📖 My chat (+transcript) with Mentava founder Niels Hoven on accelerating kids’ education

When it comes to sports, everybody is basically aligned that the goal here is helping every kid reach their potential. We celebrate talent, we give athletes the resources and personalized support they each need to develop their skills. We have varsity leagues, we have junior varsity leagues. We make sure that kids are challenged at the appropriate level for their current level abilities. And for some reason, when it comes to academics, we throw all of that out the window.

Our progress as a society depends a lot on the brilliant ideas of our greatest thinkers. To improve our way of life, we should be promoting our best and brightest to the highest heights of their potential. Instead, we seem to be stemming the flow of great minds at the source: in our public schools. With a one-size-fits-all, equality-of-outcome model, we rob our kids, and our society, of their potential.

Today on Faster, Please — The Podcast, I talk with Niels Hoven, founder and CEO of Mentava, an educational software company. Hoven’s goal: to help kids learn at their own pace, whether that includes additional support, or simply the resources to excel beyond expectations.

Hoven is the father of four, former product manager at Cloudflare, and was VP of product development at Pocket Gems.

In This Episode

* Treating academics like athletics (1:35)

* School as childcare and instruction (5:44)

* The role of parents (8:04)

* Mentava’s mission (10:04)

* Reframing the public school (15:20)

* The San Francisco algebra ban (17:50)

* Investing in our future (20:05)

Below is a lightly edited transcript of our conversation

Pethokoukis: Niels, welcome to the podcast.

Hoven: Thank you so much. I appreciate you having me here.

Treating academics like athletics (1:35)

You argue that the current American education system is fundamentally flawed.

I do think it has some issues.

How does closing achievement gaps hurt our education system? How does it hold students back?

So obviously my problem is not with closing achievement gaps, my problem is what happens when you set up policies with that as the only goal. I think what we've seen is that the goal of today's modern education policy is closing the gaps between high achievers and low achievers, which is, of course, wonderful, but the way that has actually manifested in schools is by slowing down high achievers and not giving them the opportunity to achieve their potential. In San Francisco, you're literally not allowed to teach material above grade level, which I think is crazy.

Most school systems have gifted programs. Doesn't that meet your concern?

So those gifted programs, I think they don't go far enough to support the learning needs of students who are really capable of achieving dramatically more, and, in a lot of places they're very, very hard to get into. So in our school district right now, in order to qualify for the gifted program, you have to take a series of tests and you basically have to score 99th percentile on all of those tests. All of those tests are basically grade-level tests, so they're not really teaching seeing how far above grade level you are, so it's really, “Are you really, really good at taking the tests, so well that three times in a row you can score 99th percentile on grade level stuff?” That's not really getting the kids who need their learning needs supported by these special programs, and these programs really only operate a single grade above grade level. What about the kids who could be doing calculus in middle school, or want to be moving much faster than that: Two years of math a year, every single year — we aren't supporting them.

You've proposed treating academics more like sports. What does that look like in practice and how might that change how we approach education and how we think about education more broadly?

When it comes to sports, everybody is basically aligned that the goal here is helping every kid reach their potential. We celebrate talent, we give athletes the resources and personalized support they each need to develop their skills. We have varsity leagues, we have junior varsity leagues. We make sure that kids are challenged at the appropriate level for their current level abilities.

And for some reason, when it comes to academics, we throw all of that out the window. We just say, “Okay, everybody must progress at the same speed, learn the same thing at the same time.” To me that's like saying, “Okay LeBron, you are not allowed to dunk until everybody else can dunk also.” And so I want to see us treat academics more like sports, where we encourage students to pursue their interests, to develop their talents to the fullest potential, and respect the diversity of kids' ability and motivations.

To what do you attribute the staying power of this — I don’t know if it's a one-size-fits-all system, but of a system that, in many key ways, isn't different than it was a hundred years ago?

It is a government-sponsored monopoly, so I guess that would be my answer. How did the taxi cab medallion system last so long, even though it was dramatically underserving everybody who wanted to take a taxi? There's no competition.

What does that more sports-like environment look like? It sounds like there'd be more freedom, there'd be less regimentation. What does that world look like?