The truism goes that experience is always the best teacher. In Tyree Marzetta’s case, that experience was teaching.
Growing up in San Francisco, California, Marzetta recalls sharing clothes with his four sisters and often not having enough to eat. Yet with the help of education — and caring and committed educators — he learned firsthand how to rise above adversity. Later, as a teacher, he witnessed the lack of technological resources for marginalized students and was inspired to shift his career. Now a Consortium fellow and merit scholar at the University of Washington Foster School of Business (class of 2026), Marzetta hopes to explore the synergy between artificial intelligence (AI) and EdTech and its potential to uplift the students who need it most. He recently shared his story with us.
How did your childhood, as well as education, impact your life’s philosophy and ambitions?
Growing up in poverty with little resources, I always had a desire to do more and become more than what I saw around me every day. I wanted to ensure that my experiences didn’t limit me but instead motivated me to seek success, build generational wealth and uplift others in my community.
I began pursuing bigger opportunities after failing seventh grade. That failure was a turning point for me. I completely shifted my mindset and started seeing things differently, realizing that if I could bounce back from failure, I could inspire others to do the same. Failing the seventh grade wasn’t just a stumble. It was the moment I realized that the only way forward was through hard work, perseverance and an unshakable belief in myself. My experience wasn’t unique to me — I knew there were others around me in similar circumstances, and I wanted to show that no matter how hard things get, you can always rise above it.
Did you see education as the best way out of your situation?
I didn’t just see education as the best way out of my situation; I saw it as the only way out. I was lucky enough to have a few teachers and coaches who believed in me and never gave up on me, even when I felt like giving up on myself. They pushed me to think bigger and achieve more, and I wanted to do the same for others. Becoming a lifelong learner and giving back to the next generation through education became a natural path for me, and I’ve made it my mission to pay forward the support I’ve received.
What inspired you to shift from teaching to EdTech?
I started teaching informally around 2014, but I formally entered the profession in 2021 during the pandemic. That experience gave me a window into the homes and lives of my students through virtual learning, and I saw firsthand the learning gaps created by a lack of face-to-face interaction, specifically for marginalized students. In those virtual classrooms, I saw firsthand how technology could either widen the gap or become the solution. That realization ignited my passion to innovate in EdTech and use AI to create learning tools that work for every student. That experience cemented my commitment to finding ways to bridge gaps for these communities through better technology and personalized learning tools.
I got into EdTech through my experience as a middle and high school teacher. When I started working with different EdTech applications, I saw firsthand how technology, especially AI, could enhance the learning experience. However, I realized that the potential for AI in education goes far beyond what is currently available. As I’ve gained experience, I’ve realized that the EdTech sector holds the potential for much broader impact. Technology offers a way to scale the kind of change I want to bring about in education, so shifting to EdTech has aligned with my long-term goals of teaching and making a bigger difference beyond the classroom to create real value.
Why are tech and data important when it comes to ensuring positive outcomes for students and communities?
Tech and data are critical to ensuring positive outcomes for all students, but especially for those in marginalized communities who may not have access to the same resources as their peers in more affluent areas. AI can help personalize learning experiences, providing real-time feedback and adapting content to meet students where they are. One example is my work with platforms like iReady, where AI-driven assessments provide tailored learning paths for students based on their unique needs. This is especially powerful for underrepresented students, who can benefit from adaptive learning technologies that respond to their needs in ways traditional classrooms cannot. Imagine a classroom where AI not only adapts to a student’s learning speed, but anticipates their struggles, offering personalized feedback that pushes them toward success. This is the future I’m working to build.
Why did you decide to get an MBA, and what do you hope to do with it?
I wanted to pursue an MBA to strengthen my network and surround myself with like-minded individuals who believe they can achieve anything. A close friend from middle school, who is now a second-year MBA student at Columbia Business School and a Consortium member, encouraged me to apply. His belief in my potential made me realize that an MBA, especially through The Consortium, would provide the platform to build the skills and connections I need to make a lasting difference.
My goal is to continue developing in the EdTech space, integrating AI in ways that can create personalized and impactful learning experiences for students in underrepresented and marginalized communities. The MBA isn’t just a degree; it’s a strategic step in my journey. At Foster, I’m building a network of innovators and learning business strategies that will help me scale my impact in the EdTech space. I hope to launch and eventually sell my own EdTech-AI venture before graduating from business school.
How does The Consortium and its mission align with your life philosophy and goals?
The Consortium’s mission resonates deeply with me. It represents more than just access to education — it’s about increasing diversity in spaces where it’s needed most. Growing up, I didn’t often see people who looked like me in leadership roles, and that absence reinforced my desire to break barriers and become a leader myself.
The Consortium’s mission isn’t just something I believe in — it’s a reflection of my life’s journey, and now, I’m committed to breaking that cycle by becoming one of those leaders who opens doors for others. The Consortium gives me the opportunity to not only to achieve my personal goals, but to be a part of a larger movement that opens doors for underrepresented communities, creating pathways for others to follow.
