Ask me anything with Sal Khan: April 21 | Homeroom with Sal

Hi everyone, Sal here from Khan Academy. Welcome to our daily homeroom livestream! For those of you who don't know what this is or what Khan Academy is, Khan Academy is a not-for-profit with a mission of providing a free, world-class education for anyone, anywhere. Over the last many years, we've been building resources from early learning all the way through elementary, middle, high school, early college, math, science, and English language arts.

We always imagined that it would be used in conjunction with normal physical classrooms, or it could be used by students outside of classrooms, maybe students in parts of the world who might not have access to materials or certain types of courses. We could have never foreseen the situation that the world is now in, but as soon as we saw the school closures happen many weeks ago, now it seems like a lifetime ago. I know for many of us, we realized that it's our duty as a not-for-profit with this mission to step up.

So you can see here the resources that we've been putting together to essentially keep everyone learning. We've been doing things like this livestream, which is just a way for us to stay connected and answer any questions you might have. We've also been doing parent webinars, teacher webinars, and we've been putting together daily schedules for how you could structure your day, or your children's day, or students' day if you're a teacher.

We just put out learning plans so that folks can understand how they can pace themselves over the course of the next six weeks to 20 weeks. We ideally think most people should leverage the summer to avoid learning loss, allowing them to enter the next school year with as much learning under their belt as possible, as prepared as possible. That's the goal of this.

We bring on guests every now and then. I do want to give a special shout-out: we are a not-for-profit, funded through philanthropic donations. We were already running at a deficit before this, and our deficit has increased because now our load on our servers, etc., are up over two and a half times what we normally see. I want to give a special thanks to Bank of America, AT&T, Fastly, Google.org, and Novartis, who are companies that have stepped up just in the last few weeks to really support our response to the school closures, and of course our longtime donors who helped Khan Academy exist.

But we do need more support, whether it's an individual who is able to give $5 or $10, all the way up to a corporation. Everything helps and allows us to support more folks, especially people who might not otherwise be able to afford or have access to resources like that.

So today, we're going to just do another "ask me anything." We have some exciting guests tomorrow; we have a Vice President from the College Board to answer questions. I know there's a lot of questions around the SAT and implications for when the testing dates are and implications for college admissions. We're going to have a very robust conversation about that tomorrow.

But for today, it'll be more of me, and Dan, my colleague, is going to help support just any questions you all have. I know there were a ton of questions from yesterday. We can answer some of those, but I'm happy to take any questions you all have.

Let's see. I have this one question I'm seeing from YouTube. Nikhil NGO vendor says, "Hi Sal, I'm currently working on a project that requires you to build an app. Could you please give me any suggestions or ideas on building an app?"

Well, this is interesting! If anyone else has suggestions or ideas for Nikhil's app, feel free. And Nikhil, whoever suggestion you take, you know you owe them a cut, and if you leverage ours, donate to Khan Academy.

So, app ideas. You know, it's funny; I’m always intrigued by people. On previous livestreams, people ask, "Sal, if you weren't working on Khan Academy, what other things would you want to work on?" I'm fascinated by anything that can help make other people have richer lives or maybe explore that whole side of happiness.

I had thought about— and I'm not aware if anyone is building it—an app that helps build relationships. It could be relationships with friends, coworkers, or partners, where you're able to essentially rate how you feel about that relationship. Then, you can benchmark your relationship relative to other relationships, because you would have the data on how other people are feeling about the relationship.

So, I think that could be an interesting app. If you're in a corporation or in a school, you could measure kind of team health or sentiment. You could imagine in a marriage setting, you know, things that go on in marriages—people normally try to keep it behind closed doors, but they don't know: are we in the bottom quartile of marriages? Are we in the top quartile of marriages? Do we argue an average amount?

I think there's something interesting there with parents and children; you know, is this level of angst that we're experiencing normal, or isn't it? If every parent was rating it, maybe there's something interesting there. So that's one idea—a fun idea—and I actually think it could have legs behind it. I think there could be interesting apps around just understanding yourself better.

You've seen kind of these personality type apps, but I think there are things that could complement mental health research—things about activities or things that you can do that will improve your well-being. I think there could be interesting apps for folks to help each other either with some type of volunteer work or help tutoring each other.

So, those are the types of spaces that I’d be interested in if I were making an app.

From YouTube, Kate Grave asks, "As a pre-service teacher, I was wondering how to implement collaborative learning through remote learning and what does classroom management look like in this scenario?"

It's a great question, Kate! The world is figuring it out, and I won't claim to be the expert here. I've actually worked with a couple of teachers and a couple of school districts trying to figure it out myself. I've tried to run a few sessions myself. The only tips I could give you, based on my limited experience here with running real live virtual sessions, are the more interaction you can get, the better.

I think, as you can imagine, that's always a best practice, even if you're in person, but especially if you're on a Google Meet, Skype, or Zoom session, it's that much more important to pull out responses from everyone who’s there because if you don't do that, it’s essentially equivalent to a video, and then you might as well be a video.

So I would say try to get as many responses as possible. Depending on what platform you are using, there are techniques; you can mute everyone so you don’t get all of their noise, and then you can call on people. Say, "Well, what do you think?" You know, I know Zoom has gallery view, which is a really nice way of saying: especially if you can fit everyone on screen, you can say, "Okay, does anyone have a question?"

You can ask how many of you support the proposition and how many of you are against it. I think that type of interaction really keeps the conversation going. One thing I do— I do this on the weekend with friends where we try to talk about, just you know, how do we become better people—when I finish the sessions and I'm usually the moderator, I go through all of the tiles on Zoom and I make sure that I get a response from everyone.

I just say, "Hey everyone, 30 seconds, one minute, what's your takeaway from today? How are you going to try to be different or observe things differently over the course of the next week?" So those are practices that I've seen work reasonably well in a Zoom or Google Meet type scenario.

You've mentioned yesterday about approaches for kids who are either afraid of math, or you know, are scared about tackling that subject. We have a related question. You talked about the process, but we have a question from YouTube from Shockblast YT. "Hi Sal, what's your opinion on growth mindset?"

Yeah, that's a good question, Shockblast. For those who don't know, growth mindset is the idea that you can either have a fixed mindset or a growth mindset. A fixed mindset means you think you either have the ability or you don't. Let's say in math; you might say, "I'm a math person; I’m gifted in math," or "I’m not gifted in math; I’m not."

That's a fixed mindset. Whether you have a positive or negative fixed mindset, a growth mindset doesn't say that you’re good or bad at something. A growth mindset would say, "Well, I don't know how my capability is. The only way I'll be able to push the envelope is if I'm willing to try things, and I’m willing to step out of my comfort zone, and I’m willing to fail every now and then. When I fail, I don't just try to run away from that; I reflect on why I failed and how I could do it better next time."

And then I can keep going. As you might imagine, research has shown there is a strong correlation between growth mindsets and success in the field. You might think, okay, I could get how the underconfident fixed mindset people— they're kind of psyching themselves out saying, "Oh, I'm not good at this subject; I'll never be," so they don’t even try.

But even the confident, or confident fixed mindsets, also don’t do well. If in your head you're like, "I am genetically a great math person," what happens with a lot of those folks is when they are faced with a challenge, they don't want a data point that might undermine their self-perception. They actually might not tackle the hard problem because it's like, "Well, what if I get the hard problem wrong? Or what if my friends see that I can't do it? Then that's going to undermine my self-perception."

If you’re not willing to try that more difficult thing, you're never going to grow, and in the end, you're not going to do as well as a person who said, "Well, I’m just always going to try things. I’m going to try to tackle it, and if I fail, I’m going to see how it goes."

It's not only that there's a strong correlation between growth mindset and success in life; but I have to say, everyone that I know in life who’s done well in a domain has a growth mindset about that domain. There are exercises or things you can do to build your growth mindset.

When you realize that your brain is like a muscle, the more you use it, the stronger it gets. When you get questions wrong and reflect on it, that’s actually one of the best ways to form neural connections that help you build a growth mindset.

A lot of what we talk about at Khan Academy is the notion of having as many shots on goal as necessary. When you go practice exercises on Khan Academy, it’s not like you just do five exercises and you got an 80%. We move you on to the next thing. You can take that quiz, that unit test, that course challenge, that mastery challenge as many times as you want.

Our team has painstakingly put many items there, so you're unlikely to get repeat questions. You can get as much practice and go from a 60%, 70%, 80% to 100%. Our view is that the notion of mastery learning and growth mindset go hand-in-hand. A fixed mindset world is, "I got a C on a test; I guess I'm just a C student; I'll move on with my life."

While a growth mindset will say, "I got a C on a test; let me try again." That's essentially mastery learning; let me try to get it and turn that into an 80%, 85%, 90%, or 95%. So it's something we hold very dear to Khan Academy, and I also think it’s a very important mindset.

I have to be frank; we all have growth mindsets hopefully in certain domains of our life, and in other domains, we might have developed fixed mindsets for better or for worse. It’s good to be reflective on where we do have those fixed mindsets and how we can deprogram ourselves a little bit.

Let's see, there’s a question from Elliott H. Elliott asks, "It feels like we're getting to know each other. Fast good questions go. You always refer to me as Dumbledore, Sal, which I find very flattering. You emphasize breaks to not overloading you yet you did just the opposite as a student and a young man; is this do as I say not as I do? How much must one work to be an innovator like you?"

Alright, that's a good question! I like questions that point out potential hypocrisy on my part, or at least perceived hypocrisy. So you're right on a certain level. If I were to at least look at the narrative I have of my own youth: in elementary school and middle school, I was a decent student. I essentially did, for the most part, what I was asked to do. Even my freshman year in high school, I was a decent student, but I wasn't the student who was really, I guess you could say, gunning in some way.

But then in my sophomore year, I started to kind of wake up to the realities of the world and said, "Well, you know, if I want to be a little bit more ambitious, I have to apply myself more. It can't just be me kind of calling it in and doing what’s necessary." So that is, I did become a little bit more serious. Anyone who knows me back then knows that I actually wasn't that serious of a person.

I like to believe I have a playfulness about things, but I got serious about my life. My mom was a single mother; she raised me and my sister. She worked as a cashier at my uncle’s food store at that time, so she wasn't making a lot of money—around $16,000 to $17,000 a year. I was on free and reduced lunch, so I had a little bit of fire in my belly to say, "Hey, you know, I want to live like some of my friends whose parents were professionals. They had health insurance and houses," and so that was a little bit of a fire in my belly.

Through the end of high school and early college, I did always try to push myself. I'll admit, sometimes I kept adding, adding, adding, and at points, I thought, "Maybe I pushed a little bit too hard." I'm guilty of that today, too. Even with the work at Khan Academy, if anything, it’s now the pressure where it looks perfect. I’d say, "Oh, it looks all perfect; I’ll just take a break."

There’s something about the further you go; there’s a little process in your brain that says, "Oh Sal, you can’t relax now; look at how much there is to do!" So you keep layering on more and more, but then you should also start to appreciate if you layer on a little too much. That stress, that anxiety, the relationships that you have—they can slowly break down.

If you're not super observant about how much you're redlining, you can have fully broken the engine. One of the things that I've learned—and you often learn it through experience, but hopefully you don't have to learn it fully through experience—is it's fine to challenge yourself. It's a growth mindset; keep challenging yourself.

Don’t beat up on yourself if you fail, but at some point, if you feel like, "Wow, this is starting to affect my well-being; it's starting to affect my relationships; I can’t handle this level of intensity for too long," that's a good sign for you to take your foot off the pedal. In some circles, it can kind of be viewed as a sign of weakness, that "Oh, they're not so intense," etc., etc.

But the reality is anyone I’ve known who's done well—yes, they might push themselves, they have a growth mindset, they're stepping out of their comfort zone, they’re willing to try things and fail, but they have a very good sense that this is a marathon. The people who do well aren’t the people who just pull five all-nighters in a row and then burn out; they’re the people who are able to keep whatever they’re trying to achieve going for long periods of time.

That’s something I remind myself, and that's what I would remind all of you. Figure out what your capacity is, what you can do. Don’t forget to always leave a little bit of margin of safety; that extra flex space to recharge—and then, you’ll be well-equipped for the marathon to speak.

I have to say, even in college, I was very, you know, I probably called myself lazy at the time. I did make a point to ensure I had time with friends, that I was getting the full college experience, that I wasn’t just trying to optimize a grade or something like that. I'm so glad I did, because frankly the things I remember from college are much more about the connections I made, the conversations I had with friends. My wife and I met in college, so it's a great outcome!

I don’t remember a lot of the classes I took or whether I got an A or an A minus or a B in a class. You definitely need to make space for all of those aspects of life. But good question! It’s always good to call people out on whether they’re not being consistent in their advice with how they live.

From YouTube, Susannah Garcia Dominguez asks, "Susannah, I feel like I’m getting to know you as well. You can skip a lot of good questions. In light of these health initiatives, do you think elementary schools are getting too big? For example, schools that are 400 plus students?"

It's a mature question. I don’t know; I'm not an expert on this. Based on your question, it sounds like you might be asking about the epidemiology of it. If you put more than 400 kids in a room, are they going to be spreading diseases and whatnot? I don’t know.

My intuition is that it's less about the number; it's more about how the school is structured. But I would say generally speaking, it is nice—the more attention, especially young kids can get from parents, teachers, and other students—the better. So yeah, I could imagine if classes get too large, that can be not ideal for kids’ development or feeling supported and things like that.

From YouTube, Miss Melissa Gutro asks, "What is the best way to assess students during this time of remote learning? I'm well aware that students cheat."

So, it depends on what you’re trying to do assessment for. You know, we’ve actually had conversations at Khan Academy and I’ve had conversations with other groups that are trying to assess student learning.

Khan Academy is actually a very good way if you want to just understand where either you, as a student, are, or if you have a child, or if you’re a teacher and you have students. Have them work on the course challenge on Khan Academy, do the unit tests on Khan Academy, or just say, "Hey, get as far as you can in your grade level of course," or whatever they need to work on on Khan Academy.

That level of mastery, that percent completion, that’s a really good assessment of where they are in their learning path. We've done multiple studies showing very strong correlations between progress on Khan Academy, mastery on Khan Academy, and other third-party benchmark assessments.

If you just want to get a read of where someone is, I think you have the tools. If you’re thinking about how do I give someone a grade, or how do I give them a score that might impact college admissions or give them a credential of some kind, then the stakes do get higher. To your point, there’s a subset of folks who might be tempted to cheat in that scenario.

There are ways to minimize that cheating. Obviously, cheating can happen in any scenario; when you go to a class, I remember in college where you go to the gym and there are 300 people taking a test—they never checked our IDs so if someone wanted to cheat, they could. You often hear they’re really just cheating themselves.

But I think in this online world, I’m a big believer in kind of honor codes; you tell people, "Look, sign this document, you know you will not cheat. We have you on video saying that, and if you cheat and it's discovered you’re cheating, the penalties are very high."

I think that's one way to do it. Another way is I think you could do some light proctoring even in the social-distanced world where you say, "Okay, everyone, if you want to get credit for this thing, maybe use Khan Academy; come onto Zoom or Google Meet on this day, and I will proctor y’all, and I will observe you while you're taking this."

Now, it's not going to be completely foolproof; a student might have a sibling off-camera whispering into their ear something, but there’s no such thing as foolproof. You really just want to get you know a 90% or 99% solution.

I think you don’t want perfect to be the enemy of good. I believe most students want to do what’s right; they don’t want to cheat. Especially even the ones that might be a little more ethically ambiguous about it—they’re ambivalent about it. If you have some penalties if they’re discovered cheating, you know, we just had David Coleman on about the AP test and they are taking that route, they are taking a lot of security measures.

But at the end of the day, if a student is discovered cheating, plagiarizing, whatever, there are severe cautions for them in life. Hopefully, some of what happened with the Varsity Blues scandal and these college admission scandals has shown people that the downsides of even attempting to cheat can be pretty large. Ideally, your ethics or some degree of conscientiousness keeps you from cheating, but if you’re afraid of outcomes, then keep in mind they can be bad.

From Me to Pushy Jane asks, "Hi Sal, what factors of ed-tech need to change to help in situations like these, especially to help kids who have no access to school?"

It's a great question. The big one—the obvious one—is access. As your question implies, you know, that’s not something that we at Khan Academy have been directly able to do. We can't source laptops and give people free internet access; that’s not what we do. We are dependent on that, somehow, existing.

What we've been seeing because of the COVID crisis in schools—especially in places like the U.S.—schools have actually done a really good job over the last 10 years. There have been government programs like E-rate that have made internet access and devices much more common in public schools.

What this crisis highlights is the inequity at home is now a major issue. It's always been an issue, but this really makes it stark. It’s not just inequity to access something like Khan Academy; it’s also equity in terms of, in this time of social distancing, to stay sane—you want to be able to connect with friends and family over a Hangout/Zoom session, and if you don’t have internet access, it’s going to be very, very difficult to just feel connected to others.

Right now, we're seeing some really good programs out there. One of our guests we’re going to have later this week is Ray Dalio. Ray and Barbara Dalio have sponsored 60,000 laptops for low-income high school students in Connecticut, and they’re working with telecom providers to get them free internet.

We had Dr. His Sous Ja Ronn from Clark County, which is greater Las Vegas—this is the fifth largest school district in the country; they did a really great job of first distributing laptops to their seniors because those students that needed resources most. Then they got another 40,000 laptops that they were able to distribute to all of the students who needed them, and they had partnerships with local cable companies to provide free internet access.

One of our partners at Khan Academy, Comcast, is offering free internet access to students throughout this crisis. The good thing is many actors, I believe, are doing the right thing. My hope is that this doesn't just happen through this crisis; that the crisis is the catalyst that makes everyone think very seriously about it.

As we exit the crisis, people realize that it's not just a nice-to-have for students to have internet access—or anyone to have internet access. It really is approaching a modern human right, like clean drinking water or shelter. If you get that part solved, then I think EdTech goes into, "Okay, how do we make sure that students can stay engaged? How do we connect what happens in EdTech or online and make sure that it works and is cohesive with what can happen in the physical environment?"

I don’t view these things in tension with each other; I think online should be able to seamlessly integrate into the physical classroom. But in times like a crisis, you could lean more heavily on the online, like we’re going through right now.

I think there are interesting questions, like we just had about how can things like assessment occur, credentialing occur online, especially when there's maybe larger fear of cheating. How do you connect online experiences and mastery achieved online through to real opportunities?

I think all of these are interesting frontiers. I'm also fascinated—you know, we had an earlier question about apps to create. I’m fascinated by this idea of leveraging online— a lot of Khan Academy right now, you could view as asynchronous, which means everyone’s learning at their own time and pace.

But one of the dreams for Khan Academy— and I wrote this in one rule schoolhouse— are there ways to connect people who are willing to tutor, who are willing to teach a subject, with people who need that support? It’s great that we have videos; it's great that we have as much practice and feedback as you need. It’s great that you have hints and get the solution to any problem. But we know you still might be stuck, or you still might need a pick-me-up, or get a little bit motivated.

There's nothing like an amazing teacher, tutor, or just someone who cares to help you out in that moment. I would love to leverage technology to actually create more richness in human interactions.

From Facebook, Kevin Rodriguez asks, "Hey Sal, are there any plans of adding topics about environmental education, renewables, and climate change, or sustainable development on Khan Academy? Many of us in the youth climate movement would be delighted to help out with that."

Kevin, that's a great question and it’s a topic we've talked about a lot here at Khan Academy. One of the interesting challenges is there are topics that are very current and very relevant but if we create an amazing course on that, and you know who knows, if you don't connect it— and this goes to the previous answer—you don't connect it somehow to what's going on through students' academics, their schools, credentials, etc., it might not be used by everyone.

So, what we're trying to figure out is are there places— say, in science, middle school science, for example—where these important ideas about environmental science could find a home? People can understand the world through that lens of critical thinking through the lens of science. I think it could be really interesting.

We actually have been soliciting from potential philanthropists if folks wanted to fund that type of content at the middle school level and high school level science. You know, Amgen has been a great partner of ours, sponsoring content at the high school and early college levels—things like biology. We're looking for partners who can help sponsor some of that content at that middle school or even elementary school level as well, which I think could touch on a lot of what you just talked about.

Let's see from Facebook, Stacey Rosenbaum is asking a similar question: "I'd like to see more science and social studies on the elementary end of the spectrum." We would too, Stacey! The simple answer is we are. We’re always looking for funding for folks who might be interested in sponsoring those types of courses. So, let us know.

Sometimes we dig into reserves to try to build out these courses regardless and hope that someone will fund it. But these are the types of courses that we definitely want to add on Khan Academy.

Let's see other questions here. I have a question from Laura Verdean on YouTube: "You helped me not only pass but do a great job on my college physics courses." Oh, that's good to hear, Laura! "How did you learn to explain concepts so well?"

Well, thank you that you found it useful! What I think—and I don't know for sure if folks are resonating with content that I or other team members have created—I try to think out loud when I do videos. I try to be very transparent with my thoughts.

Even in this "ask me anything" format, I hope you can tell I’m being very transparent with my thoughts. I'm not being Machiavellian, trying to say, "Well, what do people want me to say? What is going to be the most polished or professional?" I'm like, "Okay Sal, yeah, that’s probably the truth, just share it with folks."

I try to do the same thing when I'm teaching on Khan Academy. I think a lot of times, if you look at a textbook or even sometimes in a lecture, it all seems scripted and very perfect, but it's not exactly how people think.

Oftentimes, it’ll skip steps; it doesn't connect to what you might already know. When I try to do something on Khan Academy, my brain while I'm doing the video tries to do all of those things. Some of those insights are things that my brain is just surfacing in real-time. I didn’t plan on it; just say, "Hey, that's interesting that the computer science information theory version is actually mathematically identical to entropy in the chemistry kinetic theory ideas!"

What is it saying about information? Just trying to draw these connections that just might happen in your mind. I think hopefully, when people listen to that, they’re like, "Oh, this person is actually here with me!" Even though, it is asynchronous; we’re not actually at the same time together, but you're like, "Oh, I can kind of get into the mind."

I’ve seen some folks who are making lessons; they wanted to be so perfect they script it out, they skip the steps, and they sound very professional. They’ll say, "The next step in this process is when the mitochondria..." but that's not how we talk in real life.

When you hear that kind of GPS device type talk, our human brains don't feel so connected to it. I don’t know if there’s a secret sauce to Khan Academy, but those are some of our intuitions.

We try to keep it intuitive; we try to keep it very informal. When I make content, I don’t view it as, "I’m someone who knows knowledge and you are someone who does not know knowledge." I view it as, "Hey, we're both people, and we are both equals. We have to respect each other.

I might right now just have a few insights that you don’t have yet." I think whether you're talking to a five-year-old or a 50-year-old, treating people with conversational respect—don’t talk down to them, and also don’t talk above them—might help, and it de-stresses the interaction.

Anyway, I don’t know what we are—we do try to glean some of this, because obviously as we grow and scale and add more content, we do want to get better at some of these dimensions for our content.

It looks like we're all out of time! This is super. Actually, I might answer one more question. I just saw this; it seems really interesting. Sixtus 106 and Sixtus, you've had several questions, which are very good. Thank you!

"What do you think we will say when you look back at this time?" I think that's a great question to finish today’s session, today’s livestream on. You know, the time we live in, and we don’t know how it’s going to play out over the next few months, is for sure going to be one of those times that happens every few decades that people will refer to for decades to come.

We're all going to be telling our children, and other people's children, and our children's children about this time. Our children who are alive today are going to tell their children about it, and they’re going to talk about how it changed society.

You know, you can go back to things like World War I, the Great Depression, World War II, the Cold War—which is over a longer period of time—the Vietnam War. People all have memories of that and how it changed society in certain ways. You can also think of events like 9/11.

I’m speaking from a very American-centric point of view, but you can imagine in other countries there were traumas that their countries went through that had lasting implications. Many of them might have been negative; many of the lasting implications might have been positive. They might have, somehow, put systems in place so that these things wouldn’t happen again.

I think that will be a lasting consequence in terms of what those changes are. I talked about this in another livestream; I think it’s making all of us appreciate the things that really matter more.

We all get caught up in the rat race of like, "Oh, I need to get into this college and get that grade and get this job, and then I need this title, and I need that office, and I need that type of car, and I could use a little bit more square footage in my house." Then people will think that I’ve really succeeded, and I could dress a little better.

Whether we admit it or not, all of us tend to get caught up in that. Some of us, to a large degree, get caught up in that, and I think when everything just comes down to your health, how do you protect your family, how do you protect society?

There are people who’ve lost jobs, and they don’t know how they’re going to buy food next week. It’s sobering, and it can be brought home in healthy ways that makes you realize what’s really important: connections with family and friends, your health. That's what’s important!

There’s no reason to stress yourself out and give yourself a heart attack over getting a corner office or getting into a certain school, when that thing matters way less than your heart health. If there's a silver lining that comes out of this, it regrounds all of us on what really matters in life: staying connected, learning, and appreciating what it means to be alive and be a human being.

So with that, I'll let everyone go. I’ll see you all tomorrow. Tomorrow, we will have a great guest from the College Board to talk about the SAT, and I look forward to seeing you tomorrow and in future days.