Just finished reading a 17,000-word parent review of @AlphaSchoolATX, the now-famous “AI school” in the US where students supposedly finish all their academics in just two hours a day. I’ve been following Alpha for a while now (even spoke with their team once) though I haven’t had the chance to visit a campus yet. The school started in Texas, has billionaire backing, and is now expanding nationally. You’ve probably seen the headlines about how they use AI to “10x” learning, but after reading this incredibly detailed review from a parent with three kids enrolled, the real story is much more nuanced — and honestly, more interesting. Yes, the kids do finish their core academics in about two to three hours, including breaks. But it’s not because of some magical generative AI curriculum. Most of the content delivery happens through widely available edtech tools like IXL, all standard, third-party software you could use at home. In fact, many students still rely on human tutors (often based in Brazil) to help with parts of the curriculum that require more support. In the afternoons, teachers (or “guides,” as they’re called) shift toward life skills projects. These range widely: one fifth-grade project involved learning how to buy and run an Airbnb. But because families have very different views on what a “good” afternoon program looks like, Alpha is now launching a series of microschools. The academic portion stays the same, but the afternoon programming varies depending on the focus. There’s one centered on sports, another on esports and gaming. But the one that stood out to me — and to the parent writing the review — is the GT School, their gifted and talented microschool. His three kids are all enrolled in GT. In that track, the afternoons lean heavily into more academic and competitive pursuits like chess and debate. But what’s different is that everything is tied to real-world validation. For example, if students do a storytelling assignment, the goal isn’t just to write the story, it’s to submit it to The Moth and get it accepted. Chess isn’t just about learning strategy; it’s about earning a national rating. Debate is expected to lead to actual competition results. The point isn’t just to complete a task. The point is to complete it and get external recognition. What really stood out, though, and what the parent-reviewer said is the true engine behind Alpha, is the school’s internal virtual currency: Alpha Bucks. Students earn Alpha Bucks for completing tasks, reaching goals, and going above and beyond. They can then spend them on real things: physical products, school events, even internal auctions. It’s an economic system that shapes motivation and behavior. The parent’s core argument is that Alpha Bucks are what actually make the model work. As evidence, s/he points to Alpha’s $10,000/year homeschool package — which gives you access to the same software stack but no Alpha Bucks system. Students using the homeschool version tend to progress at the same pace as those in regular schools. The difference is striking. And the reviewer’s conclusion is that without the virtual currency system — and the behavioral incentives it creates — you don’t get the same outcomes. This lines up with what motivation research tells us: when incentives are well-designed, clearly linked to concrete goals, and not too abstract, external rewards can actually increase motivation, not kill it. So in the end, Alpha School isn’t really about AI. It’s about systems design — structure, autonomy, measurable feedback loops, and a currency that makes achievement feel meaningful. Reading this made me think a lot about how I’d design a school myself. I do think AI, especially large language models, can push this even further — there’s a lot of room for custom software that goes way beyond Alpha’s current stack. If anyone is building stuff like this, please point me to them!