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  • - And I have an exciting addition

  • to these live streams to this daily homeroom.

  • Which is a team member from our group

  • that partners with schools and districts and press,

  • to get communications out to parents

  • and that is Dan.

  • Dan are you there?

  • There's Dan!

  • And he's gonna help us out,

  • try to answer our questions together.

  • He's also going to be looking at the message boards

  • on the various social media channels

  • that this is being streamed out to.

  • To try to surface up the questions

  • that might be useful for as many people as possible.

  • Just to get everyone up to speed on what this is,

  • especially if this is your first time,

  • Khan Academy is a not for profit with a mission

  • of providing a free world-class education

  • for anyone, anywhere.

  • For many years we've been building resources

  • for students both in the classroom

  • and outside of the classroom.

  • Resources for teachers inside the classroom.

  • For parents so that they could learn

  • all the core or most of the core academic skills

  • from starting with Pre-K with Khan Academy Kids,

  • going into elementary level Mathematics,

  • English and Language Arts.

  • We just launched some English and Language Arts content

  • going into middle school then high school,

  • Math, Science, Humanities.

  • And even things like free SAT practice

  • that we've partnered with the college board.

  • And when the school closure situation became a reality,

  • we realized it's our duty to step up even more.

  • And so we've been trying to create more and more supports

  • for teachers, parents, and students,

  • to navigate this crisis.

  • Last week we released things like daily schedules

  • for students of different ages.

  • But think about how can you put all of these resources

  • from Khan Academy and resources from other players

  • together into a very coherent schedule

  • that can be something that bridges us

  • until schools reopen.

  • We've been doing webinars with teachers and parents

  • to get them up and running.

  • And we've been doing this.

  • This live stream which we're calling a homeroom.

  • Which is away for all of us really to feel connected,

  • answer each other's questions.

  • It's a way for us to get feedback

  • and ideas from all of you.

  • Actually we are now with our three kids at home

  • and I told my wife some of the ideas

  • about we just gotta stick through it.

  • Well one of the home school parents told me that

  • on our homeroom live stream.

  • So it's just a way for all of us to feel connected

  • in a time of social distancing.

  • A little bit of community interstitial tissue

  • as people work on their various,

  • their various resources.

  • And so with that I encourage you,

  • students, parents and teachers,

  • put your questions, your comments, your ideas

  • on the message board below,

  • wherever you're seeing this.

  • Whether it is on Facebook.

  • Whether it is on YouTube or Twitter.

  • And we, Dan and I are going to get to 'em

  • and try to answer them.

  • And I'll start with a few quick ones.

  • See this is from Sonya, "Sal will you be making anymore

  • meditation videos, maybe one for parents and for teachers?

  • I need these now more than ever.

  • You could even read the phone book."

  • Well that's very generous

  • that you'd be willing to listen to me read the phone book.

  • I think you would get tired of that.

  • But no that's a good catalyst and I would love to do that.

  • For those of y'all who don't know,

  • I've gotten serious about meditation over the last

  • couple of years and you know meditation

  • can evoke different images in a lot of people's minds.

  • A lot of people view it as a spiritual thing

  • or a religious thing, but here we're just talking

  • about it in the most general possible way

  • which is just a tool kit to help

  • for us to become aware of our thoughts

  • to help still our minds.

  • For coping with some of what many of us

  • are going through right now.

  • And you know the first meditations we put out

  • this is actually only a few weeks ago.

  • Were student meditations for dealing with things

  • like stress and procrastination.

  • Many of y'all know that stress and anxiety

  • were already at record highs for a lot of

  • especially high school and college students.

  • Especially when it comes to test taking.

  • And so we wanted to help with that.

  • But this is a great idea Sonya.

  • I think we'd wanna do that.

  • Let's see.

  • We have Leo, says the question, "In a unit test

  • or course challenge, are they more difficult

  • than other questions?"

  • Good question, Leo.

  • So today, the way Khan Academy works is,

  • when you do an exercise,

  • the exercise might ask you to do five questions,

  • it's actually coming from a pool of 20 or 30 questions.

  • And so and whether you're doing an exercise,

  • a unit test, or a quiz,

  • it's coming from various pools of questions.

  • When you're doing unit tests

  • you're doing multiple skills.

  • So let's say a unit test has 15 questions in,

  • or 10 questions in it, it will then be sampling

  • from a pool of 300 questions.

  • It is possible that you see questions

  • that you have seen in the skill-focus practice

  • or the quizzes, or if you're taking a core challenge,

  • in the unit task, but it's unlikely, in fact,

  • it's very unlikely that you're getting a complete repeats.

  • And we've been doing a lot of analytics on this.

  • We think that the units tasks and core challenge

  • are actually very indicative

  • of where you currently are in your journey.

  • We are exploring things like making specialized unit tests

  • and core challenges that can only be accessed in that way.

  • But we're thinking about whether that will,

  • whether that will actually

  • be significantly better than what is there,

  • but that's the current thing that you have.

  • Questions from Dan, I think Dan's got some stuff

  • to share with us.

  • - Hi, thanks, Sal.

  • So, we have a great question from Shala Karimi,

  • apologies if I pronounce the name.

  • "I (mumbles), do you have any recommendations

  • on easy chapter books?"

  • - I don't have recommendations on easy chapter books,

  • but we have published resources

  • in our daily schedules for students.

  • So if you go to, you can just go to khanacademy.org,

  • there's a link to access the daily schedules.

  • If you're looking for easy chapter books,

  • I'm assuming that this would be probably

  • for elementary school aged students

  • who you wanna get ramped up reading in chapter books.

  • We have a link to a reading list

  • from experts on this subject for different grade levels.

  • And so I would got to that schedule,

  • click on that reading list on the part

  • where we talk about reading practice,

  • and then you're gonna see a list

  • of great easy chapter books.

  • One thing I recently found out from another parent

  • over the weekend, my wife told me about this,

  • is that it sounds like Audible,

  • that's the part of Amazon that has books on,

  • I guess, audio, that they've opened up

  • their kid section for free.

  • So I would also look at the kid section on Audible.

  • I think you'll get some really cool books

  • that your children can fall asleep to,

  • or might even be fun to,

  • everyone sit around the couch and listen to it together.

  • So those are my two starters to get you started

  • on the chapter books.

  • - Sal, I would add the team's actually putting together

  • a reading list and hopefully,

  • we're hoping to get that out next week as well,

  • broken up by age group and everything, so.

  • - Awesome, yeah, so you can use those resources

  • we have linked to, obviously,

  • Audible is audio versions of it, and as Dan just mentioned,

  • we're gonna make even clearer reading lists by grade level

  • in literally coming days.

  • - Question, Sal, from Mathematics C,

  • and this is really important one.

  • "Why are getting questions wrong so important?"

  • - So, getting questions wrong, and obviously,

  • you don't wanna get a question wrong

  • if you can get it right,

  • it's not like that's gonna do you any good.

  • But, a lot of times when you do anything in life,

  • whether it's math or free throws, anything,

  • when you fail, we oftentimes kind of beat up on ourselves,

  • sometimes get discouraged,

  • it hits our ego a little bit, our pride.

  • I'm like, aw, maybe I don't need to do this thing,

  • and you're oftentimes tempted to disengage.

  • And the thing to remember is,

  • that those times that you've failed,

  • you're kind of discovering your edge.

  • And it's when you operate in your edge

  • that you're going to grow the most.

  • And so there's even been research studies

  • that when people fail at something,

  • let's say a cognitive task like a math question,

  • but then they reflect why they failed, why they got it wrong

  • and how they could've done it differently,

  • that's actually when you form (mumbles).

  • Those of you who are familiar with things

  • like weightlifting oftentimes you'll hear people say,

  • oh, you should do some reps until failure.

  • Failure is a good thing,

  • it shows that you've had a real workout.

  • Sometimes failure has been stigmatized

  • because you're like, oh, if I fail a test,

  • that's bad, I got an F, or if I got a bad grade,

  • or if I get questions on a test,

  • and then it reflects on me.

  • And that's why at Khan Academy,

  • I just described how our items are created.

  • We wanna give you as many chances as possible

  • to show that you can become proficient in a concept.

  • And so, it's not that when you do it once,

  • you got 80%, you got 20% wrong,

  • all of a sudden you're just labeled 80% student forever.

  • You can keep going at it.

  • This idea generally speaking is called mastery learning,

  • it predates Khan Academy.

  • Many advocacy studies showing

  • that it can accelerate folks' learning.

  • It was just hard to implement, historically,

  • if you didn't have some tools

  • that can have almost an infinite number

  • of questions give you immediate feedback,

  • and be able to personalize the individual student's pace.

  • But that's why failure, when you fail on a question

  • that you can kind of engage in, you should reflect.

  • That's when your brain growing the most,

  • and you just have to reflect on why you got it wrong.

  • And then you're gonna, you're gonna

  • your growth will only accelerate.

  • Dan, more questions?

  • - Questions, yep, we have a question from Rebecca Dullah

  • who ask, "Will there be more classes

  • using Disney and Pixar resources?"

  • They're one of the more popular ones on our site.

  • - Yes, so for those of you who aren't aware

  • of what Rebecca is referring to,

  • we've had a partnership with Disney/Pixar,

  • I think with launched it about five or six years ago

  • where the Pixar team in particular said, hey,

  • wouldn't it be cool if we could help expose students

  • to how math, storytelling, and other things

  • are part of the movie creating process.

  • And so we have this thing on Khan Academy

  • called Pixar in a Box.

  • And you can view it as an enrichment,

  • but you can see how coding, how math, how writing

  • are essential for creating some of the movies

  • that we all know and love today.

  • Rebecca, to answer your question,

  • so we have Pixar in a Box,

  • we don't have any plans right now

  • for any new content like that,

  • but definitely, keep us posted.

  • What are the things you like about Pixar in a Box?

  • What are the things you want more of?

  • And obviously, we can always consider possibilities.

  • - So Sal, we have a question, it's pretty relevant

  • with school closures happening all over the world.

  • TJ (mumbles) asks, will Khan Academy try

  • to accommodate other countries' different subjects?

  • - So, great question, TJ.

  • The simple answer is, yes, to a certain degree.

  • I just had a interaction with our team in India.

  • We actually have a decent size team, by our standards,

  • about 14 people in India.

  • And I was asking them how they're responding

  • to school closures there.

  • And they've been doing very similar things

  • to what we've been doing in the U.S.,

  • publishing schedules, being able to do more supports

  • for teacher, parents, and students.

  • And so those are obviously linked into Khan Academy India.

  • There's also a fully Spanish version of Khan Academy,

  • es.khanacademy.org that is used

  • in much of the Spanish speaking world.

  • I think this is a good push.

  • Everything is so fluid, for all I know,

  • the team might have already done it,

  • but a lot of the resources we have in English

  • we wanna make sure that they're gonna

  • be available in Spanish as well.

  • So that will serve a lot of the Spanish speaking world.

  • With the same in Brazilian Portuguese,

  • we have a lot of usage in Brazil.

  • We have 40 informal translation projects around the world

  • in other languages.

  • And so I look forward to coordinating

  • with all of these, what we call, our language advocates

  • and see how we can get similar resources

  • in those geographies.

  • They're gonna be, in certain languages,

  • we only have things like math vocalized

  • in other geographies like in Spanish speaking Latin America,

  • we have much more localized.

  • But that's a really good push, TJ.

  • - Yeah, I would add that our content in Brazil

  • is also standards aligned, it's aligned

  • to the BNCC standards.

  • So we're covered not just in the U.S.

  • So Sal, we have a great question from Yen Bow who asks,

  • this is gonna be a question that pops up frequently,

  • "How can I not be distracted?

  • What's the optimal amount of time

  • to study for a given subject?"

  • - That's a good question, and I'm always asking it myself.

  • You know, there's an interesting, we had a researcher,

  • I believe we published the video

  • that came to our office about a year and a half ago.

  • And she's pioneered something called the, which I,

  • she spreads word about what's called the Pomodoro Technique.

  • It's called that because it's based on a,

  • it was started by someone using a timer

  • in the shape of a Pomodoro tomato.

  • And the Pomodoro Technique is,

  • is give yourself a fixed amount of time,

  • let's call it 20 minutes is what a lot of people talk about,

  • and you get to set a timer, obviously,

  • it doesn't have to be a timer

  • in the shape of a Pomodoro tomato.

  • But a timer, you can do it on your phone,

  • you can do it on a computer for 20 minutes.

  • And say, okay, for this 20 minutes,

  • I am going to do focused work on whatever I need to work on.

  • And then, after you're done, set the timer again

  • for 10 or 15 minutes to give yourself a break.

  • And actually force the break.

  • Sometimes after 20 minutes you feel like,

  • oh, I can keep going, I'm in the zone, so to speak.

  • And obviously, if you're really in the zone,

  • you don't need to stop,

  • but by knowing that you have that break,

  • it actually makes that 20 minutes a lot more focused,

  • and a lot more productive.

  • I know sometimes when I have large blocks of time

  • and it's unstructured, I kind of can easily procrastinate,

  • find things to delay with.

  • But then all of a sudden if I say, oh wait, wait,

  • I have a mtg in 30 minutes, let me finish this right before,

  • then I can be very focused.

  • So that's kind of in line of the Pomodoro Technique.

  • I think on top of that, especially with things

  • like school closures and social distancing,

  • the more that you can find a dedicated part of a desk

  • that you associate with doing work, you only do work there,

  • ideally, if you have enough space, it's quiet, etc.,

  • that would be a great addition as well.

  • But I think it's, make a list of the things you need to do,

  • have a schedule, we've obviously published some schedules,

  • adapt them to your needs, and then set that timer

  • and say, okay, this is my moment, I'm gonna do this.

  • When you do it, create a little check list.

  • It'll get a little dopamine hit

  • with the neurotransmitter that makes you happy

  • when you get that sense of accomplishment.

  • Then give yourself that break, that's important.

  • Especially in times of social distancing,

  • try to get a little physical exercise.

  • If you can go outside, go outside.

  • Go for your walk with the social distance norms.

  • And then you come back and you'll be

  • that much more energized to have another 20 minute session.

  • - So Sal, we have a Math and Science teacher,

  • Samir Mijar and he asks, "How can Khan Academy

  • be helpful to me as I teach my students?"

  • - Well, that's a big question, Samir.

  • If we were talking pre Covid-19,

  • and what I'm saying is still true with Covid-19,

  • and hopefully post Covid-19,

  • our whole focus was to support teachers like you.

  • And every teacher we talk to talked about the scenario

  • that they get students at a certain grade level,

  • every student has different gaps.

  • Some of them are ready for the material,

  • some of them need to remediate the concepts

  • from before grade level, some of them are ready

  • to move ahead, and if you're just one teacher

  • in a classroom of 25, 30, 35 students,

  • it's very hard to address

  • the particular needs of each of them.

  • You know, and at school it's taught

  • that differentiation is great a practice,

  • but in practice, it's actually very hard to do it

  • when you don't have proper supports.

  • And so, at Khan Academy, one of our propositions

  • or values to teachers are

  • that we wanna be that teaching assistant for you.

  • We want to help you differentiate.

  • And so the way that this has worked in classrooms

  • is that for 20% of class time at least,

  • and we see lot of good advocacy studies around it,

  • teachers have students working at their own time and pace

  • on Khan Academy, and as they do so,

  • teachers get data on what kids are working on,

  • what are they mastered, what are they not,

  • who's engaged, who's not?

  • And that is actual data that teachers can use

  • to break students out into more focus groups.

  • If they see a bunch of students having trouble

  • in negative numbers, okay, let me take those five aside,

  • the other can continue to work.

  • Then they go back in and continue working at their own pace.

  • Let me now work with the kids

  • who are having trouble with decimals.

  • So that is the framework that we think could work very well

  • in Math and Science class.

  • If you're serving a group of students

  • who have significant gaps,

  • many of them are behind grade level.

  • I've been talking about Tim Vanderberg a lot,

  • who is a amazing teacher in Hesperia, California.

  • Ninety percent of his students

  • show up in his classroom below grade level.

  • He actually does two things, he simultaneously

  • works with the students to learn

  • at their own time and pace at their grade level unit,

  • and at the same time he tells all of his students,

  • these are sixth grade students,

  • to start as early as early-learning

  • and a third grade math an arithmetic on Khan Academy

  • and do that at their own time and pace as well

  • so that they can fill in all these Swiss cheese gaps

  • that might have accumulated over time.

  • In this Covid-19 world, everything I just described

  • is still operable, and those schedules we've published

  • talk about how it could work for students

  • of different age groups

  • as they're now not being able to work from school.

  • And as a teacher, I think, one of the powers is

  • you can continue to monitor that data from your home,

  • see what the students are working on,

  • where they're strong, where they're not,

  • what they need help in.

  • And if you see that, wow, I still have five or six

  • of my kids who are really struggling with this concept,

  • then you could schedule a video conference with them.

  • You could say, hey, why doesn't everyone come on, you know,

  • if you're using some kind of a learning management system,

  • say Google Classroom, you can see here's a link to Zoom

  • for you five, I'm gonna assign this to you five students,

  • please join me at 2pm Eastern time, making things up,

  • we're gonna do a focus session on negative numbers

  • 'cause I'm assuming you've already used,

  • you've looked at the hints on Khan Academy,

  • you've looked at the videos and you're still having trouble,

  • I wanna work with you.

  • And then you could schedule another for other kids.

  • And then maybe you can have whole class video conferencing

  • to say, okay, we'll see how everyone's working.

  • What can I do, get feedback from some students

  • to unblock them more.

  • So I think that whole world of things

  • are things that could be very powerful

  • in this now distributive remote world

  • that we find ourselves in.

  • Other question- - Sal, we have a question.

  • We have a question from Jaylon McCann,

  • it's actually one that I wanna know too.

  • "Do you have all the Black Hole Badges?"

  • - It's amazing how much people are into Black Hole Badges.

  • So simple answer is, for those of you

  • who don't know what a Black Hole Badge is

  • or don't even know about badging,

  • we have badges on Khan Academy for various accomplishments.

  • And the highest badge is a Black Hole Badge.

  • And we always wanted to make that

  • for really exceptional things.

  • Now, one of the things that happened,

  • this was about seven or eight years ago at Khan Academy,

  • I would go and answer people's questions

  • when they asked them in our discussion boards.

  • And people didn't believe that it was me.

  • And so we needed some way to give evidence to people

  • that that account was actually my account.

  • And so what we did was we gave me a Black Hole Badge

  • called a This Is Sal Black Hole Badge.

  • And I think then the engineer who did that,

  • he just was trying to maybe butter me up

  • and he gave me a couple of more Black Hole Badges.

  • And so I am one of the few people

  • who has a Black Hole Badge.

  • I believe there are others and there's

  • in different times in history different ways

  • to address it, but given how many questions I get

  • about Black Hole Badges from students,

  • I do think all of us at Khan Academy

  • have a duty to you to be clear

  • about what it takes to achieve one

  • and how you can get there 'cause it seems like

  • that is motivating for a lot of folks.

  • - Great, thanks Sal.

  • We have a question from another teacher, Charlene Seuss,

  • Our students at Khan Academy use MAPPERS for Math, love it,

  • is there a plan for Khan Academy to do this with reading?"

  • - That's a great question.

  • So for those who all, who don't know what that is

  • there's something called the MAP Growth Assessment

  • that's taken by 20% of grades three through 8th students

  • in the United States.

  • And it measures student growth

  • which is a really powerful thing.

  • In fact, most of the advocacy studies

  • that we use to measure Khan Academy advocacy,

  • we use the MAP Growth Assessment.

  • They're run by this non-profit called the NWEA.

  • And they really are the gold standard in growth.

  • And so the MAPPER was actually a very simple,

  • it was actually a (mumbles) project

  • from some of our team members a couple of years ago

  • to be able to say, hey, if a student is scoring

  • in this range on the MAP what might be appropriate

  • for them to work on Khan Academy?

  • Done since then is we've actually reached out

  • to the NWEA and we formed a partnership with them.

  • And what we're rolling out which is a more (mumbles)

  • where it's actually integrated with the MAP Assessment.

  • And that's something that we're doing with districts.

  • And so for any of you teachers out there

  • what happens is students take the MAP Assessment

  • and it automatically populates

  • personalized learning plans on Khan Academy,

  • we call it the MAP Accelerator on Khan Academy.

  • Teachers can adjust it.

  • We really pride ourselves in our ability

  • to give teachers (mumbles)

  • 'cause they know the students best.

  • But then students can work at their own time and pace.

  • And then when they take the next MAP Assessment,

  • the growth that's measured, we can then start to see,

  • hopefully, associations between the time on Khan Academy

  • and the growth on the MAP.

  • So the MAP acts for placement on Khan Academy

  • for personalization and then that work on Khan Academy

  • we can see how much it drives student growth.

  • And so that is something, this is a new muscle

  • we're building for Khan Academy.

  • We're doing it officially with the districts

  • so if that's something of interest to folks,

  • I encourage you to talk to your school principal,

  • the district's superintendent and say, hey,

  • we should think about doing this MAP Accelerator.

  • And the reason why it's a district thing is

  • there's technical things like rostering,

  • and making sure that the student IDs all work

  • throughout the district so that it syncs well

  • with things like the MAP Assessment.

  • The question is are we going

  • to go into English and Language Arts?

  • So the simple answer is, we don't have plans on MAPPERS

  • to do that, but MAP Accelerator we do have plans

  • and I hope that that will be available

  • in the next several years to answer your question.

  • Other questions.

  • - So Sal we have one more question

  • before we have to close out today.

  • So this one's from Lucas Muldrop.

  • What do you think Khan Academy's

  • biggest weakness is right now?

  • - Our biggest weakness.

  • So I'm very aware, I could go through a huge list.

  • I think there's a couple, we definitely have gaps

  • in certain subjects and grades.

  • And people on this that I've talked about

  • we have Khan Academy Kids which is reading,

  • writing, social (mumbles) learning and math.

  • The core of math we have from Pre-K

  • all the way through Calculus and Statistics.

  • English and Language Arts is a new muscle

  • that we are building.

  • And there's only certain aspects of it

  • that we can tackle with the modalities

  • that have on Khan Academy.

  • We have what's called the beta version

  • which is almost a pre-release version

  • of our English and Language Arts.

  • It has reading comprehension passages,

  • students can answer questions,

  • but it still doesn't have all

  • of the mastery of mechanics yet.

  • Obviously, we haven't figured out ways

  • to give students writing practice per se

  • at those grade levels, so that's a gap.

  • I think we need to figure out middle school Science.

  • We have a gap there.

  • I've recommended that a lot of middle school students

  • can work on high school biology right now

  • 'cause it's very relevant to the world

  • and I think they have the background to do it,

  • to start learning about viruses and RNA and DNA.

  • And I think in high school

  • we actually have many more subjects,

  • Math, Science and Humanities.

  • I think there's more to add.

  • I think another gap that I think is super important

  • is we are building tools that the students

  • can learn at their own time and pace.

  • We can give data to students, to parents and teachers.

  • But we don't view that as a substitute

  • for the live in-person interaction as you heard

  • from the previous teacher's question, Samir's question.

  • The ideal is that this is used in conjunction

  • with a live teacher or a parent,

  • or if a student is stuck,

  • they can get motivated to keep engaging,

  • power through those failures

  • which are really powerful learning experiences.

  • Teachers can take 'em into breakout sessions.

  • And we were seeing a lot of success with that

  • in physical classrooms during, you know,

  • what you could call blended environments

  • where kids are working on Khan Academy

  • and they're able to get either peer to peer help

  • or help from their teachers.

  • I think in this time of school shutdowns

  • and the Covid-19 situations,

  • I think that in-person interaction is even more important

  • because we're all socially distant,

  • but obviously we can't be in the same room together.

  • And so that's why in our calendar

  • and on this live stream rather than saying,

  • it'd be amazing if teachers and parents and students

  • could create viewer conferencing sessions

  • in parallel to the Khan Academy sessions

  • to be able to do some of that live in-person interaction.

  • So I think that's a weakness for Khan Academy.

  • I think it can be complemented with other things.

  • I think there's many other weakness

  • I could get into the detail of the product.

  • Our team here, we have a big list of stuff

  • that we hope to tackle over the next few years.

  • And actually that's a good segue

  • for me to just kind of close out.

  • In my closeout, first of all, thanks everyone

  • for joining, as I said, in all of our live streams.

  • I think this is now the 6th, 7th one

  • that we've been doing.

  • I hope you're finding this useful.

  • I actually find this incredibly satisfying

  • to stay connected with folks

  • in a world where we are socially distanced

  • and if this can help people feel more connected,

  • that's a huge, huge thing.

  • And we are doing everything on our side

  • that's possible to be able to step up to this crisis.

  • We're seeing our server cap... our load had up more than 2X.

  • So things like our costs are going up,

  • and I just wanna remind everyone

  • we are a not for profit organization,

  • we are funded through philanthropic donations.

  • Many of the gaps, the weaknesses we just talked about

  • on Khan Academy, these are things we would love to fill,

  • but we need resources to do it.

  • We need donations from folks across the board

  • to make this a possibility.

  • We've gotten incredible support

  • from some corporate partners.

  • If any of you are parents working, distribute it,

  • try to get your corporations involved with us.

  • Folks, Bank of America was the first

  • to step up last weekend followed closely by AT&T,

  • Google.org, and then most recently,

  • well I'll announce it tomorrow.

  • I'm not sure if it's public yet.

  • But that's just kind of a, that's helping a lot

  • and we need more corporations.

  • But our costs, our servers were millions of dollars

  • before the crisis and now they're going to be double that.

  • On the order of it was $6,000,000 a year

  • on just server costs alone much less

  • we have a team of 200 folks

  • who are helping develop the content, writing the software,

  • partnering with school districts, etc. etc.

  • So our costs are going up and this crisis

  • and we need your help.

  • We're running a significant deficit

  • that we're not sure how long we can do it.

  • So anyway, thanks everyone for being a part to this.

  • I will also close out with stay safe,

  • stay socially distanced, I'm gonna work

  • on those meditation videos

  • 'cause I think the most important thing is

  • take care of yourself right now and then

  • that's going to put you in a position where you can start

  • thinking about how you can take of others.

  • Thank you so much, thanks for joining.

- And I have an exciting addition

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每天與Sal一起直播家庭課堂:3月23日星期一 (Daily Live Homeroom With Sal: Monday, March 23)

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    林宜悉 發佈於 2021 年 01 月 14 日
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