this week, what if we treated schools like a start-up, and their funding like venture capitals. why resumes may tell you more about a candidate than a good old-fashioned quiz. and the growing power of tiktok. that's this week on "press: here." good morning, everyone. a quick morning to parents. this next interview is one you might not want your child to see. not because we're going to use naughty words but because one of the conclusions you could take

away from this is it doesn't matter where you go to college. a lot of adults have already figured that out. but now some empirical data. a company that tests upcoming engineers on their ability to code found no relationship between the so-called top schools and skill. in fact, just two schools accounted for the absolute best coders in their test groups. one indisputably prestigious. one mit. the other miami of ohio. it is not even in the top 50. an employer of codesignal who conducted this study. let's get this out of the way right off the top. you went to mit. so i'm going to trust the results of our data that mit is top. i think this resonates with me because something skill-based, which coding really is. how good you are at it has less

to go with where you went to school and more about did you put in those 10,000 hours and are you passionate about it? >> like you said, development in coding is one of those things where education has really become democratized because over the past 30 years, if you wanted to learn software engineering, if you wanted to learn coding, how on earth were you going to study for it? because internet wasn't around, really. and so many education resources are available today aren't around either. 30 years ago resumes we went to was actually a fairly solid proxy for if you are qualified or not. fast forward 30 years to today and education have become dramatically democratized. you can literally sit on your garage and learn anything you want to learn, especially software engineering. but the system is not designed to recognize that skill that's

there and we keep fighting for pedigree talent. >> i was going to bring up youtube. i think the university of youtube is one of the driving factors in so many different things because there are so many tutorials on there. >> absolutely. i mean, you look at -- even you mentioned mit, right? mit publishes a majority of its classes and lectures. and same does harvard. same with stanford. same with berkeley. the problem, though, is that because the industry is not ready, in many cases, to actually look at what your skill set is when they look at the pedigree, not enough people are taking advantage of it. so what you still see happening is parents would literally drive university officials to get their kid in because they know the degree at the end of it is really impact your

skill, we have been able to show that there is skill that's very evenly distributed. you can have the skill without actually having the pedigree. >> when you saw that yourself because you went to mit. you got job offers. and then your co-founder who i'm assuming is as equally talented as you are went to a school that nobody has ever heard of here in america and he had huge trouble finding jobs. >> and that was the genesis of how i got into this. they say you have to experience it on your skin to really understand even if the problem is so obvious. so like you said, i went to mit. and even though my co-founder who even after mit and after working at google, one of the best engineers out there, he couldn't get his foot in the door, he couldn't get picked up by any of the top tier companies. >> i saw a video you did. you handed somebody a pile of resumes, old resumes and dared them to find what we now know is a star programmer but of course

an old resume. you didn't know that recruiters just glanced at resumes. i want to play that clip right here. >> ready? set, go. >> okay. this is good. really only six seconds per? we're gonna go with this guy. >> stop! so the resume in question was this one, not that one. this one, okay? and this is the 2003 resume of quido von. >> are you kidding me? that's awesome. that's right one of the resumes on this list is this resume.

>> tell us who that is. >> so guido is one of the most well known software engineers who created python, which is the second most popular programming language in the world, a celebrity today. back in the day you couldn't tell by looking at his resume. >> right. and because in that little game that you played, you know, you were looking at the resumes for six seconds each because that's what recruiters do. they have also six seconds. that's understandable. the mit, the stanford jumps out and the skills are hidden. >> absolutely. what's happening today is there is such an insane demand for software engineers that recruiters are literally starves for talent and they looking for how else to find talent like tom did there because if you only focus on the very small population that went to a well known school, you are really missing out and you keep competing for a small arm of talent. >> that's part of what you are doing.

you're testing engineers with real world coding questions and figuring out what they know and how good they are. >> that's the core idea. the core idea is can we measure directly, right? can we put somebody in a live team simulation and understand are you able to complete the job when we simulate the job as close as we can because that is a true measure of what a company you are trying to understand, not which school you went to because that is not really what i'm hiring you for, is to say, oh, i hired all the people that went to this school. i'm trying to hire for skill and co competency. >> i think it is a way of thinking of software engineering the way we would think of being a musician in that the skill comes from understanding how it all works together and 10,000 hours of practicing on the piano or whatnot and not necessarily did you go to juliard?

>> exactly. i love that you are referring to malcolm glad wel in that role because that's exactly what it is, right? skill is not built because you were in a certain building in a certain city. the skill is built for practice, through deliberate practice. and you have to be able to identify who is putting that practice because if you can't you are actually discouraging the future generation from attempting to put in all that work because it takes a lot of work to get good at something. so you have to know that if you do put in that work, you are going to get recognized at the end of it versus someone that will say, do i see a name that i recognize on your resume? because that's completely unfair. >> lastly, that gives some hope. well, you know, some parents might be -- have this on mute because they want their kid to go to some name brand school. that gives hope to the kids who can't go to a name brand school either because of location or because of money or anything else that that young man or young woman with a decades old laptop who is watching youtube learning to code has a shot at

google. >> absolutely. and some of the schools artificially limit how many people they take in because that's how universities are ranked. it's admission rate. and that artificial limitation means there is only very few people who graduate from this school and there is tens of thousands of new grads every year trying to get recognized and get a job. >> well, tigran, i appreciate you joining us this morning. he is the ceo of codesignal. we'll be back in a minute.

good morning, everyone. i'm scott mcgrew. i cringe a little when someone suggestions we run something that is not a business like a business. the classic example of that is government like a business. the fatale flaw in that argument is government is not a business. so lighthouse, for instance, makes no profit and you shouldn't run a government like a business. when i heard the proposal to run education like a start-up, which kind of sounds like the same thing, i was not convinced, but then i heard the guy behind it was brian greenberg who helped create khan academy and he had $45 million in backing. i thought i would brian the doubt this morning. brian, thank you for joining us. so your effort is called the silicon schools fund.

$45 million to work with to encourage schools to act like start-ups. let's start with the money. where does the money come from? >> so we are a foundation, and we raise money from really dedicated philanthropists all around the country. just to clarify, i didn't help start it. i worked with them to create course ware on their platform. i just want to make sure i don't paint any success on to their incredible work. and we sell to these funders and give them some simple value propositions because if you want to improve american society, we think the best way to do that is our schools. but just sending a blank check to a district or a school, you don't have any gurn tees of how that money will be used or who will be getting access to that money. so we build silicon schools fund in the way we're seeking the best return on investment we can. agreeing on what they want to go after and then funding them,

understanding capital and support technical assistance to be side by side with them to improve the outcomes we get. >> how do you measure results? obviously in normal ventures, we measure by profit and customers, but not with a school. >> our return is similar in that we want better outcomes. instead of just saying we want to make money, we want to change outcomes and trajectories for kids which does pay us back because these students go on to have better jobs, be better members of society and we create a more equitable and just opportunity. >> what do you mean when you say that? >> i was a start-up founder. i got a chance to open a school from scratch. in fact, the first charter school in the city of heward where we started this school. when you start a brand-new school, you are starting with zero employees and you are quickly growing your team to 10,

20, 50 people with a p and l that might be a $5 million a year venture. you're going with families and saying give us your most precious asset, this child that you adore and we will put them on the path to career and life success. you know, if you have some flexibility in starting a new school, you can set the culture. you can decide how you want to use your budget. and most of the people in most traditional schools are incredibly hard working well-meaning people but they're in a strained structure. we feel like you have to give them some of the same levers that any business leader would have. but in the end this isn't a business. we're going after the same results for kids to be performing well. we want them sustained and fulfilled. the other thing we're particularly interested in is we think this doesn't work with a one side fits all approach. each child is different. when you are a teacher, like i was, and you are standing in front of a class of 30 kids, you

have a wide range of abilities. typically we say, hey, today's date is tuesday the blank, your curriculum is this lesson. give us all 4th graders regardless if it is too easy or just right. we think there are new models where you can combine technology and more personalization to get closer to that ideal of every kid gets what they need when they need that. >> yes. but i think we have seen this e inner sha that you are talking about it whether it is airlines. obviously airlines could be run better. health care could be run better. education. and, again, like you, i agree teachers are amazing and hard working. education could be run better. but you have come along with new ideas but you get pulled back to the center. you know, we have always done it this way. and i think that's especially true in things like education. >> you are so right on. when we started, we said this is going to be like the moon launch and every rocket will go further

than the previous one and we underestimated the forces of gravity. that is everything from teacher expectation to the students' beliefs of what should be happening to even your authorizer and district and what you are allowed to do. we think one of the things we do at venture philanthropy is provide risk tolerant capital. these are real children who we have to make sure above all else do no harm. but you also have to free these educators to innovate and try new things. when it starts to work, we can get across an entire portfolio of 75 schools across california and have those replicated by other districts and other municipalities and countries. we get a huge number of visitors from around the world coming up to visit these schools in the bay area because they want to be inspired by new models and figure out how to do that in their local context. >> one of that is d tech.

what's happening there? give me some specifics. either d tech or another school in which a rock solid example of what you are doing. >> yeah. it is a brilliant example. i will tell you the quickest version of the origin story. we met these two when they were a teacher in the district. we said we want to try something different. we want to open a school that says yes to kids and really build the culture of unlocking their potential. and in the end, they just couldn't get there. so they decided to start a public charter school within the district. they opened this incredible school. parents loved it. kids loved it. and even local corporations started saying this is really exciting to the point where oracle was sending a lot of employees to volunteer. this school founder found themselves in the ceo's office of oracle saying, how can we help you? he said, we'd love to have a building. and the ceo said i think we own that land down there.

fast forward a couple years, they built this incredibly beautiful school on the oracle campus. >> do you think the pandemic helped in the sense we started to rethink a little bit? a lot of what we saw with the zoom classes were just classroom instruction, you know, on zoom. there weren't changes. and, again, teachers were facing so many challenges. but do you think it was a way of sort of resetting what we thought about what schools worked? >> you know, my team probably sat through 200 hours of zoom instruction while it was happening to figure out what was working and what wasn't. you saw educators do incredible things. and in other cases it was very sad. children at home saw how hard it was on isolation. we had hoped that it would accomplish this goal of realizing kids were capable of more than we think they are. for almost two years a lot of children were basically left alone and figured out how to do their education on their own. we took them right back and put

them back into rows and desks staring at the chalkboard. we felt like this is a moment in time we go, what if we could give kids that flexibility to go faster when they wanted to or slower to pick up things they were more interested in? and what if we could give teachers that flexibility to say, we're going to send you out to go independently now so i can do one-on-one tutoring? and we haven't yet post-pandemic seen that creativity be unlocked. my theory is people are just under too much stress. >> so my last question to you is i'm an educator with a great idea. i'm watching this guy on television talk about how he has millions of dollars that can be spent. how do i get the money? >> the first thing i would say is go to our website siliconschools.com. if you do want to transform a school, we want to hear from you.

we're built to find great partners. and then if you are a donor looking to have the most impact with your money, we go about five years, spend these $45 million and we have this incredible system of the best philanthropists. some give large amounts and some give smaller amounts and we would love to hear from you. >> brian greenberg, thank you so much this morning. the head of silicon schools foundation, fund, rather, and thank you for being with us this morning.

welcome back to "press: here." if you have not downloaded tiktok, i suggest maybe you should not because it is a productivity killer. it feeds you what you are interested in and does it over and over until it's really rather addictive. that's been true of other social media, but tiktok does it better than any other service. and new data show tiktok has surpassed youtube as the place to go for advertisers and analysts say that gap is going to get that much bigger. jasmine enberg is an analyst at insider intelligence. so your data is showing a tiktok user, an adult tiktok user is using the app 40 minutes a day. and apparently buys the things that they're seeing in the

advertisements, right? >> yeah. so it's really amazing. we are seeing levels of engagement on tiktok that we really haven't seen before for any other social network. it is above facebook, instagram. and that's a testament to the power of its algorithm, but it also keeps adding new users to the platform. this year we're expecting tiktok to become the third largest social network in the u.s. >> it is amazing how quickly that has grown because some of its competitors have been around forever. snapchat and youtube are years and years old. >> absolutely. a couple of years of explosive growth, particularly during the pandemic. that's when we saw tiktok really take off. now, the growth rate has slowed as media behavior begins to

normalize, but we're still seeing strong growth. by 2025, we're expecting tiktok to have 100 million users in the u.s. alone. >> now, the advertisements i get are for t-shirts that make middle-aged men look slimmer, so i think they have me pegged well. i don't find particularly advertised to. i don't find it overwhelming the way i do that pain of watching the ad on youtube before the content i want to see. >> and that makes sense because most of the way that advertising or marketing really works on tiktok is through influential marketers. creators are what make tiktoks tick. so we're seeing lots of partnerships with creators and we're actually seeing this year that tiktok will be more popular for influential marketing than youtube, which of course is the og of influential marketing. >> indeed it is. and by influencers you mean young women who are saying i

just really love this eye shadow, that kind of thing. they are paid or at least given sometimes products. american law still says they have to let us know that, right? that counts for tiktok as well? >> absolutely. there are guidelines that creators and influencers have to follow. but it is so much more than just young women talking about eye shadows. >> right. and i hardly meant to stereotype. it was just that's the example that i think we all think of, right? >> absolutely. >> that new palate of eye shadows sort of thing. >> and that's absolutely correct. >> but now influencers and other things. i did cut you off. >> yes. >> so influencers are doing all kinds of things. >> yeah. they're doing all kinds of things. they're creating digital content that's resonating with their audiences on tiktok. we're seeing that being repurposed on to other platforms. instagram is a major place we're seeing a lot of tiktok videos, so we're seeing that kind of content really expand in the platform as well.

>> now, most people who are on tiktok are younger. so there is -- it's not a limited demographic. i mean, we're talking about millions upon millions of people. but the slice is fairly small. you are not going to see, you know, let's say, luxury cars for older people on tiktok as much as you are going to see younger -- things that younger people are interested in. but advertisers will say that's the demographic we want anyway, right? >> yeah. young users really make up the core of tiktok user's base. but we're actually seeing popular across demographics. perhaps not as quickly as it caught on with younger users but older generations lean in as well. >> what do you think? is it the algorithm is just that good? i almost feel like it's a little bit like a slot machine, that the minute i'm maybe getting a little bored, tiktok feeds me the one video that keeps me

going. >> and that's such a fantastic comparison. i know i have spent way too long on tiktok going through videos that i consider research. but, yeah, i think that's part of it. i think, you know, we all needed something fun and entertaining and a little bit more mindless over the past couple of years. i think that's really what resonated with people and made tiktok so popular. i think it's that fun entertainment aspect of it that really draws people in. >> now, i know you are a market analyst and not a cyber security analyst, but it wasn't it just maybe a year ago that we were all saying or washington was saying that tiktok was a major, you know, risk to our national security? and whatever happened to that? >> well, i think that, you know, has died down over the change of the administration, you know. i do believe that people in general are hesitant to trust social networks, whether it's tiktok or facebook. but the reality is that a lot of what we say is different from what we do. so we'll see people in surveys

talk about how they don't trust these social networks and yet we see them spending an increasing amount of time using them. >> jasmine enberg is the principal analyst at insider intelligence. i appreciate you joining us this morning. and "press: here" will be right back. you're a champion. you're not a quitter. quitters don't do what they're supposed to. champions do. and you're a star.

and you shine. that's what you do. that's what you do every day. [inspirational music] that's our show for this week. my thanks to my guests and thank you for making us a part of your sunday morning.

damian trujillo: hello, and welcome to "comunidad del valle." i'm damian trujillo, and today, tijuana rick, he's san jose's creative ambassador on your "comunidad del valle." cc by aberdeen captioning 1-800-688-6621 aberdeen.io ♪♪♪ damian: and we begin today with the oakland restaurant week. it's actually wrapping up, but we had to get them on and talk about the delicious delicacies being served all across oakland for the last ten days. with me is chef and owner of bombera, dominica rice-cisneros, and also the tortilla master at the restaurant, pánfila ceja. ladies, welcome to the show. dominica rice-cisneros: thank you for inviting us. damian: yeah, well, first of all, tell us about bombera.