Joe Liemandt

In the Austin market, that's basically double the pay.

You're going to go get great talent, and you're going to get great talent not just in teachers.

So we can go get people who are the best teachers in any teaching one, but you can also get people who aren't traditionally teachers.

That's very much what we believe the core of it really is.

Students want these great teachers and you don't have a class size problem.

The economics of a school are based on fundamentally how much do you pay the teachers and what your class size is.

We have some other economics like our AI and our workshop costs, but fundamentally that's driving the economics of schooling.

And so the lower grades, we have low tooling, which is, you know, you're going to have five students per guide.

But as you get older, what you actually find is students don't want that.

By the time you get to middle school, they're like, Mr. Limon, you know, I'm an adolescent.

I don't need all these guides around.

They want more freedom, but the ones they want, they want really high caliber, awesome people who are going to know them and motivate them and hold them to high standards.

There's two parts to it, I guess.

Sort of the individual level and then the systemic level, which is part of the feedback loops that are really important.

And the biggest yet to be proven part is we need to scale this.

We need to scale this.

We need to get this out to a billion kids.

And so how are you going to measure success?

And so I always look at myself as I'm a product person, but then, okay, how do you put in the systems that allow it to scale?

And the key to the system's scaling is the feedback loop that you know what's going on.