Your Review: Alpha School

Sun Feb 15 2026

Parental and authority approval: Initially kids practice because they are given praise and attention from their parents when they do so, and are reprimanded when they don’t. He gives examples of mom saying “if you don’t practice an hour per day on piano I am going to stop paying for your music instructor”.
Peer approval: At some point the young musicians begin to care less about what their parents think, and more about their relative status among their peers. Part of this is that they can perform music for their classmates, which is very impressive, but a bigger motivation is that their skills are recognized by other young musicians – their true peers.
Self Actualization: Eventually the best musicians stop caring about their peers and start internalizing the desire to be great. They see themselves as musicians, and they do the hard, uncomfortable work of practicing because “that is what a great musician does”.

Ericsson found every musician followed the same path (and he repeated it with other adult experts and came to the same conclusion).

When we look at adult “experts” or even adults who are still learning by reading books, we see people who have internal motivation and self actualization. Why do you read books as an adult? I expect most people who read books do it because they like reading books – and the reason they enjoy reading books is that they have read enough books in their lifetime that they are pretty good at reading books. For most people who read books, reading books is not “difficult” (if it is I expect most people put down that book and choose a less challenging one). And yes, many people read books to “learn things,” but almost everyone combines “learning things” with enjoyment. They enjoy the feeling of learning and they often retain parts of what they read, but it is a rare reader who takes notes while they are reading to review afterwards, or picks up a textbook after they have graduated from school. Many people want to learn, as long as the learning is enjoyable and not too much work. If retaining more of the learning takes extra effort, most people, most of the time, will not put in that effort.

If you are the type of person who reads challenging books at the edge of your ability and takes detailed notes to review afterwards in a space repetition tool, I expect you do it because you feel you are “the type of person who reads challenging books” – you have achieved self-actualization in book reading and learning. You are not the majority. You aren’t even the majority of the minority of people who read a lot of books.

Self actualization is where we want all our kids to reach (or at least “become a strong enough reader that they enjoy reading books and will do it for pleasure”). The question is how to get there. Ericsson has mapped out that path:

Start with adult-generated incentives
Surround the children with peers who will raise their status for being “learners”
Hope at some point they self-actualize

Clearly not every kid will get to stage three (and no one will get to stage three in every endeavor), but Ericsson’s point is that EVERYONE who gets to stage three starts at stage one. And we know how to motivate kids in stage one – or at least Roland Fryer does.

Combining Ericsson and Fryer we get the success equation:

Incentives → Motivation

Motivation → Time spent on deliberate practice

Time spent on deliberate practice → Mastery

Unfortunately we have an education system that doesn’t “follow the data” on how to best educate, and the general population hates the idea of incentives, so no one is pushing the education system to change in that dimension.

Alpha HAS followed the data. They have built deliberate and extensive incentive systems. But Alpha also knows what the general population thinks of incentives, so they don’t talk about it. There are lots of parents that are against throwing kids learning in front of screens and lots of educators against “too rapidly accelerating learning”, but there are even more parents and educators against bribing kids. When you see the complaints about Alpha on Reddit they criticize the AI and the screen time and the lack of teachers and the tuition and the “funded by billionaires” but no one complains about the incentive/bribery system. Because unless you go to Alpha you don’t even know about the incentive system.

Alpha believes in the incentive system, and it is a very important part of their program, but they don’t brag about it.

Alpha’s Incentive Programs

Alpha schools have their own in-house currency. Alpha has “Alpha bucks”; GT School has “GT bucks”. My understanding is that they work a little differently on each campus, but the overall philosophy is the same. This review will focus on the details of the GT system since it is what I know best.

If the students complete their 2-hour learning “minimums” each day they earn about 10 GT Bucks. They get additional bonuses for every lesson they complete beyond their minimums. They also get a bonus if they finish their minimums within the scheduled time (vs going home and doing them later), additional bonuses if the entire class completes their minimums during the allotted time, and weekly bonuses for hitting longer term targets.

They only get credit if they both complete their lessons AND get 80% or higher on the problem sets within the lesson. If they get 79% they still move on (with the questions they missed coming back later for review), but they don’t get the GT bucks associated with the lesson (this stops gaming where the kids rush through the lessons just to get “bucks”)

A GT buck is worth 10-cents. So if they are really pushing a kid could be earning roughly $2 per day.

Fryer paid kids to read books, GT pays kids to do lessons.

Once a kid has earned a collection of GT bucks they can spend those bucks at the GT-store. The Alpha store has a wide selection of offerings. The GT store, because it is a much smaller school, is more like a catalog. The kids can select what they want and the school will order it so it is ready when they earn enough “bucks”. Every kid has their own personalized incentive – do the school work and they will get their personalized prize.

Different kids respond to this differently.

My youngest spends his GT-bucks as he earns them – coming home most weeks with a bouncy ball or a protein bar.

My middle daughter has ambitions to save for things (she really wants a lego chess set), but often gives in and buys something before she saves enough (she has built an impressive collection of stuffies).

My older daughter likes to save. She really wanted a Taylor Swift sweater and saved her points for months to buy it, but then, when she had enough bucks, she decided she didn’t want to spend them – so no sweater but a record number of points in her balance statement (then my middle daughter used her points to buy the sweater… You can imagine how that went…).

My kids are gifted. They love learning. They compete in academic bees and chess tournaments and musical productions for fun. But the GT incentive system has turbo-charged their academic learning well beyond that inborn desire to learn.

We decided to join the GT school in July, but, for logistical reasons, we could not start until October. For the 3.5 months I signed the kids up to iXL – the tool that Alpha students use for 80% of their academic work – including almost all of their Language, Math and Science lessons. I wanted to get the kids used to using it over the summer before they started school.

It did not go well.

We tried getting the kids to work on it for about an hour per day, but it was a fight every time. It was the same content they would be doing at GT, but without the GT structure, and it did not work.

But once the kids started at GT, those same iXL lessons became a game for them. I remember taking the kids to the park one day after school. They asked me, “Instead of playing can you set up a hotspot so we can do a few more lessons? I want to earn more GT-Bucks!”.

Was it bad that they were being bribed to do lessons? 76% of Americans would think so. But it definitely worked.

My middle daughter – who is the most driven by money – has completed more than two full grades of school in ~20-weeks (60% of the school year), and shows no signs of slowing down.

I have not noticed any reduced interest in learning outside of school. My oldest daughter does not like the idea of incentives at all. She doesn’t need the incentives and she thinks other kids shouldn’t need to be incentivized either. But the incentives are helping with her younger siblings, and, even if they aren’t pushing her to go harder, they definitely don’t seem to be hurting her internal drive.