that's really going to hurt him to learn [38:27] algebra. He's not going to do well at [38:29] algebra. It's like the homeschoolers [38:30] like I don't care about academics or [38:32] there's parents at schools and one of [38:34] the things I've learned in education [38:35] especially in being uh principal of [38:38] school is first of all I have massive [38:41] empathy for everybody running these [38:42] schools. So you know I I was watching in [38:45] Austin we're like closing a bunch of [38:46] schools right a lot of public schools [38:48] are closing and and it's being closed [38:50] because it's not hitting academic [38:51] standards. Five years in a row it's [38:52] failed. It just literally is not [38:54] teaching these kids. These are eighth [38:55] graders who can't read at a third grade [38:56] level. And so the state and the school [38:59] district's like, "We we need to close a [39:00] school and put the kids in a school [39:01] that's, you know, teaches them." And [39:04] there's a mom who's just furious, right? [39:06] And she's at the meeting and she's like, [39:07] "I don't care about that. What I care [39:10] about is my older daughter in seventh [39:13] grade had teacher ABC, right? Had this [39:16] great teacher who changed her life. And [39:20] I want my younger child to have that [39:23] same teacher. And if it means they're [39:26] not good at math, whatever. And the [39:28] rules of the government, right, the [39:30] government school system is we are [39:32] funding this to educate them on [39:34] academics. Parents demands are very [39:37] different. If you're the head of, you [39:38] know, school, your parents are saying, [39:40] well, I don't I don't care about that. [39:42] Now, I believe you can do better and do [39:43] it all and and those kind of things. But [39:46] fundamentally, why is the regents at UC [39:49] saying, "Yeah, I don't know. We're not [39:51] going to we're not going to take [39:52] standardized tests." 2,000 professors [39:54] say it. There's also a bunch of [39:55] professors say don't do it. In you get [39:57] into all these debates on what the role [39:59] of school is and then that's in the air [40:01] and then the even the learning science [40:04] inquiry learning versus direct [40:05] instruction is a huge huge religious war [40:07] around education on which is better. And [40:11] so those kind of things are why it's not [40:14] obvious. It's also part of being new [40:17] into the space as coming in. Part of my [40:19] magic is and part of why alpha is [40:21] getting all this, you know, hype and [40:23] talk is we're teaching kids five to 10 [40:25] times faster. There is a set of the [40:27] learning science that the results are [40:29] the results are there. And there's a set [40:31] of learning science that we're proving [40:32] that hasn't been able to be implemented [40:34] before that people are like, "Wow, if [40:36] that's really true." And so why we're [40:39] all these great learning scientists are [40:41] coming and working with us is they're [40:43] looking at this data and they're like, [40:44] "Holy cow, this data is breakthrough [40:47] level that we couldn't do before." [40:51] >> Mhm. Yeah. [clears throat] [40:52] I'd like to take a quick break and [40:54] acknowledge our sponsor, AG1. AG1 just [40:57] launched their newest formulation called [40:59] AG1 Pro, and right now you can get an [41:01] extra 20% off your first subscription. [41:04] AG1 takes the clinically backed AG1 [41:06] formula, which is a blend of vitamins, [41:08] minerals, probiotics, and adaptogens, [41:10] and adds three important new [41:12] ingredients: creatine monohydrate, [41:14] calcium HMBB, and zinc carnosine. 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If [43:15] you'd like to try Helix, you can go to [43:17] helixleep.com/huberman, [43:20] take that 2-minut sleep quiz, and Helix [43:22] will match you to a mattress that's [43:24] customized for you. Right now, Helix is [43:26] giving up to 27% off their entire site. [43:29] Helix has also teamed up with True Med, [43:31] which allows you to use your HSA FSA [43:34] dollars to shop Helix's award-winning [43:36] mattresses. Again, that's [43:38] helixleep.com/huberman [43:40] to get up to 27% off. When you think [43:43] about science and the development of [43:46] sciences, chemistry, biology, physics, [43:49] they had times which I'd call like [43:51] education where there's debates and [43:53] it's, you know, it's the it's Galileo's [43:55] trial, right? It's it's unsure. They're [43:57] doctors are bloodletting, you know, and [44:00] leeching people. This is really a good [44:01] idea, right? And you're just like, oh, [44:04] right. No, like that's the best guy and [44:06] he's saying to do it the same way you're [44:08] >> there's a little bit of that going on [44:09] now. Still [44:09] >> it's unsettled. Now in each of those [44:13] there was the invention [44:15] of an instrument and a technology or an [44:18] instrument that radically changed and [44:21] inlected those sciences. So the [44:23] microscope, right, the light microscope, [44:25] the telescope, chemistry, the analytical [44:27] balance, you didn't blow yourself up. [44:28] Those inlected those sciences. [44:31] And now for the first time with [44:34] education [44:36] AI allows us to get it allows that finer [44:40] measurements. What those allowed was [44:42] finer grain measurements right the [44:43] microscope it let me see cells right I'm [44:46] like oh I'm starting to understand this [44:48] of how this works [44:50] AI because it's on a onetoone basis is [44:53] giving us a data loop that nobody in [44:56] learning science no one in education has [44:59] ever had and we have it. It's a closed [45:02] loop and that magical data loop is [45:06] what's allowing us to get the five to 10 [45:08] times improvements in education because [45:10] it's our microscope. It's our telescope. [45:12] Now, it's not a chatbot that's not [45:14] getting you that. But if you generate a [45:16] personalized lesson for every kid, let's [45:19] step back and say what what's a teacher [45:20] in front of the classroom? The problem [45:21] with teacher in front of classroom is [45:23] it's so dirty, right? your data, your [45:26] effect size is driven by random [45:28] classroom elements, not the learning [45:30] science. So if I come up with a learning [45:33] science idea and I give it to a teacher [45:35] in front of a classroom, first of all, [45:36] do they even teach it the way right? Is [45:38] the instruction done the right way? It's [45:40] going to 30 people. Prere matters. If I [45:43] don't know algebra, you don't give me a [45:45] chemistry lesson. And do the students [45:47] have the prerequisites needed. Second, [45:50] are the students motivated? Are they [45:52] spinning in their chair, not even paying [45:54] attention? The effect size is dominated [45:56] by all of that, not actually the [45:58] learning science concept. And in our [46:01] world, right, where we have kids super [46:03] engaged for 2 hours in the app, I know [46:07] when I give a lesson, I can measure [46:09] their engagement. I can see if that [46:10] lesson was good because I know how they [46:13] did on the questions right afterward. I [46:15] can then test them later because I'm [46:16] getting space repetition. I'm getting [46:18] recall later. I can say whether that [46:20] really was transferred to long-term [46:21] memory and I can say wow that really [46:25] works. So there's different theories of [46:27] of learning science. You have there's [46:28] concepts of direct instruction like [46:31] should you have the kids struggle or [46:33] should you just teach them directly? How [46:35] can you teach them directly without [46:36] struggle? I mean my understanding of [46:39] neuroplasticity which is an area I come [46:41] from but not specifically in the in the [46:43] context of education is that if a brain [46:46] or a body can execute a particular thing [46:49] a movement or a cognitive process a math [46:52] problem there is no reason for it to [46:54] change that the error signal is what [46:56] actually drives the opportunity for [46:58] change and so without errors there's no [47:02] struggle and therefore without struggle [47:04] there's no learning so I don't see a [47:06] world where you can teach without a kid [47:08] or an adult feeling some degree of like [47:11] mild agitation. They might learn to [47:12] think of that as excitement and [47:14] curiosity, but there's got to be some [47:15] level of arousal like I have to think, [47:17] right? You know, got to be brought to [47:20] Yes. Engagement and attention, right? [47:22] You have to have engagement and [47:23] attention. Exactly what you're talking [47:25] about. And errors definitely do matter [47:26] and we we can talk about that side, but [47:28] let's just take take an example which is [47:31] >> I'll give you a math problem. [47:34] no instruction, figure it out. That's [47:37] one way to try to learn. The better way [47:39] to learn, the faster way to learn is to [47:41] give you them a worked example where you [47:42] show them and then you progressively [47:44] remove the parts of the example where [47:47] they're having to progressively go up [47:48] and then by the end they can solve the [47:50] problem with no scaffolding. It's a [47:52] question of scaffolding and [47:55] >> that's a faster way to teach kids than [47:58] just saying good luck. So it's in in [48:00] some sense incremental learning with an [48:02] example at the front end [48:03] >> and and so that's that would be a worked [48:05] example is a good example. Then you have [48:06] space repetition which is everybody has [48:08] a forgetting curve and they're different [48:10] by person back to that frontier curve. [48:12] Uh and so how often and right before [48:14] you're going to forget it you want to [48:15] remind them and if you do that over a [48:17] few times then it gets your recall [48:20] >> from long-term memory. It will be there [48:22] when you need it in the future. And so I [48:24] have worked examples and then spaced [48:26] repetition. Now there's a debate and [48:29] there has been a debate about do you [48:32] need some drill and kill known as [48:36] initial mastery that you have to hit it [48:38] with initial mastery the first time [48:41] you're learning it or can you [48:45] not learn it to mastery but because of [48:47] spaced repetition over time by the third [48:50] or fourth time you'll get the equivalent [48:52] of mastery right [48:53] >> and you're defining mastery as like 95% [48:55] or better [48:56] >> correct And so that's been a debate [48:59] >> around it. [49:01] >> You you can't measure that in a school. [49:03] That that's too fine grained. We [49:05] actually measured it over the last year [49:07] and our learning scientists actually [49:08] because of the papers that's published [49:10] is very much you don't need initial [49:12] mastery. You can do it with space [49:14] repetition. And what's what's [49:16] interesting is at the end of the year, [49:17] we were looking at our scores and [49:19] basically in 8th through 12th, we [49:22] crushed it with just worked examples and [49:26] spaced repetition because once you get [49:28] into algebra, the multi-line problems, [49:31] worked examples really matter. But in [49:33] fourth through 7th, it wasn't as [49:34] effective because the problems are [49:36] easier. And so what you lose is you want [49:39] more initial mastery because the worked [49:41] examples aren't as important. And so [49:44] like this year when we saw the scores go [49:46] down, we then just added initial mastery [49:48] back to it. So you get the worked [49:50] example, you get the initial mastery and [49:51] then space repetition. And that data set [49:55] between those two things, that's a data [49:57] set that doesn't exist out there. And it [49:59] seems to me that data set would be very [50:01] valuable for schools outside of alpha [50:03] school just to understand that for [50:04] whatever it is that kids are generally [50:06] taught in the curriculum of you said [50:07] fourth to 7th that they need to get to [50:10] 95% or better proficiency. English [50:12] literature, calculus, things like that. [50:14] If they're learning those things, you're [50:16] saying if they don't need to get to [50:17] mastery, where do they need to get to? [50:19] >> They need to get to mastery all the [50:20] time. Initial mastery always matters. [50:22] Just it always does. And so whether it's [50:24] learning your vocabulary words to, you [50:26] know, to that example, reading [50:27] comprehension is a is a function of [50:29] vocabulary. Like we can measure now, you [50:31] know, today the best way to do well on [50:33] SAT English or, you know, to know [50:35] English is just read lots of books and [50:37] look up the words you don't understand [50:39] and you'll kill the verbal. You'll just [50:41] like with a verbal GRE, it's always a [50:43] little tricky with people in the [50:44] sciences. You're like, I'm worried about [50:46] the verbal GRE and you just go [50:48] >> read a book [50:50] >> under a good book and underline every [50:52] word you don't understand. Look it up [50:53] and then have a vocabulary. I still have [50:55] those vocabulary list and you and [50:57] everyone ends up in like the 90th plus [50:59] percentile if they actually do that. [51:01] >> Correct. [51:01] >> That's why good schools, right, who do [51:04] well on the SAT have a great lit [51:06] program, right? They have a great great [51:08] books program. And here look at our book [51:10] list. This is what all the kids read [51:12] because that's what's going to drive [51:13] vocabulary which which drives those [51:15] scores. It drives knowledge acquisition [51:16] as well. You know we're in our apps. We [51:20] can literally determine okay well we can [51:22] we can teach you the vocabulary words. [51:24] We've actually learned the problem that [51:26] you have is when you take a vocabulary [51:28] word and it's just like a flashc card [51:30] like vocabulary word. You don't know its [51:33] limits. Like what's the difference [51:35] between happy and ecstatic? And if you [51:37] just are flashc carding, you really [51:39] can't tell the range. That's what you [51:41] get from reading books. When you read [51:43] 10,000 pages, you then are like, "Ah, I [51:46] now understand the difference between a [51:48] static and happy, right? Where are the [51:50] boundaries of the vocabulary words and [51:52] that's how you build a rich vocabulary, [51:54] right? And a rich reading comprehension [51:56] and capability." That's one of the [51:58] things like in our apps now we can just [51:59] be like oh we can give you vocabulary [52:01] words and show you the limits and help [52:02] educate you directly where it's it's a [52:06] more effective way than read the book [52:08] and go look it up when you don't know [52:10] it. And so back to all these different [52:12] things initial mastery matters just on [52:15] everything. Let's even go further. [52:16] There's sort of concepts which is have [52:18] you solved it once? Have you done it [52:21] enough to mastery? Which is, you know, I [52:24] can do three easy problems or I can do [52:27] 10 hard ones. The 10 hard ones is [52:29] mastery. And then even if I can do the [52:31] 10 hard ones, can I do it a month later? [52:33] Right? Did I cram the night before? [52:35] Because cramming is bad. Can I do it [52:37] month one month before, two months [52:38] before? Spaced repetition covers that. [52:41] There's a third dimension that really [52:43] matters and this is back to cognitive [52:45] science which is you know the way the [52:48] brain works is you have a certain number [52:49] of working memory slots and then you [52:52] have long-term memory and your working [52:54] memory slots are limited you have [52:56] limited attention and you're that's [52:58] right that's computing right that's [52:59] where you're thinking and the concept is [53:02] though of fluency [53:05] is this magical concept about brain [53:07] science right it's magical which is if [53:10] you memorize something to fluency when [53:13] you use it. It doesn't take a working [53:16] memory slot. And working memory slots [53:17] are function of IQ. It's like the best [53:20] way to be farther on your frontier curve [53:23] independent of you know whatever your [53:25] brain chemistry is which is if I have [53:29] memorized something to fluency and [53:30] here's the example to think about it. [53:32] Let's take multiplication tables and why [53:34] is algebra hard if I haven't memorized [53:36] my math facts. If I know 7 * 8 is 56, [53:39] that takes nothing, right? I you just [53:41] know it. I have it to fluency. If I have [53:43] to calculate 7 * 8, I'm actually using [53:46] my working memory slots. The problem is [53:48] I only have a few of them. So, when I'm [53:50] in algebra, I'm in a multi-step word [53:52] problem and I'm using my slots up for [53:56] something that I can't because I need it [53:59] for other things. And that's why when [54:01] kids get to algebra and they start to [54:02] struggle, the issue is not the algebra. [54:06] The issue is the third grade math facts [54:08] they didn't learn. And the way to fix [54:10] the problem is not pound them with more [54:11] algebra. It's to go fix the third grade [54:14] problem. If you want the most crazy [54:16] example we have is we had a girl who's [54:17] low 700 math SAT. She kept taking the [54:20] test and kept getting careless errors. [54:23] Like focus, focus. You need to focus. [54:26] And then we figured out you don't know [54:28] your math facts. So we had her go back [54:30] and learn right memorize your [54:32] multiplication tables. And first of all, [54:35] back to like changing education. You [54:38] can't convince [54:40] someone with a 710 that the problem is a [54:41] third grade lesson. You definitely can't [54:43] convince their parents. Right? That took [54:44] a lot of motivational pushing on our [54:46] guides to do that. [54:47] >> What about the student? What was her [54:49] attitude toward [54:49] >> her attitude's like, I can't I don't [54:52] need to do that. Look, I'm good in math. [54:54] I'm in advanced math. 710 is not a bad [54:56] score. It's not 800, but it's it's But [54:58] she's like, it can't be that I need my [55:00] multiplication tables. And she's like, [55:03] and you know, everybody's telling her, [55:04] "It's careless. You're being careless." [55:06] She was just running out of working [55:07] memory slots. And so she went back, [55:09] memorized her multiplication tables, and [55:10] she got a 790 SAT, which speaks [55:13] beautifully to what we know about [55:15] neuroplasticity of learning. I mean, [55:17] like, like you're saying, I mean, [55:18] memories, people always go, "Oh, it's [55:19] like the hippocampus passed to the [55:21] cortex." The fluency piece. I think that [55:23] this notion of freeing up working memory [55:24] slots. Maybe we just double click on [55:26] that for a second. I think people assume [55:29] well you even if it would take this this [55:32] young woman a little bit longer to do [55:34] the multiplication then she could then [55:36] move to the next step of the problem. [55:37] There are two issues there right as I [55:39] understand and you'll you'll you'll tell [55:40] me that there's probably more. One is [55:42] that there's a a time pressure [55:44] >> on the test and [55:46] >> the other piece is that we know that [55:48] ability to focus is also constrained by [55:51] the things that you're not consciously [55:54] thinking about like we know this from [55:55] the phone for example. I'm curious how [55:57] Alpha School treats phones. We know that [55:59] if the phone is upside down on a table [56:01] based on a good study in a bag under the [56:03] chair, [56:04] >> performance drops. But if it's out of [56:05] the room, performance is rescued. It [56:08] doesn't get better. And we know that in [56:09] every case, the student can focus or the [56:12] person can focus. I believe this was [56:13] done in adults. But the issue is they [56:16] don't have enough cognitive space to be [56:18] able to elaborate on ideas, come up with [56:20] novel solutions and things like that. [56:22] So, it's not really a focus issue. It's [56:24] that the brain is computing consciously [56:26] and unconsciously. So my guess is that [56:27] she could iterate but that there's some [56:29] higher order concept is not coming [56:31] becoming clear. [56:32] >> Yeah, correct. The number of working [56:33] beverage spots slots is the number of [56:35] unique you know chunks that you can [56:38] think about and I'll give a different [56:40] example and maybe this this also helps. [56:42] you just have a limit and you run out [56:43] and if you're using them for something [56:45] you can't use it for something else and [56:47] a certain math problem takes a certain [56:49] number of slots like so I can predict [56:52] are you going to struggle with this math [56:54] problem and is it too hard for you based [56:56] on whether you have fluency or not even [56:59] if I know you know the problem even if [57:01] you've taught the material and you know [57:03] how to do it I can tell whether you're [57:05] going to struggle you can take gifted [57:06] kids as an example they have the most [57:08] working memory slots but every gifted [57:10] kid goes through this in math which is [57:12] they do everything in their head. They [57:15] never write down their work. And [57:17] everybody's always like, "You're going [57:18] to have to write down and show your [57:19] work." And they're like, "Whatever. I [57:21] just do everything in my head." And then [57:23] every gifted kid at some point in their [57:25] education hit their wall because there's [57:28] some math that you just can't do in your [57:30] head and you have to start writing down. [57:32] And they haven't learned it. They've [57:33] learned all the bad habits. They haven't [57:36] learned the good habits, the good traits [57:38] of actually how do I do a multi-step [57:40] problem where I'm working it down and [57:42] they hit a wall and for the first time [57:43] they're like I can't do a math problem. [57:45] Is that one of the reasons why child [57:47] prodigies don't continue on a linear [57:49] trajectory to hyper performance? I mean [57:52] I was once told by a child prodigy [57:54] because he was referred to as a child [57:55] prodigy and and had performed done [57:57] something incredible. I don't want to [57:58] reveal who this was and he corrected me [58:00] immediately. He said former child [58:01] prodigy. I was like okay get it. Yeah, [58:04] >> but he said you should look up the data [58:05] on child prodigies. The outcomes are not [58:08] super impressive. [58:09] >> I mean sometimes, yes, within a very [58:10] narrow domain, but the outcomes are [58:13] usually not that impressive as adults. [58:15] >> We should go into that on that on that [58:16] whole thing. So, we have a school that [58:18] we're building for gifted kids. [58:20] >> A lot of the problems that we have in [58:22] our current school system is we're not [58:25] challenging and we're boring these child [58:28] prodigies [58:29] >> and we're teaching them the worst habits [58:31] in the world. And so we're giving them [58:34] 12 years of the worst habits and then [58:36] even their capability can't overcome [58:39] that. That it's the super gifted athlete [58:41] who literally has every bad habit in the [58:43] book and then you're like, "Oh, now in [58:45] the MLB you're doomed." And that is what [58:48] we do with most of our gifted kids. And [58:50] we're not teaching. We're not they're [58:51] not challenged, right? they sit there in [58:53] their board and they can answer every [58:54] question like this, you know, through [58:56] the program versus giving them the [58:58] challenging problem when they're in [58:59] third grade and fourth grade and then [59:00] they're having to learn all the right [59:02] skills so that they can progress [59:04] through. And we also in our culture, we [59:07] highlight gifted athletes, you know, a [59:09] hundred times more. It's it's better to [59:11] be the quarterback on the Westlake [59:13] football team than it is to be the the [59:15] number one academic kid at that school [59:17] >> in the US. In the US, yeah, we were in [59:19] foreign very different for sure, but in [59:21] the US that so one of the things we're [59:23] going to do with that program and we can [59:24] talk about later is just find the [59:26] 100,000 smartest kids in this country [59:28] and turn them up to 11. [59:29] >> Like if these kids can learn 10 times [59:31] faster, [59:32] >> let's get it to everybody. We started [59:33] this program, Texas has a voucher [59:35] program. We have, you know, rural Texas [59:36] kids who their school, they just don't [59:38] have access to it. They're joining up [59:40] this program and they are crushing [59:42] through it. And so we're going to get [59:43] that out broadly across America. There's [59:46] this always been the dream like like [59:47] where's the next Einstein like maybe [59:49] this Einstein kid she or he is like I [59:52] don't know they don't even know that [59:53] they have this capability. [59:55] >> Exactly. Our goal is to get these [59:57] 100,000 kids academically MIT eligible [60:02] by middle school. That's 1580 SATs fives [60:05] on you know calc BC physics C AP Langlet [60:08] those kind of things where we're like [60:09] these kids have all this potential we [60:11] are wasting it. we're boring them and we [60:14] should just turn them up. But we think [60:16] it's every kid is like that. I, you [60:17] know, I don't think every kid back to [60:19] the frontier, every kid can't get to MIT [60:21] eligible by middle school, but the ones [60:23] who can, we should. But we can get every [60:25] kid in America dramatically better than [60:28] where they are today in academics. [60:30] >> Well, we can get them to their frontier. [60:31] >> Correct. [60:32] >> We can get them to their frontier. And [60:33] so, and that's what this system does [60:35] where you're like, well, get them to the [60:36] frontier, which is reading is just [60:38] fluency, right? If you're when you're [60:39] learning how to read, you're struggling [60:40] because you don't know the words. And [60:42] then eventually it becomes fluency and [60:43] then you don't have to think about it [60:45] and you can crush through it and then [60:47] reading becomes much more fun, much more [60:48] enjoyable. And so a lot of this is just [60:51] we don't do the basics. We need to nail [60:53] the basics. Just like in sports, my [60:55] famous example I always use is if you [60:57] lose the ball 20% of the time going down [61:00] the court, the coach is not saying let's [61:03] work on the dunks and the alley oops or [61:05] the even the layups. They're like ball [61:07] handling. We're going to get ball [61:08] handling. 20% isn't acceptable. 15% [61:11] isn't acceptable. You can't be 85 80% [61:15] accurate. [61:15] >> In America, we're like, "You getting a [61:17] B, man. Move on. We're moving on to [61:19] dunks. You just finished fourth grade at [61:22] 80%. Let's get you into that fifth grade [61:24] stuff." And the answer is no. No. Cuz [61:27] then all those problems compound. And [61:30] let's go the other way. If you're [61:31] struggling in chemistry, I can give you [61:34] an algebra test and tell you how you're [61:35] going to do in chemistry. Because [61:37] chemistry is basically algebra with cool [61:39] word problems. And if you don't know [61:41] algebra, the time to try to learn [61:43] algebra is not in the middle of a [61:44] chemistry problem. You need to know it. [61:46] And so algebra, I can give you a [61:48] fraction test. Algebra is basically, can [61:51] you do fast manipulation of fractions? [61:53] And so what's your fluency on fractions? [61:55] Fractions are just, have you memorized [61:57] your multiplication and division tables? [61:59] You know, math more than anything, but [62:00] even reading on stuff with vocabulary [62:02] words, it's all just a layer. And if you [62:04] don't have the foundation and you just [62:06] keep pushing kids higher, that's the [62:09] learning curves in this country slow [62:10] down. If you take our learning curves [62:13] relatively, [62:15] you know, kindergarten by the time you [62:17] get to middle school and high school, [62:18] high school, the median student in [62:21] America doesn't learn anything. There's [62:23] a test, there's a bunch of them, but you [62:25] can use this one, which is NWA MAP test. [62:29] It's a 300point scale. The average [62:31] eighth grader to 12th grader goes up one [62:34] point from a you know it depends on the [62:36] subject but 233 [62:40] to 234 four years later they don't learn [62:43] anything. And the reason is because if [62:47] I'm in the advanced math I'm like I [62:50] don't know my multiplication tables and [62:51] if I don't know it and I don't know it [62:53] to mastery I'm not going to able to [62:55] progress and it's going to eventually [62:57] catch up with me. The same way in [62:58] basketball, if you said, "I have a [63:00] player who's a B player 80% across every [63:04] function," they're not going to score [63:06] one point in a basketball game [63:08] >> cuz they're going to miss the pass. [63:10] They're going to lose a dribble. It's [63:11] just there's too many things you have to [63:12] put in sequence. And you put all those [63:15] things in sequence, right, around [63:16] education, and that's it. And before we [63:19] just didn't have the system. Now an an [63:21] AI tutor can sit there and be like, I [63:24] know exactly what you know, right? I can [63:26] give you an assessment. I I can know [63:28] exactly what you know, what you don't [63:29] know. I can give you a lesson [63:31] personalized to you that says you need [63:34] this lesson and then I give it to you [63:35] and then I'm going to hit you to [63:36] mastery. I'm going to keep you in that [63:38] loop [63:39] >> to mastery and then your mastery. Now [63:41] I'm like I'm going to let you go on to [63:42] the next one. Last year, right, we [63:44] starting open lots of campuses and you [63:45] know, we're high-end private school. So [63:47] we had, you know, these are kids coming [63:48] from $50,000 private school. These are [63:50] our best schools in the country. They're [63:51] coming from the average student when [63:54] they transferred into alpha and took our [63:56] assessment test were 2.2 grade levels [63:58] behind. And what does that mean? I got [64:01] in front of all the parents, you know, [64:02] and I'm like, look, two, this means two [64:03] things. First, don't freak out. You are [64:05] going to freak out cuz we're about to [64:06] send you the scores. And it's going to [64:09] show that your eighth grader can't [64:11] answer some sixth grade questions, some [64:14] fifth grade questions even. And when it [64:16] got to writing, like it was even lower [64:18] because everybody's been using chatbt to [64:20] write their papers. And so you're going [64:22] to freak out because you're like, "Oh my [64:23] god, my kids two grade levels behind or [64:25] three grade levels behind." But you're [64:28] thinking that takes like 200 hours, 180 [64:30] school days, right? And all this. Our [64:33] average student can do an entire grade [64:35] level, one subject between 20 and 30 [64:38] hours in K through 8. 20 to 30 hours. [64:41] Back to the 10 times. [64:41] >> So they can catch up. [64:42] >> Do an hour a day of homework to catch [64:44] up. and you're 3 years behind. That's 90 [64:47] days. The most positive use case if you [64:49] said, you know, what's the number one [64:50] thing we could use AI for? It's not [64:52] giving kids chatbots that's going to [64:54] work. It's giving them an individualized [64:57] lesson plan based on their level to [64:59] catch them up to grade level. And that [65:01] would be the single best thing we could [65:03] do to fix education in America. Let's [65:05] talk about motivation and why it [65:07] matters. And if you take an eighth [65:09] grader, you can't go put them in third [65:11] grade classes, [65:12] >> right? And if you leave him in an eighth [65:14] grade class, he can't learn. She can't [65:17] learn. [65:17] >> And so we have this system where it's [65:19] it's not the teacher's fault. Like I I [65:22] have to teach eighth grade material. I I [65:24] I'm not teaching the third and fourth [65:25] grade stuff and the fifth grade stuff. [65:26] And so this is where if we gave these [65:29] person individualized lessons, right? AI [65:31] could generate individualized lessons [65:32] for everybody in America. And we could [65:34] then go catch them up because it's not [65:36] that hard. It doesn't take that many [65:38] hours. It takes lots of hours when [65:40] you're teaching years ahead of their [65:42] capability. It it's 20 to 30 hours per [65:46] grade level if they're motivated. And [65:48] that's the problem with edtech when we [65:49] talk about that of when we talk about [65:51] motivation's 90%. [65:53] >> When [snorts] we design our schools, we [65:56] are like we need to design a school that [65:57] they love so that even when it's hard [66:01] and they don't like the subject, look [66:02] when you love a subject it's all easy, [66:04] right? Like we don't have to worry about [66:05] those problems, right? They solve [66:06] themselves. You're like, "What about the [66:08] STEM kid who doesn't want to read the [66:10] book, right, and doesn't like it?" Or [66:12] vice versa, I have the arts theater [66:13] middle schooler who's like, "I can't do [66:15] math." How do we get them to do that? [66:17] And that's why we say motivation is 90% [66:20] of the problem or the solution because [66:22] you have to be able to motivate the [66:24] person to engage with these personalized [66:26] lessons to learn it. And the first step [66:29] that we do on that is we show them it's [66:32] tractable. When you're like, I'm three [66:35] years behind, you're like, I'm out. It's [66:36] too far. I'm a year behind. I'm too It's [66:38] too much work. When you're like, you're [66:42] 22 hours behind. It's 22 hours a day. [66:46] Totally different message. [66:46] >> It's just a completely different [66:47] message. [66:48] >> We are taking kids who are years behind [66:51] >> and catching them up because they see it [66:53] and say, "I can do an hour of homework a [66:55] day to go to go fix that problem." [66:57] >> I'd like to take a quick break and [66:59] acknowledge one of our sponsors, [67:00] Element. Element is an electrolyte drink [67:03] that has everything you need and nothing [67:04] you don't. That means the electrolytes, [67:06] sodium, magnesium, and potassium, all in [67:08] the correct ratios, but no sugar. Proper [67:11] hydration is critical for brain and body [67:14] function. Even a slight degree of [67:15] dehydration, can diminish your cognitive [67:17] and physical performance. It's also [67:19] important that you get adequate [67:21] electrolytes. The electrolytes, sodium, [67:23] magnesium, and potassium, are vital for [67:25] the functioning of all cells in your [67:27] body, especially your neurons or your [67:29] nerve cells. Drinking Element makes it [67:31] very easy to ensure that you're getting [67:32] adequate hydration and adequate [67:34] electrolytes. My days tend to start [67:36] really fast, meaning I have to jump [67:38] right into work or right into exercise. [67:40] So, to make sure that I'm hydrated and I [67:42] have sufficient electrolytes, when I [67:44] first wake up in the morning, I drink 16 [67:46] to 32 ounces of water with an element [67:48] packet dissolved in it. I also drink [67:50] Element dissolved in water during any [67:52] kind of physical exercise that I'm [67:53] doing, especially on hot days when I'm [67:55] sweating a lot and losing water and [67:57] electrolytes. Element has a bunch of [67:59] great tasting flavors. In fact, I love [68:01] them all. I love the watermelon, the [68:02] raspberry, the citrus, and I really love [68:04] the lemonade flavor. So, if you'd like [68:06] to try Element, you can go to [68:07] drinkelement.com/huberman [68:10] to claim a free Element sample pack with [68:12] any purchase. Again, that's [68:13] drinkelement.com/huberman [68:16] to claim a free sample pack. It seems to [68:18] me that one of the really wonderful [68:20] features of what you're describing is [68:22] also the removal of the the shame [68:25] component, right? Like like here we're [68:26] we're thinking about and talking about [68:27] students not as robots because we intend [68:29] to, but but sort of as like these the [68:32] generic young woman, young man who like [68:34] gap in in algebra, they're going to [68:35] learn algebra. But there's a whole [68:38] social psychological context here. I'd [68:40] like to touch on that just a little bit [68:41] because as you're explaining alpha [68:43] school, I'm I'm seeing and to some [68:46] extent remembering the many times I or [68:48] others were either not in keeping or [68:51] were ahead or bored. I mean, I think [68:52] we've all experienced being in the [68:53] different positions. [68:54] >> Exactly. Like if every kid is behind in [68:57] something and and or most every kid is [68:59] behind in something, the idea that [69:00] you're 22 hours behind in something that [69:02] that that can be that gap can be made up [69:04] not in total isolation [69:06] >> but not with peers observing, [69:09] >> right? [69:09] >> I have a friend, he's he's a brilliant [69:11] and very successful musician. Yeah. and [69:13] he describes an experience in the sixth [69:16] grade where he got called to the board [69:17] to do math and he's dyslexic and he [69:21] wrote his seven backwards and the whole [69:23] class laughed and he told another friend [69:25] of mine they went to elementary school [69:27] together maybe that was middle school [69:29] but this was in the East Bay California [69:31] and he said what happened and this older [69:32] kid said well if you think sixth grade [69:35] is hard seventh grade is like way harder [69:38] and you know he told himself at that [69:39] moment he was terrible at math turns out [69:42] he's brilliant in music and he's [69:43] actually exceptional in math because [69:45] music and math [69:46] >> very much [69:47] >> certain music is very mathematical. So [69:49] these key moments in people's childhood [69:51] getting picked last for the kickball [69:53] team or what like you hear these I'm not [69:54] trying to diminish those examples but [69:56] the psychological component is something [69:58] that really gets embedded in people [70:00] >> and it can set their trajectory it you [70:03] know off from from finding their [70:05] frontier in a major way. So what you're [70:08] describing is really wonderful because [70:10] assuming the digital tutor [70:12] >> is not shaming the student, [70:14] >> right? [70:15] >> That's a wonderful thing. They can go, [70:17] "Oh god, I don't know this thing. I need [70:19] to go learn this thing." And can do it, [70:20] make up the the gap, and you're done. [70:22] >> You are 100% right. And let's let's talk [70:24] about motivation is 90% of the solution. [70:26] And so let's talk, you had talked before [70:28] of like what are bad standards that we [70:29] have [70:30] >> when we talk about things. We talk about [70:32] you learn twice as much in two hours a [70:36] day because that's independent of your [70:38] starting position which is a critical [70:40] part of our motivation which is to this [70:42] no shaming which is when when we're [70:46] sitting there saying you're learning [70:47] twice as much. It's that eighth grader [70:49] who needs to be in third grade material. [70:51] First off he's getting lessons nobody [70:53] knows he's in third grade material. It's [70:55] he's learning twice as much. It's [70:57] showing his rate of lesson learning. And [71:00] so for them, all our students are like, [71:03] I don't care where I am because I'm [71:05] getting my points, right? My our [71:06] motivational model based on wherever I [71:09] started from and back to if I'm learning [71:11] 2x, eventually I catch up to the norm. [71:12] Now, that's something in our school [71:14] system that's very bad, which is we [71:16] measure our schools based on [71:17] achievement. And I think this is like [71:19] one of the big problems we have where [71:21] this school is below level. There's two [71:23] dimensions. Are kids at grade level and [71:27] how fast are they learning? So, we [71:28] should be looking at the slope of the [71:29] line. [71:30] >> You got to look at You got to look at [71:31] both obviously, but but yes, if the [71:33] slope's enough, they're eventually going [71:35] to get there. And you should measure a [71:37] school based on the rate of learning and [71:39] the slope of the line, the growth rate, [71:41] not its achievement. This is why [71:43] everybody talks about selection effects. [71:44] And if you want to go into that, which [71:45] is, oh, good schools are just selection [71:47] effects. If I just go get all the best [71:49] kids, then duh, they're the best. And [71:51] so, my my scores are the highest. What [71:53] we should be measuring schools on is [71:55] development. Schools are supposed to [71:56] develop kids, [71:57] >> right? not just select them. And that's [71:59] why we use growth rate 2x in two hours [72:02] because it doesn't matter where you are. [72:04] We believe a school's job is to [72:05] accelerate their growth on lots of [72:07] dimensions, whether it's academic or [72:09] life skills as much as you can and to [72:12] measure that. And that's what parents [72:13] should look at, which is put your kid in [72:16] an environment where they're going to [72:17] grow and where they're going to grow at [72:19] a rate that is independent of their [72:21] starting location. Because to your [72:23] point, everybody has strengths and [72:25] weaknesses. and I'm the great academic [72:27] who's not good on the life skills or the [72:28] social skills or vice versa. I'm the [72:31] theater kid and kids frontier is great [72:34] across all of them. We have to untap it. [72:36] And when you talk about motivation, one [72:38] of the elements that we always talk [72:39] about is you know what our guides do [72:41] like what do our adults do? Kids have [72:44] blocks. I can't do that. I'm not that [72:48] kind of person. [72:48] >> I'm not good at that. [72:49] >> I'm not good at that. And a job of a [72:52] school and the job of an educator is to [72:55] break that block. It's to crush that [72:57] block and show the kid that's not a true [72:59] statement. You're awesome at that. And [73:02] when you think about teachers, like [73:03] let's talk about teachers cuz our [73:05] schools are going to are full of [73:06] teachers. They're always going to be [73:07] full of teachers. AI is not going to [73:09] replace the role of the human because [73:11] the human is the one who does sit there. [73:13] We had a 100,000 people teachers apply [73:15] for our roles last year. Like people [73:17] want to be alpha guides. And the reason, [73:20] think of this, the best teacher you had, [73:23] like everybody remembers the one or two [73:24] teachers who changed their life. It [73:26] wasn't because they marked up your paper [73:28] really well. That wasn't what did it for [73:30] them. It was because you had some block. [73:32] They saw you and they convinced you you [73:34] could do so much more. They removed that [73:36] block. That's what our guides just do [73:38] every day. They're like, "Where's the [73:40] block on this kid and how do I remove [73:41] it?" So part of it is how do you set a [73:44] system up where just the learning system [73:46] itself is not based on achievement. It's [73:48] based on growth rate and so 2x in two [73:52] hours as as a mechanism. The other is [73:54] what motivations do you have to blow [73:57] through the blocks? We have a set of [73:59] three girls who when they were in middle [74:01] school, they would have been considered [74:03] well they were they are arts theater [74:05] girls, you know, and there's an epidemic [74:06] in America of middle school girls who [74:08] are like, I'm not good at math and [74:09] science and they just have this block [74:11] and it's cultural and you read on TikTok [74:13] that, right? And all these things and so [74:15] they they just believe it's, you know, [74:16] they can't do it. It's just not a true [74:18] statement, right? The brain I make them [74:20] go, you know, go find me the learning [74:21] science paper that shows middle school [74:23] girls can't learn math science. There [74:24] are none of those. they can learn this [74:26] math science and it's middle school [74:28] level right back to their frontier. And [74:30] so what we did is we figure out what's [74:33] the motivation that will get them there. [74:36] And my daughter was one of those girls [74:38] when she was in middle school. And when [74:41] she came in, she's like, I'm not a top [74:43] 1%, you know, math science girl and I'm [74:46] not going to, you know, that's just not [74:48] who I am. And I was like, well, I do [74:51] know you love to shop. I bet you a [74:52] thousand bucks you can't get to top 1%. [74:55] and she like filled her shopping cart [74:57] with, you know, the $1,000 and every day [75:00] she went and did the science problems [75:02] and she got to top 1%. We use aggressive [75:05] motivational [75:06] >> to break through things like we will pay [75:08] kids straight up and that's a [75:10] controversial thing. [75:11] >> Tell me more about that. [75:12] >> Yeah, let's talk about So, [75:13] >> nothing controversial on this podcast. [75:15] >> So, we'll pay $1,000. So, we're like, [75:17] "Yeah, we'll give you $1,000 to get to [75:18] top 1%." When kids go to alpha, we will [75:21] pay them $1,000 to get to top 1%. [75:24] because we want to show them you can all [75:25] get top 1%. There's a whole lot of [75:27] things and you get into [75:27] self-determination theory and does it [75:29] kill motivation. It doesn't and we can [75:32] that there's a whole another debate [75:33] about that but just in our world it [75:35] doesn't and we believe the research [75:38] shows why and we can get into it but how [75:41] I would term it is these kids have a [75:43] block that they can't do it. You do [75:46] whatever you can including paying them [75:47] to break through the block. they then [75:50] see themselves as a different person [75:53] >> which then creates the intrinsic [75:54] motivation going forward. So I'll take [75:56] my daughter as that example. You know [75:58] actually I my wife and I were arguing [76:01] about this a you're setting a higher [76:03] standard right to top 1% and two you're [76:05] paying for it. You know my wife wasn't [76:07] as excited about that after uh my [76:10] daughter hit it. She went in she's like [76:12] mom I know you didn't like this. You [76:14] need to understand it's changed how I [76:17] see myself. I didn't think I was as [76:18] smart as my older sister, but now I [76:21] realize I can do everything she can do [76:22] if I just put the effort in. And I'm [76:25] going to bod, but um it's a beautiful [76:27] example. [76:28] >> It's that when you putting things [76:30] through the loop, try hard things. Get [76:32] them through that motivation. Whatever [76:34] it takes, have them see themselves [76:37] because they experienced is as capable. [76:39] Have a kindergartener climb a 40ft rock [76:41] wall. Have a middle school girl say, "I [76:44] can be top 1%." [76:45] those three middle school arts theater [76:47] girls all got 790 math SATs. Didn't have [76:50] to pay them on that. They are like, "Oh, [76:52] I guess I can do math and I'm able to to [76:55] go there." And so this concept of [76:57] showing kids they're capable and [76:59] breaking through whatever their blocks [77:01] are, whether it's the academic or the [77:03] life skill side is is the unlock, right? [77:06] Back to growth. That is what growth is. [77:08] And kids will do hard things. They'll [77:10] grind through it, right? And sometimes [77:11] you have to decide what the what the [77:13] motivation is. And even if they're not [77:15] intrinsically motivated on it, they're [77:17] not intrinsically motivated because they [77:18] see it as too hard and that's not who [77:20] they are. And so you are figuring out [77:23] how do I get you through that? It's that [77:24] same in athletics. I'm not a soccer [77:26] player. How do I get you to do the [77:28] drills? How do I get the reps? And so we [77:30] we talk about money on two things on one [77:33] when you're trying to get them to do [77:34] something hard and break through and [77:37] second to do the daily habits where if I [77:39] can get the reps in then I'm going to [77:40] build a good habit. And so here's [77:42] another place where we pay. This was one [77:44] of my hardest problems my first year. So [77:45] four years ago, you know, I came in as [77:48] principal and I'm like, okay, to these [77:50] seventh graders, I'm like, you could all [77:51] get a 100red on the Texas Star, our [77:53] state test. And these kids are like, [77:55] that's impossible, Mr. Leont. And I have [77:58] to teach them to hole fill though to do [78:00] it cuz it's correct. They can't today. [78:02] There's no chance they can get one [78:03] today. But I need them to go backward [78:05] and do the third, fourth, fifth, sixth, [78:07] seventh, right? whatever wherever they [78:08] had holes in their knowledge to get them [78:10] up to mastery cuz they they had mastery [78:12] gaps. I then went to their parents. I'm [78:14] like, you know, we need to go do hole [78:16] filling with your kid. They don't know [78:17] this material. Seventh graders don't [78:19] want to go back in fourth grade. Parents [78:20] want it even less. American parents have [78:22] been told my kid always has to be at [78:24] grade level as an educational philosophy [78:26] and that's just the learning science [78:28] does not support that. But I couldn't [78:30] convince them. And it's a motivation [78:31] problem now cuz I have the kid and the [78:32] parents are like, "We're not doing it." [78:34] And I'm like, I can't fix that then if I [78:37] don't get if I don't get those holes [78:38] filled. I can't fix this. [78:41] >> So I went to the kids directly and I was [78:43] like, you can get a 100red on the [78:46] seventh grade. And they're like, no, you [78:47] can't. And I'm like, well, I'll give you [78:49] a hundred bucks if you get 100. 100 for [78:51] 100. So we created 100 for They're like, [78:53] that's still impossible. I I still can't [78:55] do that. I was like, no, no, we have a [78:57] catch. Any grade level. And they're [79:00] like, "I can take a kindergarten test [79:02] and you're going to give me a hundred [79:03] bucks." And I'm like, "Well, the Texas [79:05] Star starts in the third grade." And [79:07] they're like, "I'm in." And they take [79:09] the third grade test and get 100 bucks [79:11] cuz they got 100 on. And they take the [79:13] fourth grade test and get another 100 [79:14] bucks. Then they take the fifth grade [79:16] test and get an 85. And I'm like, "Do [79:18] you want the AI to generate those [79:20] lessons you missed so you can get a [79:22] 100?" And they're like, "Let me see how [79:24] many that is." And they're like, "I can [79:26] do that this week. Sure." Then they get [79:28] 100. and then sixth grade and then [79:30] seventh grade and that's an example of [79:33] we have to fulfill I [clears throat] [79:35] have huge blocks society kids parents [79:37] nobody wants to do what the learning [79:40] science says you pay the kid 100 bucks [79:42] per lesson per grade level [79:44] >> and you know sure third and fourth grade [79:47] that $200 was wasted but we could go fix [79:50] our problems for 500 bucks for a,000 [79:53] bucks we spend $20,000 per kid in [79:56] American education standard schools [79:58] public schools Private schools. Yeah. [79:59] Public The average public school spends [80:01] $20,000 per kid per year. [80:03] >> Per year. [80:04] >> Yeah. Per year. [80:05] >> So $240,000. We spend a4 million [80:08] educating a kid. I'm like, let's take [80:10] all those middle schoolers and pay them [80:12] a,000 bucks to get to top 1% or let's [80:13] take all those seventh graders and pay [80:15] them 500 bucks to fill their holes. By [80:17] law, actually, public schools can't give [80:19] out cash to kids. [80:20] >> How does that law get changed? [80:21] >> Exactly. How do we change that law? [80:23] >> And what's the proxy? What's the other [80:24] proxy I can give them that they really [80:26] want? Instead, they pay on the back end [80:28] when they go out into society and hit a [80:30] wall, [80:30] >> right? It's the societal optimal thing [80:32] is just to pay the kid. There's parents [80:34] don't a lot of people don't like the [80:36] whole pay cash stuff. I get a lot of [80:38] flack from my own alpha parents about [80:39] it, but it's super effective when that's [80:41] needed. Now, if everybody wanted to [80:43] fill, I wouldn't have to do this. And if [80:45] everybody understood how important it [80:46] was, you probably wouldn't. Whole [80:48] filling is master the basics. Go back. [80:50] You're not good at dribbling. [80:52] >> Let's go back and work on your dribbling [80:53] skills. That's the sign of a good coach. [80:55] The shift in self-perception piece is is [80:57] the most important, right? Because [80:59] because we were talking about the [81:00] importance of the slope of the line as [81:01] well as meeting standards, but [81:02] ultimately it's that recognition [81:05] >> I can do hard things. [81:07] >> Yes. [81:07] >> Or maybe that that phrase should be [81:09] changed. Maybe it should be I can do [81:12] what I thought were hard things. If it's [81:14] delivered to me in the correct context [81:16] and the correct way, I can learn. I've [81:19] spent a lot of time on this podcast over [81:20] the last whatever six years trying to [81:22] convince people to get morning sunlight [81:24] and hydrate and like exercise and then I [81:26] try and teach them neuroplasticity and I [81:27] try and not go too deep but there's this [81:29] great Max Delbrook saying I think it was [81:31] Max Delbrook which was assume zero [81:33] knowledge and infinite intelligence the [81:35] dirty secret is there isn't infinite [81:37] intelligence right but there's always [81:40] some place where somebody has zero [81:42] knowledge and what you're saying is the [81:44] motivation piece is really the [81:45] recognition that learning in one context [81:48] >> has some similarity ities to learning in [81:49] other contexts like it's going to hurt a [81:51] little bit but we don't have to make it [81:52] hurt a lot [81:53] >> correct [81:54] >> if it's delivered correctly and forgive [81:56] me I want to seems like a tangent but [81:58] like being the child of at least one [82:00] parent who's a first generation [82:01] immigrant I was told my entire life how [82:04] lucky I was you were born at this time [82:06] you're in the United States you went to [82:08] the best public schools you know one of [82:10] the best public schools in the country [82:11] you know it's true I didn't make as much [82:13] of it as I could have or should have but [82:14] eventually I like to think I made up [82:16] there's probably still a few gaps maybe [82:17] I'll go back Point being, I was told by [82:20] my European uh relatives, you know, in [82:24] in many countries in Europe, it's just [82:26] thought like you're good at something or [82:29] you're not good at something and your [82:30] life trajectory is kind of set. That [82:32] might be changing now, but the United [82:34] States has always had this idea that you [82:35] can become anything, right? But I do [82:38] think as beautiful as the Spud wet [82:40] examples are, right, this quite shorter [82:43] guy winning the Slend competition, the [82:45] NBA, it sends a complicated message, [82:48] which is how hard should we grind, [82:50] right? Like I think at the root of [82:52] almost everything we're talking about [82:53] today is what should our attitude about [82:56] suffering? Yeah. [82:57] >> Because are what we talking about here [82:59] learning to suffer to get fill in gaps [83:01] and get better. everyone re meets a very [83:03] high standard or what we talking about [83:05] here is there's a different way where [83:07] actually the suffering is minimal so [83:09] maybe we could just talk for a moment [83:10] about suffering sure and forget what we [83:13] believe in the United States or in [83:14] Europe or anywhere else and just think [83:15] what is [83:16] >> your [83:18] framework to suffering because most [83:20] successful people think yeah I did hard [83:22] things I can do hard things you want to [83:24] pass that on to everybody [83:26] >> yes [83:26] >> but I'm not sure that's the best message [83:29] >> and as much as I love the David Gogggins [83:31] examples He's sat right in this chair [83:33] where you're at. It's one of our most [83:34] viewed episodes and those are beautiful [83:36] examples. Most people aren't willing to [83:38] suffer, right? [83:39] >> And maybe suffering isn't the best way [83:41] to learn for most people. If I can teach [83:44] you something and it doesn't require [83:46] suffering, [83:48] >> that's better than requiring suffering. [83:51] If I can teach it to you and you just [83:52] can learn it and it's easy, we should [83:55] teach you as much that way as we can [83:57] >> and get you through that. Now, back to [84:00] suffering. When is suffering good? When [84:02] do people want to suffer or when do they [84:04] suffer? They suffer when they're doing [84:06] things that they care about. And this [84:09] goes back to motivation. When you talk [84:11] to people who say, "I have the greatest [84:13] job in the world." There's a lot of [84:15] suffering in that job. And they are [84:18] happy and they are fulfilled and they [84:20] are excited. There are students who are [84:23] very motivated academically who suffer [84:26] and struggle through it because it's [84:28] doing something. There's no athlete who [84:31] said, "Yeah, I just I never had to [84:33] struggle. I never had to suffer." That's [84:35] not true. But I did it in purpose of [84:37] something. I was able to do the struggle [84:39] because I was trying to hit my goals. [84:42] And if you look at education, how we [84:44] look at it, K through five fundamentally [84:46] is kids are just trying to make their [84:48] parents happy. So if their parents say [84:50] this, they follow their parents lead in [84:52] K through 5. As soon as they hit middle [84:53] and high school, it changes, right? It's [84:55] social. Dr. Joerger's whole book is [84:57] middle and high school is about being [84:58] accepted by the tribe, right? And [85:00] socialization where and why there was [85:03] always rights of passage and such where [85:05] why a 10-year-old would never do [85:06] anything to make their parent upset at [85:08] 15 they'll do something they know their [85:10] parent hates if it gets them street [85:12] credit or social acceptance. And so what [85:14] you have to decide for parents is [85:17] starting in middle school and there's a [85:18] great book called um self-driven child [85:20] that alpha parents read that you have [85:22] basically six years right or seven years [85:25] in middle and high school where you're [85:26] trying to decide one of two things. Are [85:28] you trying to unlock your kids potential [85:31] or impose your value system on them? And [85:34] parents are trying to do sort of both. [85:36] They're like I think this is what [85:38] matters. And a lot of the suffering that [85:40] is ineffective in education is the [85:43] kids's just like, I'm not into this and [85:46] you can push me as far as you want and [85:48] all I'm going to do is push back harder [85:49] and you have that dynamic. If instead [85:52] you lean into things the kid loves, [85:55] right, or they're focused on, they'll do [85:57] incredibly hard things. And then I [86:01] believe it's the educational systems [86:02] design of well how do you put those two [86:05] things together so we can do both where [86:07] they learn the hard things that are [86:09] important but they also get to be doing [86:12] the things they love. And so let's take [86:14] an example back to motivation is my [86:15] biggest issue and it's 90% of my [86:17] solution. We have a sports academy where [86:19] we have kids who are years and years [86:21] behind academically bottom 25% in the [86:23] country. We'll be the largest recipient [86:25] of vouchers in Texas for families who [86:27] make less than $65,000. And we have a [86:30] set of kids, we have over a thousand of [86:32] them, who aren't excited about [86:34] academics, aren't excited about [86:36] struggling in academics, haven't done [86:38] academics basically for years, middle [86:40] and high school age. And they're in our [86:42] schools learning faster than the best [86:45] private schools in the country. They're [86:47] learning two hours, 2x in 2 hours. And [86:49] you're like, how do you get them to do [86:51] that hard thing? How are you getting [86:53] them to do that? Well, first you make [86:56] the learning as easy as possible for [86:58] them in that don't take that eighth [87:00] grader age- wise and put them in eighth [87:04] grade material when he he his knowledge [87:06] grade is third grade and fourth grade [87:08] and fifth grade. Don't do that. That's [87:10] that's impossible. That's not hard. [87:13] That's not doable. So give him third, [87:14] fourth or fifth grade lessons, which our [87:16] individualized lesson gives it. So he's [87:18] like, "Oh, this is now doable. It went [87:21] from impossible to doable. Now I still [87:23] have to spend the two hours. I have to [87:25] grind through it. I have to learn my [87:26] multiplication tables. I never did. And [87:28] so we give them the ability to do that. [87:31] And in our system for the first time, [87:33] they're actually in a lesson that's not [87:34] too hard or not too easy. It's right for [87:36] them. But then ah I come I'm I'm not [87:39] into education. I don't see what what's [87:41] important about it. What drives it? [87:43] Well, you know what drives motivation is [87:45] at noon if they do the 2x in 2 hours. If [87:48] the AI says, "You've learned enough [87:50] today because you're on track for 2x of [87:51] two hours. You get to play basketball." [87:54] So, I have a school, high school in [87:56] Dallas. Germaine O'Neal, the sixtime NBA [87:58] All-Star is the is head of the school. I [88:02] get to go practice. They're the number [88:03] one basketball team in the country. And [88:05] those kids are like, "Yeah, I guess I'm [88:07] going to do the academics because I want [88:09] to play basketball and I want to be on [88:11] the best basketball team." We have the [88:12] best baseball team in the country. [88:14] >> So, that's the thousand bucks. [88:16] >> And that's the thousand bucks. sports, [88:17] you know, we're rolling this out broadly [88:19] and it depends on access and how many [88:22] vouchers are available and and things [88:23] like this and how many they're granted, [88:25] but you know, across the state of Texas, [88:28] there's going to be kids who, you know, [88:31] voucher are able to then say, I got this [88:34] new advanced learning that's the best [88:36] education you can get in America, right? [88:38] The fastest, better than the best [88:39] private schools. And at noon I'm going [88:42] to my sports facility and I'm playing [88:44] whatever sport I love and they're gated. [88:47] Right? We used to do this a lot in [88:49] education and back to lowering standards [88:51] and change stuff. You used to have a [88:52] have to have a GPA minimum to play on [88:54] after school sports, right? And that [88:56] drove a lot [88:56] >> that doesn't exist anymore [88:58] >> and it that has been way watered down [89:00] for a lot of reasons. And in our schools [89:02] we're like no they're gated where you [89:04] have to do this. You know, and one of [89:05] the things because of this, back to I [89:07] can't run a school that delivers this [89:09] without doing hard things. On this side, [89:11] it's the academics. The kids are [89:13] motivated with with the sports. But, you [89:16] know, one of the things it allows us to [89:17] say is that if you go to one of these [89:20] schools, your odds of a D1 scholarship [89:23] double [89:24] because every college coach in the [89:26] country will tell you if I have two [89:28] equivalent athletes, the one who's the [89:30] great academic, who's ground, who's done [89:31] hard things, I want them on my team. And [89:35] that's a differentiator, right? And [89:36] you're going to double your odds of [89:37] getting one. So when you look at things [89:40] we wake up every day on this hard and [89:43] struggle and say how do we build a [89:45] school kids love right love it more than [89:48] vacation because that's what's going to [89:50] drive them to do hard things. Now we as [89:54] the adults have to develop kids and say [89:56] you can't just play and do all the [89:59] things you want. There's requirements. [90:01] You have behavioral standards. You can't [90:03] act that way. No, you don't get your [90:05] cell phone sitting next to you during [90:07] the academic part of the day. No cell [90:10] phones. That actually changes when we [90:12] get up into the upper high school [90:13] because we're trying to get them ready [90:14] for the real world. So K through eight, [90:16] no way. As you start to get into high [90:17] school, you can earn your cell phone [90:19] because we have to show you out in the [90:21] real world. There's going to be no one [90:23] hiding it. And so you should hide it [90:25] yourself, but we're not going to force [90:27] it cuz we have to get you ready. But [90:29] back to all these rules, adults have to [90:31] set the standards for the kids. this is [90:34] it. This is what's great performance. [90:35] Kids want to do it. They'll go live up [90:37] to them. We're not having trouble on the [90:39] two hours on the academic side in the [90:40] sports academy because they're doing [90:42] what they love and they see, okay, this [90:45] all makes sense. This seems like a fair [90:46] trade. And so that's what I I believe is [90:49] that kids will do hard stuff. parents, [90:51] guides, adults, we need to set these [90:53] high standards for the kids and they can [90:55] live up to them if we're helping them be [90:58] who they want to be, not just pounding [91:00] them into whatever square peg we think [91:03] they should be. That's the dichotomy. [91:05] You know, when you talk about mental [91:06] health issues in high-end elite schools, [91:09] a lot of it is the kids are being [91:10] pounded into a a cell they don't want [91:14] where if instead you're like, I'm going [91:16] to help you achieve what you want, but [91:18] here's the things you have to do to be [91:20] part of it. I'll give you more examples, [91:21] you know, on this that we do on [91:22] motivation. So, we just announced um a [91:25] high school our high school program. So, [91:27] we didn't we do our three commitments. [91:30] Love school more than vacation. 2x in [91:32] two hours. And then third, learn all the [91:34] life skills you want. And we have five [91:36] stacks. Leadership and teamwork, [91:38] entrepreneurship and financial literacy, [91:40] socialization, relationship building, [91:42] storytelling, public speaking, grit, [91:44] hard work. We have a stack starting in [91:46] kindergarten for each one. And so when [91:48] you talk about hard things, right, our [91:50] grit, hard work, our kindergarteners [91:51] climb rock walls. Our second graders all [91:54] run a 5K. By 8th grade, you have to do a [91:57] tough mutter. It's a teamwork one combo [92:00] and cross the finish line at the same [92:02] time as everybody which is actually the [92:03] hard part in eighth grade because [92:04] someone always wants to finish first but [92:06] it's a teamwork and tough and so you [92:08] have these standards of of grit and hard [92:10] work but here's one of driving it is on [92:13] our financial literacy entrepreneurship [92:15] stack. We just announced and it's [92:17] opening this year for the first time a [92:19] high school program called founder [92:21] school. It's an entrepreneurial school [92:23] and its promise is you'll earn a million [92:26] dollars in profit. You'll start a [92:27] business, earn a million dollars of [92:29] profit, or you get all your tuition [92:30] back, you know, across each kid. Each [92:32] kid earns a million dollars. And just [92:35] life skills are trainable just like [92:36] other skills, right? And you can teach [92:38] grit and hard work. You can teach [92:39] financial literacy. All of our [92:41] kindergarteners learn how to earn, save, [92:44] spend, invest, and donate. And they just [92:46] start that. Financial literacy is the [92:47] number one thing parents request that [92:49] schools don't teach. We just start it in [92:51] kindergarten. And if you go up the [92:52] stacks, we have, you know, middle school [92:54] kids who are running Airbnbs and [92:56] launching food trucks. We have vending [92:58] machines. They learn gross margin trying [93:00] to what products do I put in the vending [93:02] machines and how do I get it placed [93:04] somewhere where I can earn money. [93:05] >> So cool. [93:06] >> And so, but then a million dollars, but [93:08] by high school, it's it's totally [93:10] trainable. Alexi is helping like design [93:12] the program. [93:13] >> Yeah. He's perfect for this. [93:14] >> And all the kids love him. [93:15] >> All the kids wear the little nose thing. [93:17] >> Yeah. And they all love him, right? He's [93:18] like in influencer central and they they [93:20] they are like he is the one who I want [93:22] to learn from. [93:23] >> Very cool. [93:23] >> But for that if you go to that website [93:25] go to founder school website and you [93:27] look at the academic standards they are [93:30] hard as hard as any school in this [93:32] country. This isn't going to be creating [93:34] crypto bros who are just hacking the [93:36] world to make money. This school is [93:38] building philosopher builders is their [93:40] framework. Right? and the academics if [93:42] you ask AI analyze this book list you're [93:44] like it's different than a classics book [93:45] list that you'd get at exit or the best [93:48] schools but it's not less rigorous [93:51] >> these kids are like I'll absolutely do [93:54] all that coming in they were not [93:56] thinking this is what I need you know [93:58] this was my path was to crush academics [94:00] but back to the standards they're like I [94:03] will totally do it because I get to [94:04] start a business and earn a million [94:05] dollars right and I get to do what I [94:07] love all the adults listening are like I [94:09] want to go back to school Right. You [94:11] probably hear this all the time. [94:12] >> No, it is. We have an event uh this [94:15] weekend uh uh for this founder school [94:17] and you know, we thought there'd be like [94:19] 10 or 15 people who wanted it and [94:21] there's 150 people who are showing up. [94:23] >> Amazing. [94:23] >> We literally have people moving to [94:24] alphas in cities cuz they're like my [94:26] 10-year-old's going to go to alpha so [94:28] they're ready for founder school and [94:30] stuff. But focusing on designing a [94:32] school, we have them for 12 years. Let's [94:34] build schools where the kids are like, I [94:36] wake up every day and I rush to school [94:40] cuz it's so awesome. And you know, back [94:42] to Sports Academy, you there's a great [94:44] testimonial where a mom is basically [94:46] like, look, he used to skip school 25% [94:49] of the time. I could never get him to go [94:51] to school. Today, he wakes me up and [94:53] it's like, "Mom, we can't be late [94:55] because I got to get my two hours in [94:57] because I can't keep coach waiting." And [95:00] that whole picture, that's when we look [95:02] at the problem. It's not just make kids [95:05] work harder. It's be aligned with what [95:08] they want and they will willingly work [95:10] harder. And as long as we as the adults [95:13] set the high standards for what that is, [95:15] they'll totally do it. [95:16] >> So, it's suffering with a purpose and [95:18] the purpose is internalized in them is [95:21] what I'm hearing. I mean, because [95:22] parents can try and ram stuff down kids [95:25] throats all day long and and that just [95:26] creates more resistance. [95:28] >> It does. That's one of the beauties of [95:29] youth is like the rebellion piece that [95:31] kicks in around puberty is like it's an [95:33] important part of our species [95:34] >> evolution, right? [95:35] >> And and but parents can help. Parents [95:37] want their kids to excel and actually [95:40] when kids are excelling, parents change [95:42] their frame of what they expected. They [95:44] just sort of have their frame of what [95:45] they think excellence is. But when they [95:47] see their kid in a different dimension [95:49] excel, they're like, "That's really [95:50] great, too." My example was with my dad, [95:53] which was, you know, in academics, I was [95:56] the total slacker and I didn't like [95:59] school. Things worked out pretty well [96:00] for you. [96:01] >> They did, but I didn't like school. I [96:03] tried to do the minimum possible. [96:05] >> This was high school. [96:06] >> Well, and I dropped out of college, so [96:08] sort of both. [96:09] >> But, you know, but you left college in [96:11] part to go create something. [96:12] >> Great. But that's Well, I was busy doing [96:14] other like in high school, it's the same [96:16] thing. What am I'm doing other stuff? [96:17] >> Yeah, you were driven. [96:18] >> And I So in high school, I was not [96:20] academically driven. You know, I did the [96:22] minimum. I wanted to go to Stanford. I [96:23] knew I wanted to go to Stanford. So I'm [96:24] like, what's the minimum work I could [96:26] do? You know, you'd round up an A was a [96:29] 90 or above. They only had one thing. [96:31] And so I'd be like, well, I need an [96:32] A9.5. And I would literally be like, I [96:35] will do that much work and notision. [96:38] >> I will not do one more question than I [96:39] need to to, you know, to hit that grade, [96:42] you know, to to get in the minimum [96:44] possible. if I didn't need to go to [96:46] school, you didn't see me there. Got in [96:47] trouble for skipping too many times. [96:49] Then I got to Stanford and academically [96:52] I was sort of the same way. One of the [96:54] things I was interested in since I've [96:55] been I wrote a paper in high school 1985 [96:57] I wrote a paper on AI and it was old [97:00] school AI not today's and neural nets [97:03] >> it said neural nets I had a paragraph [97:05] they're decades away and so expert [97:07] systems and ontologies were the the [97:09] thing back then and so I then went to [97:12] Stanford Professor Father Gimbal was the [97:14] father of expert systems back then and [97:16] he was talking about all these great [97:18] opportunities and I'm like I can't [97:20] motivate to go to Spanish class I I just [97:22] can't and all these other academic [97:24] classes I'm just uninterested in. And I [97:27] dropped out and the back to my dad and [97:30] this whole thing about what parents my [97:32] dad was so devastated for the whole my [97:35] whole academic career cuz he's like [97:38] you're a total slacker. You're not [97:39] meeting your potential. You get in [97:41] trouble at school. You do the bare [97:43] minimum. You go to a great school and [97:46] you freaking drop out. You're not even [97:48] doing your academics. There's a famous [97:50] quote in Forbes or whatever where he's [97:51] like, "You're such a you know, [97:53] for dropping out." It wasn't that was [97:55] new back then. That wasn't his comment [97:57] today. Yeah. In the 80s, there weren't a [97:59] lot of people dropping out. [98:00] >> And so he was just like devastated by [98:02] this cuz he had his frame of what was [98:04] success. [98:05] >> 18 months later, [98:07] >> he was like, "Thank God you dropped [98:10] out." That was the best thing that ever [98:11] happened because in that 18 months, he [98:14] saw me go to work 100 hours a week. I'm [98:17] sleeping under the desk. we're doing [98:19] everything we can to make this startup [98:21] successful and we're working like crazy. [98:25] And he's like, you know, I was so [98:27] worried that you are a lazy little [98:31] And he's like, thank God you're not. He [98:33] just needed to see the gears turn. [98:35] >> Exactly. And that is what parents want. [98:37] And so I was a total failure in his book [98:40] on all the academic side and all those [98:42] things because he was not seeing what [98:45] par the life skill the grit the things [98:47] that make you successful. I wasn't [98:49] demonstrating them sort of through my [98:51] academic career. And it was only when I [98:53] dropped out and started my business [98:54] where he's like ah my kid's not going to [98:56] be a loser. This is going to be great. [98:57] He's going to be fine. Everything's [98:58] fine. And you know in our high school in [99:02] the afternoons kids do these projects [99:04] called Alpha X's which is their passion [99:07] project for four years and they change a [99:08] lot cuz kids change their things but [99:10] it's what they want to do and these kids [99:13] do amazing things. [99:14] >> Could you give me some examples? [99:15] >> So we had one student who uh is doing [99:18] Broadway musical cuz she has four years [99:20] where in Broadway venues all the music [99:23] was sourced off Tik Tok. She can fill a [99:25] thousand person venue with the songs. [99:28] They were, you know, they streamed a [99:29] million streams like the first day it [99:31] was released. She's an arts theater [99:33] girl, right? And she had to learn legal [99:35] rights, music rights. She got in a big [99:37] fight with one of the Tik Tok singers [99:39] cuz, you know, in the audition, she [99:41] picked somebody else first and this [99:43] person with millions of views. It's [99:45] like, I will ruin you. That's a life [99:47] education, [99:47] >> you know, and all these things. And [99:49] she's, you know, 16 and 17. And the [99:51] parents are like, this is the greatest [99:53] thing ever. and she was one of the 790 [99:55] girls. [99:56] >> Got into Northwestern and NYU and USC [99:58] and UCLA and all that stuff, but she was [100:01] doing what she loved and had to do hard [100:03] things and that taught her what grit and [100:06] hard work and hard things are, which [100:07] made it easier when she has to do hard [100:09] things in other domains. Other examples, [100:11] we'll have the first high school student [100:13] lead researcher published in nature. [100:15] >> It's no small feat. [100:16] >> And so peer-reviewed um for [100:18] >> those I mean I think some people [100:19] probably heard of this, but I mean there [100:20] sort of like two apex journals is nature [100:22] and science. These are international [100:23] journals. The rejection rate for even [100:26] reviewing a paper up front is about 90 [100:29] plus% and then the so the final [100:31] acceptance rate is somewhere around 1% [100:34] or less. Many scientists will go their [100:36] entire career without ever publishing [100:38] one and if they do you should ask them [100:39] where they were on the author line. So a [100:41] lead being first or last on the author [100:43] line is like tr truly an accomplishment. [100:45] >> Yeah. She trained an LLM in social [100:49] emotional um advice because there's a [100:52] view of AIs are terrible. AIS can be [100:54] good or bad and obviously and if you use [100:56] them as chatbots they're bad in [100:57] education. If you get addicted to them [100:59] it's bad on the social emotional side [101:01] but they can be trained and done well [101:03] the other side. The interesting part of [101:04] the study was she trained an LLM to give [101:07] teens uh social emotional advice but it [101:10] won't be as good as parents. The [101:12] surprising finding was it crushed the [101:14] parents at giving social emotional [101:16] advice to teens. [101:17] >> So she designed specific prompts. Yes. [101:19] That are better than the any sort of [101:22] generic prompts of what a parent would [101:25] say. And the domain was dating. And what [101:27] advice would parents give? And a lot of [101:29] it is, you know, if you look at the [101:30] paper, it's just parents give really bad [101:32] advice about dating today because [101:34] they're using their context and they [101:36] don't understand online and all these [101:38] crazy things. It's a different [101:39] environment than it was back then. And [101:41] so she had to go on back to building [101:43] things and things she love. You know, [101:45] she has like 53 million likes on Tik Tok [101:47] or whatever. She had this huge data [101:49] source of I'm giving dating advice [101:52] online and we're going to embed this [101:55] into a chatbot tested and proven and [101:57] then show with all my user base that [102:00] it's super highly effective. And so [102:02] these are the kind of things that kids [102:04] can go do. If you had told that girl in [102:06] 8th grade, hey, go be published in [102:09] nature. They're like, "That's too hard." [102:11] >> But you can scaffold them into it. Other [102:13] big projects, we have one who's now [102:15] marketing Martin Scorsesy's latest film, [102:18] and so he's been learning all the things [102:19] you need to do to do that. We have a set [102:22] of our AI kids who Open Claw, you know, [102:27] they presented at Southby and Claude [102:29] Con. They built little businesses. They [102:31] earned $50,000 in 10 days. And so these [102:34] kids, it's not just academics that they [102:36] can crush through. There's all these [102:38] life skills if you teach them [102:39] entrepreneurship right if you unlock [102:42] their potential in the afternoon and [102:44] let's step back a little sec when we sit [102:46] and say we we think people should [102:48] reimagine education right for the next [102:50] decade over the next decade for the next [102:53] hundred years versus the last hundred [102:55] years it's development of the whole [102:56] child McKenzie who's the founder right [102:58] the co-founder her favorite line which [103:00] we believe super strongly alpha is this [103:03] is the best time in history to be a [103:05] 5-year-old which is our ability to make [103:08] that first 12 years awesome and unlock [103:11] their potential on all dimensions. They [103:13] get to love school for 12 years. Their [103:15] academics, they're going to learn 10 [103:16] times faster. These kids are going to [103:19] have a headful of knowledge that's more [103:21] than what their parents had. We're going [103:23] to be able to fill their head with [103:25] knowledge. The learning science shows [103:26] that the more you know, the faster you [103:28] learn, right? And so it's like [103:29] increasing. And then the third part is [103:32] the life skills that we think are [103:34] important. They're gonna have most of [103:36] their day to work on this. They're going [103:38] to be able to sit here and say, "This AI [103:40] world's coming. Things are going to [103:41] change. And I get to go live and [103:43] experience in that. And I get to do [103:47] things." That framing we use about [103:49] philosopher builder like who are kids [103:51] that are going to come out of school. On [103:53] the philosophy side, [103:55] one, it's a proxy for good academics. [103:57] You can crush your academics and fill [103:59] your head. The other part is philosophy [104:00] which alternates over history between [104:03] the most important thing and the least [104:04] important major. I believe with AI is [104:07] coming back into the four which is [104:09] what's humans role when there's all [104:11] these AIs around and what's the [104:13] existential debates and what did all the [104:15] great thinkers think about and so you're [104:18] going to have things like that on the [104:19] philosophy side but the second part and [104:21] I believe schools really need to do this [104:23] and this is what when we think about the [104:25] life skills it's the builder side we [104:28] need to create builders that is what [104:30] kids need to be doing that's what adults [104:32] need to be doing you can't just be [104:34] thinking schools can't be just sitting [104:35] in class all day. You have to build. And [104:37] when kids get to build, whether it's [104:38] physically and sports and I'm climbing [104:40] or I'm building drones and robots or I'm [104:43] building a business, I'm I'm writing [104:45] books. I'm making videos. Whatever those [104:47] programs are, that's what engages kids. [104:50] That's what they love. And we need to [104:52] bring that back. There's whole [104:53] vocational programs now for high [104:55] schoolers where it's like we're gonna [104:56] have you learn how to do advanced [104:58] manufacturing and build robots or things [105:00] like that in you know 100 years ago or [105:02] 50 years ago shop class you know build [105:05] things. We are very strong believers in [105:07] the build philosophy which is and let's [105:10] take middle school again right this time [105:11] of transition we get a ton of transfers [105:14] into alpha who are consumers they're on [105:17] the dopamine loop they're caught on Tik [105:19] Tok they're caught on fortnite right [105:21] they're just caught in the loops causes [105:23] mental health issues they're isolated [105:25] right all these problems and what we do [105:29] is we have a program called Dream [105:31] Launcher where we're like we have to [105:32] break these kids out of this loop right [105:34] we have to develop But you can't develop [105:35] a kid who's in that loop. And so dream [105:39] launcher is do your vision board. Who do [105:41] you want to be? And kids, even the ones [105:43] in the dopamines have great ideas of [105:45] what they want to do. Not only do they [105:47] think they're awesome, they're like, I [105:48] am awesome. I'm great. You know, do a [105:50] Japanese guy, right? If you know, which [105:52] is, and back to these, what do you love, [105:54] but what are you good at? Back to you [105:56] can't just follow the passion. You have [105:58] to be good at stuff. And yet, if you can [106:00] develop the skills, great. But you can't [106:02] do things that you're terrible at [106:04] because in your Japanese zika guy, the [106:06] world won't pay you for that. What does [106:07] the world value? What does the world pay [106:09] you for? What are you good at? And what [106:11] do you love? And you you help them [106:13] understand and they can figure out how [106:14] to find their sweet spot there. So they [106:16] have these great visions of this is who [106:18] I want to be. And they start thinking [106:19] about it in middle school. These Alpha X [106:22] projects, you know, sort of in high [106:23] school they they they do it more. [106:26] And then we hit them with reality. We [106:28] were like, "Now you have to do the 168 [106:30] hour project. You got to track every [106:32] hour of your week." And that's when they [106:35] come back and they're like, "H, I guess [106:37] I'm going to be the world's best." [106:38] Because you are what you do. [106:40] >> I guess I'm going to be the world's best [106:41] Tik Tok scroller. [106:42] >> Yeah. Their thumbs [106:43] >> and the depression. No. And they're [106:45] understand it. They're like, I just draw [106:47] my vision of who I want to be. And now I [106:49] realize my dayto-day habits aren't going [106:51] to get me there. [106:52] >> Yeah. That's a big delta to internalize [106:54] which is just nerdy speak for like that [106:57] hits hard but it's great to get the [106:59] lesson at the time they're getting it. I [107:01] mean actually in addition to this notion [107:03] of motivation and suffering and the sort [107:05] of concepts around that and I I think [107:07] you illustrate beautifully how one can [107:09] reconcile those and hold high standards [107:11] still feel supported still come at [107:13] things from an intrinsic place of I can [107:15] do hard things um even if there's a lure [107:18] of cash or a D1 or scholarship whatever [107:20] it is I feel like this is the piece that [107:22] I want to you know double click on [107:24] because most of the world are consumers [107:29] and you know it only occurred to me like [107:31] 5 years ago that even though I wasn't a [107:35] particularly good high school student, [107:37] the friends I was skateboarding with, [107:38] even though I wasn't good enough to turn [107:39] pro, they either turned pro or started [107:41] companies or were dead or in jail. And [107:42] the ones who started companies started [107:44] big companies. [107:45] >> And the ones [107:46] >> who, you know, made it through the shoot [107:48] cuz, you know, varying levels of support [107:50] at home and elsewhere, like [107:52] >> they built really big things, like huge [107:55] companies. Like part of our staff here [107:57] were recruited from like DC and like [107:59] these action sport companies that are [108:00] like huge companies. Those were started [108:02] by like kids we knew. [108:03] >> Yeah. [108:03] >> And so there was always this model [108:05] embedded in my mind that like yeah there [108:07] was Apple computer. There was Steve Jobs [108:08] nearby but that wasn't really my my [108:10] proclivity like tech. [108:11] >> But like if you want to build something [108:13] like oh yeah you want to make a movie [108:14] you film your friend skateboarding. This [108:15] was before you know camera phones. So, I [108:19] realized a few years ago like, oh yeah, [108:21] like building a podcast, we like set up [108:22] cameras and like let's go like and like [108:24] get a team together and let's do this. [108:26] But I think for a lot of the world, this [108:28] feels very much out of their reach. And [108:30] yet they hear about it and you can learn [108:32] about it all day from Herozi or from [108:34] >> whoever online. And so there's this gap [108:37] between what people [108:39] >> are being told they can do and I believe [108:40] actually can do, but then how they're [108:42] spending their time. Yes. And and that's [108:44] just stating the obvious, but so how do [108:46] you embed in people's minds that the [108:49] ultimate experience in life at the level [108:51] of personal life, family, learning, and [108:54] business is to create something [108:56] >> and you can still consume stuff, right? [108:58] >> You know, but how do you embed that into [109:00] people's mindset? Because I feel like [109:02] this is I'm a bit of a patriot. Like [109:04] >> this is what this country was built on. [109:06] It was the idea like I like cars. I'm [109:08] going to start a manufacturing plant. [109:10] Plans are good, but they could be [109:12] better. I'm going to make better ones. [109:13] Like this attitude has been challenged [109:16] in recent years. And I'll just say one [109:18] more thing about this in particular [109:19] because of the emphasis on tech and AI. [109:21] For many people, they hear tech and AI, [109:23] not me, and they think of the five or [109:25] six guys. It's mostly guys, and they go, [109:28] >> "God, like the the press has cast them [109:31] as bad people, right? [109:33] >> These are bad people. This was not the [109:35] way that Jobs and Bill Gates were cast [109:37] early on. They were like nerds and [109:39] designers and like these this is not the [109:41] picture." So I think now people hear [109:43] builder AI motivation [109:46] learning alpha school and they go oh [109:49] you know we have to become like [109:51] tech nerds [109:53] >> there's no place for humanity in this I [109:54] can't build things and then they feel [109:56] overwhelmed and I think and so I'm [109:57] casting out a kind of a picture it's not [109:59] a specific question how do you get [110:01] people past consumerism to really [110:04] internalize that they can build [110:05] something and how would somebody not at [110:07] alpha school start to internalize some [110:09] of this stuff [110:09] >> right perfect stuff and one is uh and [110:11] I'll I'll hit the kids first but then [110:13] we'll talk about alpha which is if you [110:14] talk to alpha parents [110:16] >> they're like [110:18] >> there is this impression robot [110:19] terminator alpha you know AI [110:22] >> this is divorced from humanity kids [110:25] they're I got one I got one you know [110:27] it's it's not [110:27] >> and if you ask the moms at alpha school [110:29] they're like this is the most [110:31] socializationrich human environment [110:33] that's unlocking my child's potential [110:36] >> that could be done and it's not because [110:38] of tech and AI and all of It's because [110:41] of the guides, the humans, the culture, [110:44] the building, and the guides are the [110:46] teachers. [110:46] >> Yeah, these are the teachers. We [110:48] couldn't call them teachers cuz they're [110:48] not teaching academics. We had 100,000 [110:51] people apply for our roles. We're [110:53] getting the best ex-teers. We also get [110:55] people like world's best athletes, best [110:57] coaches, if you're great at motivating [110:59] kids. And so we get a range of them, but [111:02] yes, our guides and coaches are what the [111:04] role of teachers in a normal place or [111:06] normal school. [111:07] >> Uh but they don't do academic teaching [111:09] because the AI gives good lessons for [111:11] that. Mackenzie Price just did a a [111:13] podcast with Wendy Cop, founder of Teach [111:15] for America, right? And you know the the [111:17] the line in is teachers didn't become [111:22] teachers to grade seventh grade science [111:23] quizzes. They became teachers to [111:25] transform kids' lives, the human part to [111:28] develop humans. And at Alpha, our [111:32] adults, our guides and coaches, that's [111:34] what they do all day. They don't grade [111:36] seven great science coaches. Let the AI [111:39] do that. What our guides do and why [111:41] teachers became them is spend time [111:44] developing humans. Run them through the [111:46] struggle fail supported by a caring [111:48] adult loop that we talked about earlier. [111:50] we look at and and stepping back and [111:52] let's hit AI generically and then we'll [111:53] go back to the other one AI generically [111:56] which is I understand why the AI pitch [111:58] is negative which is if you put chatbots [112:01] in most schools kids will learn less so [112:03] I'd be like wow AI seems bad chatbots [112:05] seem bad the overall pitch of hey AI is [112:09] going to be make it efficient for some [112:10] people so we lay everybody off but don't [112:13] worry because the world's going to end [112:15] soon right after that so there's not a [112:18] positive view out there of AI completely [112:20] agree. Now, when we look at education [112:22] and how we want to transform education [112:25] for a billion kids, we look at it as we [112:28] need to make sure when we use AI and [112:30] tech in our class and and in our schools [112:33] and with humans in development, it's a [112:35] win for everybody. [112:37] >> It's not a win loss. It's the best time [112:39] to be a 5-year-old. Using this stuff is [112:41] just part of the solution, but what it [112:44] does is it unlocks the humanity. It [112:46] gives the humans time. Kids get to love [112:49] school. They get to learn more. Their [112:51] parents get to see, "Wow, my kid is [112:54] being held to high standards but loves [112:55] it and is struggling through it." The [112:57] teachers, they love their job. That's [112:59] why we have so many applying from [113:01] schools, cuz they're like, "Wow, this is [113:03] why I became a teacher. I'm connecting [113:05] with these kids. I'm motivating them. [113:06] I'm helping them thrive. I'm unblocking [113:09] their biggest constraints. I'm letting [113:11] them see that they're so much greater [113:12] than what they thought. 85% of our kids [113:15] are doing stuff even their parents [113:17] thought was impossible, but not our [113:19] guides and teachers. And so our whole [113:21] loop for education is we have to make it [113:25] better for everybody, not some win loss [113:28] or dystopian robots are taking over. [113:31] That's not the reality, right? Nobody [113:32] wants that. So that's the the whole view [113:35] when we talk about that. But when we [113:36] talk about how do we take consumers and [113:38] make them creators and builders and [113:40] philosopher builders, the bigger picture [113:42] on that is our education system was [113:46] built to create consumers. Just [113:48] fundamentally 100 years ago, we lined [113:50] you up in a classroom and we told you to [113:53] sit there and listen and write stuff [113:56] down. You were being built for an [113:58] industrial factory. the Prussians [113:59] started, they're like, "We need people [114:01] who follow rules, who do what we're [114:03] told, and we put enough knowledge in [114:05] that they can do those jobs." And it was [114:07] an industrialization of of education to [114:10] create industrial workers. And that was [114:12] the that was why it started and that is [114:14] what we got. And we've created a system [114:17] where that's all these kids, right? We [114:19] put them in that system for 12 years. [114:21] They're like, "Yeah, I scroll. It's the [114:22] only fun thing I do all day, right?" And [114:24] you know, or whatever it is. And then [114:25] they get caught in the loop. We aren't [114:27] giving them the chance to be builders [114:29] and they can watch a YouTube video but [114:31] back as you said everything MIT is [114:34] online and so is like all these [114:35] entrepreneurs who started their own [114:36] business. You can't watch a YouTube [114:38] video and say I can build a business [114:40] anymore than you can get your MIT degree [114:42] that way. You need to be taught. You [114:45] need to have workshops. You need to be [114:46] with your friends and say just like when [114:49] I dropped out I dropped out with my [114:51] friends and we went and built a [114:52] business. I did it during my school age [114:54] years. We've normalized that at least in [114:57] college that you can drop out with a [114:59] bunch of friends and build something, [115:00] right? And build something significant. [115:02] And back to what we do in these [115:04] afternoons is our afternoons are the [115:06] builder afternoons. These life skills, [115:08] we're going to make you climb rock [115:09] walls. We're going to have you start [115:11] food trucks, right? One of our workshops [115:13] about character building was the key to [115:17] my happiness is contributing to my [115:19] community. Right? That's one of one of [115:20] our values, one of our workshops. Every [115:22] kid does it across all campuses. And so [115:24] our Austin kids are like Austin City [115:27] Limits, right? [115:27] >> Sure. Yeah. Know big music town. [115:29] >> We're doing Alpha City Limits, right? So [115:32] these are fifth, sixth graders. They're [115:34] putting on their own music festival. [115:35] First of all, they all learned how to [115:37] play an instrument, had their own band. [115:39] They went and raised. It's almost as if [115:41] Jack Black and School of Rock. [115:44] >> It's one of my favorite movies in part [115:46] because also the musical references that [115:48] he describes on the chalkboard should [115:50] watch like Yeah. I mean, he has great [115:52] taste, obviously, like very like [115:55] specific knowledge in certain genres, [115:56] and I'm like, okay, he really knows his [115:57] music because they weren't like the [115:58] generic things. But the amazing thing [116:00] about that movie was the energy he [116:02] brought to the work, right? Flipping the [116:04] switch on for these kids by identifying [116:07] their unique abilities, but also pushing [116:09] them through the keyhole sometimes of [116:11] like their lack of percept. [116:15] It's such a more important movie than it [116:17] appears to be on the front side. There's [116:19] so much to that. [116:19] >> But just imagine, everybody watches [116:21] School of Rock. It's like, "Oh, I wish [116:23] my school would do that." [116:25] >> Well, why don't they? Cuz they're like, [116:26] "Oh, we have to teach academics." No, we [116:28] teach academics 10 times faster. It gets [116:30] done in the morning. Now we have the [116:32] afternoon and Jack Black, if you want to [116:33] teach one, come, you know, come on in. [116:35] But, you know, our guide is Jack Black [116:38] in that movie saying, "We're going to [116:39] launch a music festival." And he sent [116:41] the kids out and they had to raise [116:43] $25,000 selling, you know, sponsorships. [116:46] The kids afterwards, they're like, [116:47] >> "Mr. [116:48] Can you believe companies will pay [116:50] $1,000 just to have their name on the [116:54] learn about advertising and then [116:55] literally at the and then by the end [116:56] they're like we could have charged way [116:58] more [laughter] right and so they're [117:00] learning they're out there doing it [117:01] right they're learning instruments [117:03] they're putting a band together and [117:04] they're doing this at fifth grade [117:06] >> and they're like oh I can do this and [117:08] both whether I'm learning an instrument [117:09] whether I'm learning to sell [117:10] sponsorships whether I'm calling bands [117:12] and saying will you play and are they [117:14] showing up and that building concept we [117:17] should have all kids doing that. There [117:19] was a a weak form of that in shop class, [117:21] those kind of things. But we now can do [117:23] that so much more, right? [117:25] >> We had a sadistic shop teacher. I mean, [117:27] I you know, like had all these rules [117:28] about like you had to clean up your own [117:30] blood if you you [clears throat] know, [117:31] you hurt yourself on the band. So, [117:32] everyone knew this guy, Mr. Mitchell, [117:34] like the coin flip of teachers. It's [117:36] like is and that's a darker example, but [117:39] um but we had auto shop at our school. [117:40] Nobody went this was Gun High School in [117:42] Palo Alto. Like it was considered like, [117:44] oh, why would you do that? Correct. [117:45] You're in Silicon Valley. It wasn't [117:47] relevant. I learned how to balance [117:48] tires. That was kind of cool. Not [117:50] relevant nowadays, but it's kind of cool [117:51] to get under a car. [117:52] >> But no, back to We have a life skill. [117:53] They have to learn how to change a tire, [117:55] >> right? Physical. We can't keep them on [117:57] screens all day. [117:58] >> We minimize our screen time to 2 hours [118:00] and then you're like, "Yeah, you know [118:01] what you're going to do in the [118:02] afternoon? You're going to change a [118:03] tire." [118:03] >> Could I ask you about biology and [118:05] medicine? Cuz I'm heavily biased here. [118:06] >> Yeah. Yeah. [118:07] >> But when I was in middle school, I [118:08] dissected a frog. wasn't my favorite [118:10] biology experiment, but getting in there [118:12] and seeing things and and feeling things [118:14] with your hands is a very important [118:16] experience in becoming a biologist. And [118:18] when you said the microscope changed [118:20] everything, and I totally agree, the [118:22] ability to sit at a microscope and [118:24] you're the one panning around and to [118:26] actually stain cells or do a dissection [118:28] of a brain or this kind of thing, [118:30] there's a lot of tactile learning inside [118:32] of what we think are often just [118:34] intellectual pursuits. [118:35] >> Yes. [118:36] >> So, do they get the opportunity to do [118:38] experiments? Totally. It's an amazing [118:40] thing to see a brain and it looks all [118:43] white and gray and then you you put on a [118:45] particular label. You explain to [118:46] somebody, doesn't matter what age, what [118:48] it's labeling and then they get to see [118:50] and it lights up like artwork and you [118:52] go, you have these inside your brain and [118:54] here's what they do. There's something [118:55] completely different about that [118:56] experience than watching it on a screen [118:58] 100%. And so back to that one is yes, [119:01] part of what we're doing is we're [119:02] redoing [119:04] >> normal, you know, dissection biology [119:07] classes are boring and kids aren't [119:08] excited or chemistry classes or whatever [119:10] labs you do. And we're trying to build [119:12] next generation ones. So if you have [119:14] ideas about how we can make this 10 [119:16] times better than whatever any lab you [119:17] ever went into, I don't know what the [119:18] upper limits are, right? I mean, if you [119:20] gave me like a cart blanch, I said we [119:22] put channel options into some live [119:24] animals and shine light on their heads [119:25] and their behavior will change. Yeah, I [119:27] don't know if you get permitted to do [119:28] that. [119:28] >> Yeah, we'll have to go see what level we [119:29] can do. But back to that kind of stuff, [119:31] you know, back to engaging kids around [119:34] experiments, you know, and just science [119:35] in general. Like Mark Robber, right? Oh, [119:37] yeah. Like he's doing so we're working [119:39] with him on some things where we're like [119:40] that is what science needs to be, which [119:42] is, you know, think go do 11 minutes in [119:45] your app to make sure cuz you can watch [119:47] all the Mark Robber videos, you're still [119:49] not going to pass the test because you [119:50] haven't actually learned it to to [119:52] mastery. So, we're like, spend the 11 [119:53] minutes, get it to mastery, but then [119:55] spend 45 minutes the rest of the class [119:56] doing this experiment and this project [119:58] because it's awesome and it's engaging. [120:00] And kids will do both. And it's [120:01] combining those. One of the things we [120:03] have in labs is, [120:04] >> you know, when you first get into labs, [120:05] what you're trying to do is sort of two [120:07] dimensions, which is how many steps can [120:09] you do in a row? Can you follow [120:11] instructions? And then what's your [120:13] margin of error? [120:14] >> We'll start the kids early with like [120:15] baking [120:16] >> and we'll be cooking and we're like, [120:18] okay, can you follow most is just [120:20] following. you follow the instructions [120:22] and what's your margin of error, right? [120:23] And did you put the sugar instead of the [120:25] the salt? If you do a cooking one with [120:27] third graders and second graders, [120:29] they're going to start to be like, "Oh, [120:30] I'm now getting the skills of labbing." [120:33] Then we have one, our chemistry one that [120:35] we start uh that all the sixth graders [120:37] start is called um PFX, special effects. [120:40] So, you know, we have videos online [120:42] where you can see it, but they're [120:44] everything from light your hand on fire [120:47] using things to creating like the plate [120:49] glass so you can walk through, you know, [120:51] a special effects glass that's safe. [120:54] It's super hard. It's like a 40step [120:56] process and the margin of error at any [120:58] step is very low. And kids will sit [121:01] there and it'll be they they'll start it [121:02] at 1:00, you know, they'll be like, "Oh, [121:04] I'll be done by school." At 6:00 they've [121:06] they're like, "I I'm I'm not going home, [121:08] Mom. I got to finish this one cuz they [121:10] want the Instagram or whatever they want [121:12] to post on Snapchat of them breaking [121:14] through it or whatever, but the kids get [121:16] totally engaged and learn all the [121:17] fundamental skills. And to your point, [121:20] you can build ones for any subject, [121:22] physics, biology, chemistry that engage [121:25] kids where they're like, "This is [121:27] awesome. I love to do this." You can do [121:28] it on computer science, too, on on that [121:30] dimension. Go build things. Back to [121:32] being builders. Kids naturally want to [121:34] build stuff. You want to teach kids, you [121:36] know, how to program or use AI, you can [121:38] say, "Let's go build a music video. [121:40] Let's build a movie trailer." And they [121:42] can now do that at a quality level that [121:45] couldn't be done before. There was one [121:47] where we have a hackathon on the weekend [121:49] about learn how to use cursor. Fully [121:51] voluntary. Kids would come in at 6:00 on [121:53] a Friday, work through the weekend. On [121:55] this hackathon, it's all dimensions. We [121:57] had a set of girls who were building one [121:58] that was a Love Island social thing. So [122:01] when they were all watching it, they [122:03] could all chat online, you know, while [122:05] they're doing it. So they're they're [122:06] building projects they like, but they're [122:07] learning actually all the skills of, [122:09] okay, I can I can be a builder. And this [122:11] would be a set of of of students who [122:13] normally wouldn't do programming. And so [122:15] when you engage around what kids like, [122:17] you make it hard. They're coming in on a [122:18] weekend. One of them showed me if you, [122:20] you know, and it's like 10:00 on a on a [122:23] it was Saturday night. It was 10 o'clock [122:24] Saturday night. She's a junior. She's [122:26] like, "All my friends are out at a party [122:28] and they're all jealous of what I'm [122:29] building in here." back to doing hard [122:31] things and having fun because they were [122:34] building stuff that was significant. [122:35] They were also working on an app that [122:38] was how do we show a 100red million [122:40] teens the key to their happiness is [122:43] contributing to their community. And so [122:45] it's an app that builds that daily [122:47] habits of contributing. Now their [122:49] special hook that made them all wanting [122:51] to work hard on this was influencers are [122:54] are contributing and helping them. So [122:56] they're able to spend time with the [122:58] influencers. the influencers get reach [123:00] but they're like wow I'll go I'll go [123:02] work on these things and so when you [123:04] think about what do we need to do in [123:06] school and development of kids and what [123:09] does AI letting kids learn once kids can [123:12] learn 10 times faster the question every [123:15] parent every education minister has to [123:17] say what are the skills we want our [123:20] family or society to have going forward [123:24] and so we believe this whole concept of [123:26] being a builder these life skills that [123:28] we teach entrepreneurship and [123:30] storytelling, financial literacy, that's [123:32] where we should spend our kids' time. [123:34] And by doing it, you actually see these [123:37] kids thrive. They totally unlock. They [123:39] love it. [123:39] >> Incredible. [123:40] >> Right. And that's the opportunity we [123:42] have cuz we we have built an educational [123:44] system to your point that generates [123:46] consumers. It forces them down that [123:48] path. We all know we don't want it. Like [123:51] this isn't good. We're on a bad path [123:53] here. And now we have the opportunity to [123:55] say, "Okay, here's a new one, right? [123:57] here's a new different way to to do [123:59] that. And the capability of your child, [124:01] like back to what I was told 10 years [124:03] ago, we are limited. We as parents are [124:06] limited because we went through this [124:08] terrible system. It's we're fish and [124:10] water. What we went through, our parents [124:11] went through, our grandparents went [124:13] through. It didn't help move the [124:15] frontier. It didn't develop kids to the [124:18] utmost potential. It's why in sports, [124:20] more than anything we do in America does [124:21] that. Music the same way, right? We have [124:24] these stars who get developed. We just [124:26] don't do that broadly in schools and we [124:28] we have enough time now. The name of our [124:30] product is time back. Give kids their [124:33] time back. [124:34] >> And so we've used up a hundred years of [124:37] 6 hours a day in homework. We have this [124:39] new magic that makes it 10 times faster [124:41] so that it only takes a couple hours. [124:43] You've given kids their time back, which [124:46] is is the actual biggest motivator. And [124:48] then once they have their time back, how [124:50] do we want to spend it, right? How do we [124:52] want to help these kids become builders [124:55] and creators who learn the skills that [124:58] we think these are the things that you [125:00] need to do to thrive in the world? [125:01] There's a fourth grader in our New York [125:04] campus. She's a fourth grader. She loves [125:06] quantum mechanics and so she started a [125:08] podcast called Quantum Plations and [125:11] she's using it to go find the other kids [125:14] who love quantum mechanics and I love [125:15] it. [125:16] >> Right. Back to that thriving. She is [125:18] learning. She's thriving to be able to [125:20] work with that and you can teach them [125:22] how to be a creator as part of it and do [125:24] it productively. You get the best of [125:25] both worlds. [125:26] >> Hi everyone. I'm delighted to share that [125:28] I'll be hosting three live events very [125:30] soon. I should say our past live events [125:33] all sold out. So make sure you get your [125:35] tickets for these events soon. The first [125:37] live event is in New York City at the [125:39] iconic Radio City Music Hall on [125:41] September 17th. The second live event [125:43] will be held in Los Angeles at the Dolby [125:45] Theater on October 8th. And the third [125:48] live event is in San Francisco at the [125:50] Masonic on October 28th. At all three of [125:52] these events, I'll be discussing topics [125:54] from my new book, Protocols. And my [125:56] favorite part, taking questions live [125:58] directly from you, the audience. To get [126:01] tickets, please go to [126:02] hubermanlab.com/events. [126:04] That's hubermanlab.com/events. [126:07] I hope to see you at one of these live [126:09] events, or who knows, maybe even [126:10] several. And as always, thank you for [126:13] your interest in science. I have a [126:15] question. And throughout today's [126:16] conversation, it almost seems that boys [126:19] and girls [126:20] >> Yeah. [126:20] >> are equally supported by this program [126:23] like like maximizing potential, whatever [126:25] you want to call it. I haven't looked at [126:27] the latest data on on the discrepancy of [126:30] male female performance, but when Scott [126:32] Galloway was on the podcast or flip on [126:34] today's New York Times or you actually [126:36] can look at even like a Fox News thing, [126:38] right, and you're going to hear about [126:39] this gender gap in performance and it [126:42] almost seems like that's been eliminated [126:43] at Alpha School. Is that true? Yeah, I [126:45] back to the frontier and wherever it is, [126:48] most of these are uh self-imposed [126:52] constraints that at least in the [126:54] framework of K12 don't exist on whatever [126:57] stuff. So if I have ADHD boys who now [127:00] aren't doing as well as the girls on one [127:02] dimension sort of broadly when you only [127:05] take two hours a day, you know what [127:07] happens to ADHD? Wow, what happened to [127:09] it? They're building all afternoon. You [127:11] know, there's a set of things which is [127:12] one, you take those kids, those guys [127:14] kids can lock in for two hours in the [127:16] apps. Like we always tell the parents [127:18] when they come in and they have their a [127:20] ADHD diagnosis. We're like, can he play [127:22] a video game for 25 minutes straight and [127:25] they're like, "Yes." And I'm like, [127:26] "Well, we do 25-minute pomodoro blocks. [127:28] It'll be fun." [127:29] >> Yeah. This is all mark of ADHD. The kids [127:31] can focus if it's engaging enough. [127:33] >> If it's engaging and so we just make it [127:34] engaging and motivating. If on the worst [127:36] case, like in our sports academy, they [127:37] run them before the apps. fairly, you [127:40] know, and so you can take any second, [127:42] third grader in engagement and solve [127:44] that and then they're doing things in [127:46] the afternoon they love. One of our [127:47] Alpha X projects, um, Rat, he would just [127:50] crush his apps in one day and then he [127:53] went he was a mountain biker and then he [127:56] went and he built a bike park outside of [128:00] Austin. It was the best bike park in [128:02] Texas. You like Texas Monthly's writing [128:04] it up. Actually, one of the Walton [128:06] family members told me, "We saw his bike [128:08] park that motivated us to go build one, [128:10] you know, here in uh Bentonville. He [128:12] went down, SpaceX hired him to build one [128:13] on on Starbase." So, it took this kid [128:15] who's like, he was not into just sitting [128:17] at the books all day, right? And all [128:19] that stuff, but then all of a sudden [128:20] he's like, "Okay, I can spend the time [128:23] building." And so, all these things, [128:25] different discrepancies of where they're [128:27] good and where they're not. And I [128:28] believe as you unlock their potential, [128:31] you'll see these differences go away [128:33] because the kids are all just doing much [128:35] better. Now, I don't know, maybe we move [128:37] the frontier out and there's deltas when [128:39] we when we get out there. But yes, right [128:41] now, whether you're male or female into [128:44] alpha, your kid, if they're performing [128:47] here, is going to perform here, wherever [128:49] it is. And let's talk broadly. Here's [128:51] let's go to another dimension just about [128:52] reach, which is selection effects. and [128:55] this only works with rich kids and and [128:57] all that which is in education there's a [129:00] concept that I think is really poison [129:02] and why we have trouble innovating in [129:04] education which is there's a view that [129:07] you must serve everybody all at once for [129:11] free like just anything you do in [129:14] education no matter who it's for they're [129:16] like I'm going to come up with a counter [129:17] example where it doesn't work for [129:19] everybody all at once for free and [129:21] that's not how products are developed [129:24] there's no venture capitalist in Silicon [129:25] Valley who when you're presenting said, [129:28] "All right, I've been telling you about [129:29] the product, but here I promise you I [129:32] won't release it until it serves [129:33] everybody all at once for free." You [129:36] would never get funded. That's that just [129:37] it doesn't work that way. Whether it's [129:39] the Roadster to the Model S, you know, [129:42] to the Model 3 to what'll be 20 cent [129:45] robo taxes, you have to move through a a [129:47] cost curve. You find a a market where it [129:49] works and then you expand the radius of [129:51] that market, you know. And why do we [129:53] start? So we started high-end private [129:54] school. So alpha's an expensive private [129:56] school. Now back to this concept. [129:59] Everybody dismisses our academic [130:01] results. Oh, selection effects. But we [130:04] have a very different view on it, which [130:06] is you know who doesn't parents don't [130:09] dismiss it. That's why everybody's [130:10] coming to the school and we have such [130:11] demand. [130:12] >> It makes the current education system [130:14] seem either completely deprived or [130:16] partially deprived. Right. But that's [130:19] but that to me is I [130:20] >> think even taking a steel there's a lot [130:22] of educators who are trying to fix [130:24] >> calculator is faster for a lot of things [130:26] than what people were doing on pen and [130:27] paper. Both are valuable but I think any [130:30] new technology which is really what this [130:31] is it takes time. [130:33] >> It takes time and but here's here's how [130:35] we look at what we've done is using [130:37] technology. We didn't build a robo taxi [130:39] that just works on a test track. [130:41] >> We literally have a a robo taxi, right? [130:44] our system that beats F1, that wins F1 [130:48] races. We are competing against the best [130:50] schools in this country, the best [130:51] students in the country, the best [130:53] teachers in this country, right? The [130:54] best systems. Our 1400 freshman year, [130:57] we're doing 2x in 2 hours, but our [131:00] benchmark of 2x is given your [131:02] percentile. So our top 1 percentile kids [131:05] are learning twice as much in only two [131:07] hours a day as other top 1 percentile [131:10] kids are learning all day, right? So we [131:13] benchmark and built I want to go against [131:15] the best educational system. It's not [131:17] just rich kid selection effect which is [131:19] I didn't say I'm going to go compete [131:20] with IMG which is $100,000 plus tuition [131:24] the sports academy who doesn't do good [131:26] academics. I'm like, "No, I want to go [131:28] against the best schools." Right. Well, [131:30] that's how you isolate the variable of [131:31] what you're doing specifically that's [131:33] working. [131:33] >> Correct. So, build that. Now, our answer [131:36] is how do we get that broadly? And so, [131:39] you know, the American educational [131:40] system today because of how it's built [131:43] and how it's structured. The single [131:44] biggest indicator of your performance is [131:47] your family income. You can predict [131:48] somebody's test scores basically. [131:50] >> Not IQ. [131:50] >> IQ is a second effect within, you know, [131:53] it's but it's a secondary effect within [131:55] that. Then with IQ, the second one once [131:58] you get to the next level, it's IQ and [132:00] big five conscientiousness [132:02] >> are the two, which is IQ, you get more [132:05] working memory slots. So if you put in [132:06] material that's too hard and stuff, you [132:08] can struggle through it easier. And then [132:10] big five conscientiousness is [132:11] interesting, which is, you know, our [132:14] system, our educational system isn't a [132:15] mastery based system. It's time based. [132:17] You got an 80%, you got a B, you're [132:19] moving up the next grade level. [132:20] Conscientiousness is, you know, the [132:22] concept of you're sort of a natural [132:24] grinder. And so you do all the problems [132:26] on the problem set. You do all the [132:28] problems in the back of the book. You [132:30] are basically implementing a mastery [132:32] system for yourself. And so you are [132:35] implementing a mastery system. So if you [132:37] have high IQ and your big five [132:38] conscientiousness, those are the people [132:40] who thrive in the traditional education [132:43] system. High IQ people who don't have [132:46] conscientiousness, those are the people [132:48] who don't thrive. even they're always [132:50] like, "Ah, he's smart and she's smart, [132:52] but you know, whatever." [132:54] >> And maybe I'm just extrapolating from a [132:57] few examples, but you see that a lot in [132:59] wealthy families with smart kids that [133:02] had enough exposure to good conditions [133:04] early on and then just kind of like blow [133:06] it off. Like you left school, I'm not [133:08] saying that was you actually don't know [133:09] your background at all in the family you [133:11] grew up except what you've told us. But [133:13] when you left, you went into like fifth [133:15] gear. [133:16] >> Yeah. It wasn't as if you left and like [133:17] were like I'm going to travel the world [133:18] which is an interesting thing to do but [133:20] like you built something immediately at [133:22] full time. [133:23] >> That's why I left and that's what I [133:24] wanted to go do. But back to this this [133:26] is where it's interesting which is [133:28] motivation is the piece right if you if [133:31] you have all the skills but you don't [133:32] have motivation it doesn't matter. And [133:36] our system when we wake up we're like [133:38] well I have to solve if I have to get [133:40] this to a billion kids I can't build a [133:41] system that's based on income IQ and big [133:44] five conscientiousness. Right? That's [133:46] I'll just rebuild our current system. [133:48] And so the first part is on IQ. If I [133:52] give you a lesson that's at your level, [133:54] you can learn it. [133:56] >> If you're in seventh grade and I give [133:57] you seventh grade lessons when you need [133:59] fourth, you can't learn it. But if I [134:01] give you the fourth grade lesson, you [134:02] can learn it. The way US Common Core is [134:04] designed is for people to learn it, [134:06] right? It is actually the mental the [134:08] conceptual leaps aren't that big [134:10] >> so that everybody can learn it. So when [134:12] you think through eighth grade, I can [134:14] get everybody through eighth grade if I [134:15] give a material at the right level. And [134:18] so that solves your IQ issue of learning [134:20] it. Second, I need you to do it right. I [134:24] need you to go to mastery. I need you to [134:26] grind through it. And I'm going to solve [134:27] that with motivation. Whatever [134:29] motivation I need. You got support in [134:31] the afternoon. Grind through those [134:32] lessons first kid. I got to pay you. I'm [134:34] going to do that. I'm going to do what I [134:36] need to supplement that you don't have [134:38] big five conscientious naturally. you're [134:40] not grinding naturally. And then on the [134:43] income side, [134:45] the income side is just are you [134:47] designing your product for somebody who [134:49] can afford it. So Alpha is expensive, [134:51] but we're going to be in, you know, [134:52] public schools this year where we're [134:54] designing for we spend about $20,000 on [134:57] average. I'm we're in schools at uh 195 [135:00] is one of them and 24 is another. And so [135:02] we're designing our workshops in the [135:04] afternoon actually for that budget, [135:07] right? Sports is actually one of our [135:09] cheapest, right? We have a thousand over [135:11] a thousand kids who are getting it for [135:13] free because there's a voucher system [135:15] where we have to solve that thing for [135:17] less than $20,000 a kid. And sports is [135:19] actually cheaper because fields are [135:21] cheap, right? There's capex, but then [135:23] there's no offex, right, to your your [135:25] annual cost. And a coach is used to [135:27] managing 30 kids, right? And I can [135:29] manage a team of 30. So I can hit your [135:31] cost target, too. And so when I think of [135:33] the US educational system, we absolutely [135:35] can, but you have to redesign the whole [135:38] school day. It's not it's and I want to [135:39] be clear, you can't throw edtech in. You [135:41] can't take our time back and throw it [135:42] into a school. It's not going to work [135:45] cuz you haven't solved any of the other [135:46] problems. And so edtech is not a magic, [135:49] you know, it's not a silver bullet. We [135:51] literally have to say in America, we [135:53] want this new thing. We want our kids to [135:55] thrive. We want them to love school. We [135:56] do want them to learn 2x, but we want to [135:59] teach them all these life skills and [136:00] make them builders in the afternoon. And [136:02] we're willing to redesign the school day [136:04] for it. So, some of these public schools [136:05] that are going out, I wasn't able to [136:07] convince the superintendent to go to 2 [136:09] hours, but they're going to do three in [136:10] the apps. The superintendent's like, he [136:12] hates that tech. He's just like, I don't [136:14] really believe this, but okay. He saw [136:15] enough of our results to say, let's try [136:17] it, but he's like, I want the kids in [136:19] three hours. But then the afternoon [136:21] workshops, right, our alpha like [136:23] workshops designed for their [136:26] constituency, their price point. And so [136:28] our goal is we can get it out. We can [136:31] break these links. But back to selection [136:33] effects, I believe you have to design [136:35] your product for your customer. And so [136:38] let's take our, you know, some of the [136:39] different schools we have. We have the [136:40] sports academy school. If you don't like [136:43] sports, it doesn't work [136:44] >> right [136:45] >> now. Your family income doesn't matter [136:47] if I've designed it for the right price [136:49] points because I'm going to give you [136:50] lessons at the right level and you're [136:52] going to be motivated and that's [136:54] independent of income. And we have a [136:56] gifted talented school. It's the one [136:58] place we actually test cognitively. You [136:59] have to be top 10% cognitive. But we [137:02] also say when I say what would make you [137:05] love school more than vacation, you're [137:06] like more academics. It's like 5% of the [137:09] market, right? One in 20 kids is like I [137:12] want more. And we're like, "We're going [137:13] to design a school for you and we're [137:15] going to crush you with academics [137:17] >> cuz they love it." [137:18] >> Yeah. Kids like that. [137:20] >> Yeah. My My youngest daughter's the [137:21] opposite. My oldest daughter, like she [137:23] was reading calculus books for fun. [137:25] She's a Stanford. She's like, "Oh, I'm [137:26] going to get my masters in while in [137:28] undergrad. You know, I need more [137:30] school." You know, she's a English math [137:32] double major. She's like, "More, more, [137:34] more." She's hungry for it. [137:36] >> Yeah, she was. She's She's not me. You [137:38] know, she's not dropping out. She's not [137:39] doing the minimum. She's doing the max [137:40] cuz she loves it. Schools are [137:42] communities. Socialization matters. Like [137:45] putting those GT kids around each other. [137:47] I mean, they build on each other, right? [137:49] They see what you know, the number one [137:51] motivator to get rid of a block. It's [137:53] actually not the guy as the the biggest [137:55] one. The number one thing that convinces [137:57] kids they can do something is watching [137:59] their classmate do it. [138:01] >> This is huge in athletics. I mean I I [138:03] don't want to take it back to like a [138:04] trivial example but like being around [138:06] people that are much much better at [138:08] whatever sport you're in like you just [138:10] push yourself harder and I I will say [138:12] like being a posttock at Stanford years [138:14] ago it was the first time I looked [138:15] around the entire room and like everyone [138:17] is at least submitting their papers to [138:19] like the top tier journals and they [138:21] deserve to be there and you just push [138:23] harder you you think harder you don't [138:25] just work longer you actually think much [138:27] more carefully about what you decide to [138:29] do and what not to do that's a big piece [138:30] of it on the backdrop of all this. I [138:33] just this is not a push back, but it's [138:34] something that I I imagine a number of [138:36] people are thinking and part of my job [138:37] is to to reflect that. [138:40] >> At risk of editorializing too much, but [138:42] I hit 50, so I think I can do it a [138:44] little bit. I've lived in this country [138:45] my whole life. [138:47] >> There seems to be a kind of cultural [138:50] stance that has been around a lot more [138:53] in recent years, which is if somebody [138:56] didn't suffer and have disadvantage, we [138:59] don't really want to see them succeed. [139:01] We're not I'm not saying people have a [139:02] problem with it per se, [139:04] >> but if you look at the stories that are [139:06] celebrated, they are stories of the [139:07] underdog, [139:08] >> right? That's like an American tale, [139:10] right? You know, and we have many of [139:11] them that we could select from, but [139:13] there almost seems to be a a push back [139:15] against [139:17] >> people who had things mostly right [139:19] >> getting to their their frontier. I [139:21] realize that's not your stance. That's [139:23] not the stance at all that Alpha School [139:25] takes. In fact, it takes quite the [139:26] opposite stance, which is let's develop [139:28] everyone to their frontier. [139:29] >> Yes. And I think the big question here [139:31] in a lot of people's minds is probably [139:33] this everyone piece. You're saying we [139:34] have to start here before this can wick [139:36] out to the entire educational system. [139:38] Totally understand and support that. [139:40] >> But I I think there's this opportunity I [139:43] think we have here in this discussion to [139:45] embed in people's minds that like seeing [139:47] somebody succeed is not necessarily [139:49] taking from anyone else especially if [139:52] the way they got there can be exported [139:55] to anyone. like the specific [139:56] circumstances that we've tended to focus [139:58] on in this country have been the [139:59] outliers, right? The spud webs and and [140:01] these are remarkable stories, [140:03] >> but there's not a lot that's exportable [140:05] about that story except if you really [140:08] want it and work really really hard, you [140:10] can have it [140:11] >> and and so we've sort of sold this myth [140:13] that anyone [clears throat] can hit hit [140:15] the frontier [140:16] >> or their frontier. And I do think that [140:18] if people hear the cost, the sort of [140:21] that even the positivity, which I love, [140:23] but then again, I'm born and raised in [140:24] Palo Alto, California. But for the [140:26] person who's listening thinking, okay, [140:28] like how do I ensure that my kid someday [140:32] >> Yeah. [140:33] >> hopefully gets access to something like [140:35] this and it's not just a financial [140:37] barrier, it's also a it's a mindset [140:39] barrier. Totally. [140:40] >> So, I'm not asking you to be politically [140:42] correct. I'm just saying, you know, [140:44] because this is a real thing. No, I 100% [140:47] this is like you're in Austin, you're a [140:49] successful guy. I'm here in California. [140:51] I've had a a wonderful life with some [140:53] hardship, but like [140:55] >> the notion now at least that the public [140:59] >> sort of newspapers, television, etc. is [141:02] like it's only if you had nothing [141:05] >> and you made it Yeah. [141:06] >> that we're cool with it. Otherwise, [141:08] success is actually kind of looked down [141:09] upon right now, which is its own [141:11] problem. So, how do you think about [141:13] that? And how do you tell the kids [141:14] coming through alpha school like here's [141:16] how to be a successful person in the [141:17] world which is its own set of skills. [141:19] >> So there's two parts which is we [141:21] absolutely have to get this to [141:22] everybody. I put a billion dollars in to [141:25] say, "Let's make sure I have the [141:26] resources so that it's not just for, you [141:29] know, high-end private school kids and [141:31] rich kids that we can get it out." And [141:32] it's it's why we can sit and say, "Yes, [141:35] we'll be the biggest school with kids [141:36] under $65,000 income in Texas next year, [141:39] and those kids are going to learn at the [141:41] rate that private school." [141:43] >> I think you should repeat that once more [141:44] so people. So, you'll be the largest [141:46] school with kids with with less than [141:48] $65,000 family income. [141:50] >> Yes. So, that's impressive. So, and [141:52] that's our sports academy, right? That's [141:53] the product they wanted. So, let's talk [141:55] about sports academy as an example, [141:56] which is back to designing it, right? [141:58] And we talked about it. Sports is [142:00] actually one where you can design for [142:01] lower cost [142:02] >> because fields are cheap [142:05] >> for workshops. They teach well. Coaches [142:07] are used to teaching bigger teams, [142:08] right? And kids are totally motivated by [142:11] it and they love it, right? And so, it's [142:13] a magical to give you an example. So [142:15] Texas vouchers allow people in Texas [142:17] either you have a learning disability or [142:19] you're under $65,000 income. You were [142:22] able to get a voucher. Not all of them. [142:23] They ran out. They put a billion dollars [142:25] in and and they ran out. But we put up a [142:29] website that said, you know, Texas [142:30] Sports Academy on January 1st when the [142:32] vouchers opened to a 100 days later, we [142:35] had over 120,000 families in Texas say, [142:38] "If I get a voucher, I want that. I want [142:40] Texas Sports Academy for my kid." Now, [142:42] we got a little over a thousand [142:44] vouchers, which is the largest voucher [142:46] recipient in the state. These are all [142:47] families who are under $65,000 income. [142:51] And their kids love sports. Those kids [142:54] are going to be on the same academic [142:56] system [142:58] at Alpha super high-end private school [143:01] >> and they will be learning 2x in two [143:04] hours. Their academic achievement coming [143:06] in is below what alpha is. They aren't [143:09] at the same rate. They will be learning [143:13] at the same rate. They will be learning [143:15] faster than standard private schools. So [143:18] you will put them in the system. It's [143:19] free and they will be learning in 2 [143:22] hours. They'll be on the best academic [143:24] system in the country. And we believe we [143:27] can expand that across the country. [143:28] There will be public schools where this [143:31] is released where if you're in those [143:34] public schools in the two hours you will [143:36] be on the alpha system alpha timeback [143:40] and your afternoons are going to be our [143:42] workshop creator builder ones that we've [143:44] all talked about. Now they'll be a [143:46] little different because you have a [143:47] $20,000 budget instead of alphas, you [143:49] know, 40 plus,000 budget, but they're [143:52] still going to be fantastic life skill [143:53] workshops, right? 40 20 grand's plenty, [143:56] right? 20 grand a year you can make a [143:58] 10-year-old like love school. And then [143:59] for the sports guys, they'll be on that [144:01] program. Our job is to make that work. [144:03] Our we have to prove it. So we signed a [144:06] deal with MIT cuz nobody believes us [144:08] obviously because it's all too [144:09] fantastical. And so MIT, you know, [144:12] Blueprint Labs, right? Their Nobel [144:14] laureate group is going to sit here and [144:16] be like, "Let's run the test. Let's run [144:18] the RCTs. Let's show that this works. [144:21] Let's show where it doesn't work and and [144:23] get that data out so then we can start [144:25] expanding this to everybody. There's 55 [144:27] million kids in America and we need to [144:29] get it to everybody. We're on that path. [144:32] We believe we're going to have a bunch [144:33] of data over the next year that shows [144:35] it. We'll have the sports academy one is [144:37] like the big driver that everybody [144:38] really wants. The other one we're going [144:40] to have is this GT squared where we're [144:42] going to make a 100,000 kids, you know, [144:45] MIT eligible by middle school, [144:47] academically eligible by middle school. [144:49] And it's going to be rural kids. It's [144:50] going to be available to everybody [144:51] across the country. You know, that [144:53] program for those who love school, more [144:55] academics makes me love it. They'll [144:56] that's like four hours in the apps [144:58] instead of two. So, those things will be [145:00] free. They'll be able to be paid for [145:02] with vouchers and different programs. [145:04] There's actually philanthropies who will [145:06] who'll do it as well. And then we're [145:07] going to be putting it in public [145:08] schools. Now, it is going to take 20 [145:10] years to change a whole educational [145:11] system. I don't want to say it's [145:12] overnight. [145:13] >> It would be a false advertising to say [145:15] this is coming to you tomorrow. now, but [145:17] we're working on ones to get it out [145:19] there as quickly as we can. And I'll [145:20] give you the best one that's going to [145:22] come sort of quickest at the biggest [145:24] scale. We have one of the other schools. [145:26] We talked about how we have that founder [145:28] school for the entrepreneurs in our [145:30] sports school. We're also opening [145:32] schools in Africa. This is one where [145:34] we're like, they have a price point. I [145:36] have to get down to $1,000, right? Less [145:38] than $1,000. So, that's going to take [145:40] even longer and harder, but we're [145:41] starting to work on that. And we have a [145:43] bunch of alpha high school kids who are [145:44] like, "Okay, we know what alpha is here. [145:47] How can we go learn more and spend a [145:50] year abroad figuring that out?" [145:51] >> So the students are building a school in [145:54] Africa. [145:54] >> In Africa and they're like, "Oh, we have [145:57] to bring in solar and Starlinks and dig [145:59] a well and the community is very [146:01] different." when they signed up for the [146:03] school, back to hard things, we made [146:05] them sign a thing that said, I [146:06] understand this will be the hardest year [146:08] of my life. But back to the key to my [146:10] happiness is contributing to my [146:12] community. They're all in. One of my [146:14] biggest problems was I have an alpha [146:16] middle schooler who's like, I want in. [146:18] And her parents are like, you know, [146:20] she's too young. Like we don't don't let [146:22] her in. Like get her to wait till she's [146:24] in high school. But then back to getting [146:25] this access out. One of the things we [146:27] have is you know there is a group of the [146:31] best video game developers in the world [146:33] who've been building a worldclass video [146:37] game not like all the edtech video games [146:40] that have been out there. It'll [146:41] literally it's a team who's built the [146:43] best video games in the world and they [146:45] are building one on take these learning [146:48] science concepts that we all talked [146:50] about in time back and imagine embedding [146:52] that with a game and the economic model [146:56] for that is it's going to be available [146:57] for 500 million kids and it's starting [146:59] with like third through fifth grade [147:01] reading and math and then it'll expand [147:03] to the full you know curriculum uh [147:05] through 12th grade but [147:07] >> any kid in America after pool is going [147:11] to be able to use this and learn as fast [147:14] as if you were in the best private [147:16] school in the country and it's going to [147:18] be so back to solving motivation. Why do [147:21] we do things like with influencers or [147:24] video game developers is I have to solve [147:26] the motivation problem to get them to [147:28] engage through the material. And Alpha [147:30] Kids have been like interns and test [147:32] testing it. They're like, "Dude, this is [147:33] so fun." I'm not a gamer, but they're [147:35] like, "Everybody's going to play this, [147:36] Mr. Lemont." And it's built where it'll [147:40] be free. So it'll be free to learn for [147:42] 500 million kids in this in the world, [147:45] kids can play it after school. So even [147:46] if your school thinks edtech's terrible [147:48] and all this stuff, you'll be able to [147:50] use it at home and you're going to love [147:51] it so much, you're going to use it [147:53] instead of whatever video game you play [147:56] after school, except it's going to put [147:57] you top 1% academic performance. [148:00] >> Amazing. And these are the kind of [148:02] things when we talk about unlocking kids [148:04] potential and putting this all together [148:06] and why we're so optimistic about it. [148:07] And it does it takes a lot of capital. [148:09] They just had to raise hundreds of [148:10] millions of dollars of capital to build [148:12] this kind of stuff. We are at a [148:14] renaissance in education. It's the best [148:16] time in history to be a 5-year-old. And [148:18] every parent's going to be able to sit [148:20] and say, "My kid will be able to thrive [148:23] at levels I never expected doing things [148:26] that I couldn't do at their age." So we [148:29] have a incredible optimistic view and we [148:31] believe that it's our job to, you know, [148:33] build it and get it out to everybody. [148:35] >> I love it. What you've built and where [148:38] you're taking it is truly incredible. [148:39] And I say that both from the stance of [148:41] somebody who loves learning who also [148:43] didn't, [148:44] >> you know, well, had a period of [148:45] floundering and then found the track and [148:47] when those gears switch on, it's a [148:49] remarkable thing. And and I can tell you [148:51] want it for everybody. Yeah. [148:52] >> And um these kids sound incredible. The [148:55] guides sound incredible. And I'm just [148:57] very grateful to you for coming up with [148:59] this, organizing the team. I realize [149:01] you're part of a team that came up with [149:02] this. I understand you're the principal, [149:04] and for taking the time to come educate [149:06] us about Alpha School, because what's [149:08] more important, right? I mean, it sounds [149:09] so cliche, right? But what's more [149:11] important than like the the [149:12] neuroplasticity and learning of of our [149:14] species as they grow up and eventually [149:17] replace us? Like, this is super [149:19] >> super exciting. So, um, we'll keep tabs, [149:22] we'll put links to all the things that [149:23] are relevant to the general public. I [149:25] also have to say in listening to your [149:26] previous podcast, I'm going to flatter [149:27] you a little bit. I hope you're okay [149:28] with that. You have a remarkable mastery [149:31] of the the learning data, the [149:34] neuroscience. We didn't get into [149:35] critical periods and stuff today, but [149:36] you have a mastery of that. And dare I [149:39] say, I'm not a psychologist, but you're [149:41] super organized, but you also have this [149:43] like almost like childlike delight about [149:45] these children learning. Like it comes [149:47] through. And and and I think that's in [149:49] my experience, that's perhaps the most [149:52] important thing about any educator. The [149:54] best teachers have mastery of the [149:55] material. Yeah. But they also are [149:57] looking at the material and what's [149:58] happening with the students with the [150:00] same kind of like awe and excitement as [150:02] as the first time they learned the [150:04] material. So thanks for letting me and [150:06] everyone else experience that today. [150:07] >> Well, thank you very much. And to that [150:09] point, I had a great career before I [150:11] became principal four years ago. It was [150:12] fantastic. [150:13] >> The last four years have been the best [150:15] years of my life. And watching these [150:18] kids thrive, right, back to your point [150:19] of education, it is awesome. There is [150:21] nothing more exciting. There's nothing [150:23] more important, right, for a family or [150:25] society than this. But as an individual, [150:28] you know, and this is my appeal to [150:30] everybody who's who's listening, which [150:32] is if you want to come change education, [150:35] I can promise you this will be the most [150:37] rewarding thing you do in your career. [150:39] Like wherever you are, coming straight [150:41] out of college, in college, after [150:43] college, retired, wherever it is, this [150:47] is the opportunity to spend time. And [150:49] there's a lot of people who never went [150:50] into education, right? These software, [150:53] these game designers had never been in [150:55] education before. We're pulling in the [150:57] best people in the world who want to [150:59] help and change this and come join the [151:02] team because it's awesome. [151:03] >> Well, your applicant pool just got [151:05] bigger. So, [151:06] >> great. Thank you very much. [151:07] >> Thank you. Thank you for joining me for [151:09] today's discussion with Joe Leont. To [151:11] learn more about Alpha School and the [151:12] work they're doing, please see the links [151:14] in the show note captions. If you're [151:16] learning from and or enjoying this [151:17] podcast, please subscribe to our YouTube [151:19] channel. That's a terrific zerocost way [151:21] to support us. In addition, please [151:23] follow the podcast by clicking the [151:25] follow button on both Spotify and Apple. [151:27] And on both Spotify and Apple, you can [151:29] leave us up to a five-star review. 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