just, I would just say quickly that your experience in the Science Museum, I think, in many ways, should have showcase what science teaching should look like, because this is where The funny maker, yes, and I'm not a unicorn in this by any stretch. I know amazing science teachers really want to do that kind of work. But to your point, though, around the cross sector collaboration, I would say two different ways. One, it goes back to this idea of the Golden Triangle, where we really want to get different groups of people working together, including higher education, K 12 and early learning in terms of looking at what we do in the classroom, what we do in schools, but we also obsess with the idea of redefining success, which is that math and reading proficiency, since NCLB has become a No Child Left Behind has become the North Star for so many places. And many of us argue that's important, but it's a means to an end. The greater end, frankly, is lifelong. Success is economic mobilities. Well being is personal agency. So the question and then, how do you actually get there? And for us, it means really understanding the challenges we have in our systems that causes young people to disengage from education. If you were to look at data sets, and I developed some of those when I was at the Gates Foundation, when you look at the journey of a child through the system, you see massive attrition of young people. For example, in one state, if you take every child who's proficient in reading and math, you get anywhere from an 8% to a 25% post secondary completion, every child was proficient, otherwise, a lot proficient. And of course, if you look at it at this one equity lens, the numbers skew toward the bottom, meaning the 8% it's terrifying. But for us, that means looking at what we do in elementary school or early learning, elementary school, middle school, high school, post secondary, all the to the kind of work we think is important, the transition spaces in between which, as you can imagine, require a set of actors to want to come to that, to come together and stitch the system together, both In terms of the internal dynamics of school and the external and more macro processes that we need to have to facilitate that kind of transfer. That was a big part of my work at gates, and wonderfully, we've made much more pronounced at Digital promise, and we're testing this idea right now in San Diego County. We're going to test in other parts of the country to see, what can we do to support those who are looking for that kind of cross sector effort to really propel a learner or young person toward the ideas of economic security or mobility agency and well being?